Diskusi 6 EFL Curriculum and Materials Development

 Please discuss:

• Several components of lesson plan and the way to develop it,

• Some important points as a guideline before developing a lesson planning

• The stages of lesson planning

Jawaban 1:

          One of the teaching sets that must be well prepared by every teacher before teaching is a lesson plan. This covers a face-to-face plan of teaching every theme/ topic/material in every meeting. In this case, every teacher must be familiar with the components of a lesson plan and also ways to develop it in line with the main problematic issue to increase and/ or to develop the students’ learning achievement in three domains, namely: cognitive, affective, and psychomotor skills as assigned by the current curriculum applied at schools now. The first issue deals with components of the lesson plan, namely: the goal, objective(s), materials and equipment, procedure, and evaluation (Soepriyatna. 2017). In the respective explanation, the goal and objective(s) must be clearly defined and can facilitate the students to get learning mastery within the lesson. More specifically, goals describe the lesson’s summative outcomes (where students will go) and the objectives describe how students will get there (Granite State College, 2022). Learning goals and objectives serve the ideal condition between the students’ characteristics with all the potentials they have in general and the great achievement they most possibly obtain through selected materials, teaching media, and equipment, types of learning activities and tasks given, and lastly procedures of the required assessment in the end. In other words, they become the central point of qualities for the prospective students, various resources as means of achievement, and most importantly the proficiency level owned by the prospective teacher as the agent. Owing to this consideration, Granite State College (2022) proposes SMART attributes especially in formulating learning objectives. Firstly, ‘S’ stands for ‘Specific’ and should state exactly what is to be accomplished by the student and the conditions in place. Then ‘M’ is measurable and indicates the results that can be evaluated in clear and explicit ways, as well as the caliber or level of performance that will be regarded as acceptable (mastery level). Next, ‘A’ is attainable and for students to succeed, it should be written at the proper developmental level. Later, ‘R’ is relevant and in order to meet individual goals, the abilities or knowledge described must be appropriate for the grade level and subject area. Lastly, ‘T’ is time-bound, stated when students should be able to demonstrate the skill. Related materials and equipment must be aligned with the students’ interest and need that finally provide their leveled mastery such as beginner, intermediate, and advanced in order to classify their achievement and then, generate continual and sustainable policy behind this matter by providing materials, teaching media, learning activities, types of tasks, and assessment. Psychological points of view leading to the application of learning theories somehow need considering. For sure, this must be related to the exact problem identified through applied research such as surveys, classroom action research, experimental research, etc. Then, the procedures of related assessment within a lesson must first be set away from being forceful, too difficult, lower order thinking skills, etc, but in contrast, the students regard this subject as habituation instead. For example, the materials and the ways of testing are based on authenticity. Its innovation can be exemplified such as computer-assisted tests, group assessments, peer assessments, etc. with the conduct format of gamification.
          Some important points as a guideline before developing a lesson planning are:
a. determining a clear goal/ objective
Teachers must be knowledgeable in formulating a clear goal/ objective that best represents the students’ prior knowledge aligned with the students’ needs at a future time while considering much the changing need for information and technology, the global society’s concern and need, etc.
b. anticipating challenges
When creating lesson plans, teachers must be able to imagine any challenges they might face teaching their class and come up with solutions. It is important to keep the following things in mind: additions and modifications for students who want more of a challenge and modifications for students who need more assistance. The different proficiency among the students must be anticipated and incorporated into a lesson by making adjustments on materials, teaching media, learning activities, types of tasks, and assessment.
c. constructing lesson assessment
The assessment and the instructional goal must have a distinct relationship. There are many different kinds of evaluations, such as examinations, quizzes, group projects, and oral presentations.
d. making it relevant
Teachers are able to make their lessons a connection to the real world in some way. Then, they try to find ways of building on previous lessons and tie their lesson to them as well. If they still have time, consider ways to expand on their subject in subsequent lessons.
e. practicing presenting
Teachers always practice their material presentation and fix them before they present it to their class. (Thompson, 2016).
          The last concern related to the issue in this discussion is the stages of lesson planning. They comprise:
a. identifying the learning objectives
Instead of describing what the student will be exposed to during instruction, teachers discuss what the student will know or be able to do following the learning experience.
b. planning the specific learning activities
Students should be able to participate in, practice, and receive feedback on their progress toward meeting the course's learning objectives through learning activities that are closely linked to those objectives.
c. planning to assess student understanding
Through assessments (such as examinations, papers, problem sets, and performances), students have the opportunity to demonstrate and practice the knowledge and abilities outlined in the learning objectives, and teachers have the opportunity to provide specific comments that can direct further learning.
d. planning to sequence the lesson in an engaging and meaningful manner
Sequencing the lesson can follow Robert Gagne’s (2005) ideas through proposed a nine-step process, namely: gaining attention, informing the students of objectives, stimulating recall of prior knowledge, presenting new content, providing guidance, practicing, providing feedback, assessing performance, and enhancing retention and transfer.
e. creating a realistic timeline
The most important ideas, concepts, or skills that teachers want their students to acquire during a lesson must be narrowed down to two or three. They may use prioritized list of learning objectives, they can quickly assess the situation and make any necessary adjustments to their lesson plan.
f. planning for a lesson closure
The conclusion of the lesson gives students a chance to consolidate their learning (Singaporean Management University, 2022).

Reference
Granite State College. 2022. Lesson Planning 101: Measurable Goals and Objectives. https://granite.pressbooks.pub/lessonplanning101/chapter/chapter-one-measurable-goals-and-objectives/.

Lewis, Beth. 2019. Components of a Well-Written Lesson Plan. https://www.thoughtco.com/components-of-a-well-written-lesson-plan-2081871.

Soepriyatna. 2017. Buku Materi Pokok MPBI5204/3SKS/Modul 1-9: EFL Curriculum and Material Development. Tangerang Selatan: Universitas Terbuka.

Singaporean Management University. 2022. Lesson Planning. https://cte.smu.edu.sg/approach-teaching/integrated-design/lesson-planning.

Thompson, Jill. 2016. Teacher Tools: 5 things You Need for a Great Lesson Plan. https://www.informedfamilies.org/blog/teacher-tools-5-things-you-need-for-a-great-lesson-plan.

Jawaban 2:

A lesson plan is the instructor's road map for what students must learn and how it will be accomplished effectively during class time. Before you begin planning your lesson, you must first identify the learning objectives for the class meeting. Then you can create appropriate learning activities and strategies for gathering feedback on student learning. Teachers decide about the form and content of their instruction, such as how much presenting, questioning, and discussing to do; how much material to cover in the allotted time; and how in–depth to make their instruction (Borich, 2007).

A successful lesson plan addresses and integrates three key components:

1.     Learning Objectives
In contrast to what the learner will be exposed to during instruction, a learning objective explains what the learner will know or be able to do following the learning experience (i.e. topics). Usually, it is written in simple words that students can understand and is directly tied to the program's learning objectives.

2.     Learning activities
You should take into account the kinds of activities that students will need to complete in order to acquire the knowledge and skills necessary to demonstrate effective learning in the course when you are preparing learning activities. Learning activities should be closely tied to the course's learning objectives and offer opportunities for students to participate in, practice, and get feedback on their progress in meeting those objectives. As you plan your learning activities, estimate how much time you will spend on each.

3.     Assessment to check for student understanding
Students have the chance to practice and demonstrate the knowledge and skills outlined in the learning objectives during assessments (such as formative or summative tests, papers, problem sets, or performances), and instructors have the chance to give specific feedback that can direct further learning. We then decide the criteria and standards that will be used to make assessment judgements such as rubrics or checklists.

Listed below are 6 steps for preparing your lesson plan before your class.

1.     The first step is to decide what you want students to know and be able to do by the end of the class.
After you've outlined the learning objectives for the class meeting, prioritize them. This step will prepare you to manage class time and achieve the more important learning objectives if you are short on time.

2.     Plan the specific learning activities (the main body of the lesson)
Prepare a variety of ways to explain the material (real-life examples, analogies, visuals, etc.) to capture more students' attention and appeal to different learning styles. Estimate how much time you will spend on each example and activity as you plan them. Allow time for extended explanation or discussion, but be prepared to move quickly to different applications or problems, as well as to identify strategies for checking for understanding.

3.     Develop the introduction
Robert Gagne proposed the events of instruction, a nine-step process for planning the sequence of your lesson. The use of Gagne's 9 events in conjunction with Bloom's Revised Taxonomy of Educational Objectives assists in the design of engaging and meaningful instruction.
1. Gain attention: Get the attention of the class and keep it throughout the instructor's presentation of the lesson's material.
2. Inform learner of objectives: Give children time to organize their ideas about what they will see, hear, or do.
3. Stimulate recall of prior knowledge: By connecting new knowledge to what pupils already know or have experienced, you may help them understand it.
4. Present new content: Use a variety of methods including lecture, readings, activities, projects, multimedia, and others.
5. Provide guidance: Inform students about available resources and strategies to help them learn content. With learning guidance, students are less likely to waste time or become frustrated by basing performance on incorrect facts or poorly understood concepts.
6. Practice: Allow students to apply knowledge and skills learned.
7. Provide feedback: To evaluate and support learning, give pupils immediate feedback on their performance.
8. Assess performance: To assess the effectiveness of the instructional events, check to see if the expected learning outcomes were met. Performance should be based on previously stated objectives.
9. Enhance retention and transfer: Allow students to apply what they've learned in class to personal situations. By personalizing information, this improves retention.

4.     Plan to check for understanding
Now that you've explained the topic and illustrated it with various examples, you must assess student comprehension - how will you know if students are learning? Consider specific questions you can ask students to check for understanding, write them down, and then paraphrase them so you are ready to ask the questions in a variety of ways.

5.     Create a realistic timeline
A list of ten learning objectives is unrealistic, so focus on the two or three key concepts, ideas, or skills you want students to learn during the lesson. Your prioritized list of learning objectives will assist you in making decisions on the fly and adjusting your lesson plan as needed.

6.     Develop a conclusion and a preview
Summarize the main points of the lesson and go over the material covered in class. You can do this in several ways: you can state the main points yourself ("Today we talked about..."), you can ask a student to help you summarize them, or you can ask all students to write down what they think were the main points of the lesson on a piece of paper. You can go over the students' responses to see if they understand the topic, and then explain anything that is unclear in the next class. Finish the lesson by summarizing the main points as well as previewing the next lesson.

To sum up, an effective lesson plan does not have to be a lengthy document that describes every possible classroom scenario. It also does not have to anticipate every student's response or question. It should instead provide you with a general outline of your teaching goals, learning objectives, and methods for achieving them. It serves as a reminder of what you want to accomplish and how you want to accomplish it. A productive lesson is one in which both students and instructor learn from each other, rather than one in which everything goes exactly as planned.

Reference:

Serdyukov, Peter, and Ryan, Mark. Writing Effective Lesson Plans: The 5-Star Approach. Boston: Allyn & Bacon, 2008.

 

Gagne, R. M., Wager, W.W., Golas, K. C. & Keller, J. M (2005). Principles of Instructional Design (5th edition). California: Wadsworth.

Soepriyatna. 2017. Buku Materi Pokok MPBI5204/3SKS/Modul 1-9: EFL Curriculum and Material Development. Tangerang Selatan: Universitas Terbuka.

Borich, G. D. (2007. Effective teaching Methods, Unit and Lesson Planning, six edition, Pearson, Merrill Prentice Hall, Ohio.

Effective Use of Lesson Plans to Enhance Education in U.S. and Turkish Kindergarten thru 12th Grade Public School System: A Comparative Study. International Journal of Teaching and Education Vol. II (No. 2). Retrive from https://www.iises.net/download/Soubory/soubory-puvodni/pp10-20ijote_V2N2.pdf

Strategies for Effective Lesson Planning, Stiliana Milkova Center for Research on Learning and Teaching. Retrieved from https://venktesh22.github.io/Strategies_for_Effective_Lesson_Planning.pdf

 Jawaban 3:

1) Several components of lesson plan 
Lesson plan can be defined as a detailed description of an instructor’s course for an individual lesson intended to help learners achieve a particular learning objective. There are several component of lesson plan :
a. Goal(s)
The first component in a lesson plan is determining goals of the topic. Goal as the general intention to improve the quality and effectiveness of teaching and learning.
b. Objectives
Objectives define what students are going to learn during the lesson and explain how the learning is going to be assessed. After you write the objective in the lesson plan, you can write it on the board the day of the lesson . The objectives should be the ongoing focus of your lesson. Maximize your effort to create successful learning outcomes with SMART objectives. SMART stands for specific, measurable, attainable, relevant, and time-bound.
c. Materials and Equipment
Materials and equipment is defined as resources and materials needed to carry out a lesson. A lesson plan should provide a various materials and resources that meaningfully enhance student learning. They can be taken from the text book, digital media, and website.
d. Procedures
The next component of a lesson plan is procedure that consist of the lesson’s content and delivery. Content includes facts, data, information, formula. Concept, skill, knowledge, attitudes and learning. The procedure of the lesson activity in the class should be relevant with the objectives. Classroom activities or procedures of how lesson is delivery are usually divided into three stages: (1) activates prior knowledge in an opening experience that engage students. (2) provide opportunities for students to practice and actively process their learning. (3) summarizes the knowledge and skills developed or enhanced through learning experiences as closure
e. Evaluation
Evaluation is the component that play crucial role in assessing the activities and lesson materials worked or not worked as the frame of plan that actually prepared or done of the teacher. Teachers could be improved or modified the lesson plan. Assessment can be done during or after the lesson. Objectives should become the guide in developing an assessment.
f. Extra-Class work
Extra class work in the form of homework or assignment can functions as an aid to the student und understanding after the class.

2) Some important points as a guideline before developing a lesson planning:
A. Assess your students' needs. Understanding what your students need to be successful in class can help you plan more effective lessons. Use the results from closure activities to determine whether you can move forward or need to spend more time re-teaching certain content to your students.
B. Keep a log. Try keeping a log of each day's plans and explain whether the plan was effective. You can write what went well and what didn't so you know how to improve that lesson in the future. You can also use it to learn what strategies have helped your students so you can plan similar lessons.
C. Practice previously taught material. You can strengthen students' knowledge by reviewing past content in your plans. You can begin some lessons with worksheets on past skills to let them review and master previously learned materials before moving on to more complex skills.
D. Have a back up plan. It's useful to have alternative lessons in case an emergency comes up and you have to leave or you realize that you or the students don't have all the required materials.

3) The stages of lesson planning:
A. Opening/ Beginning stages
The first step in lesson planning is choosing what to teach. Knowing what to teach is essential in planning, realization the material that will be presented to our students. Knowing the materials means not only knowing what topics, reading texts or language components to teach, but also the most important is how the students mastering the content of the topic, and predicting what areas cause problems for the students.
B. Middle stage
In this stage, teacher should organize the lesson materials in a systematic way. The teacher should use this stage to prepare the teaching materials that are ordered logically and provide opportunities for the students to attempt to use the language, and then given them feedback to help them in using it.
Brown(2007) suggests several aspects that need consideration in this stage : (1) variety, sequencing, pacing, and timing. (2) Estimate difficulty (3) Individual differences (4) Student talk and Teacher talk. (5) Adapting to an established curriculum,
C. Closing/end stages
The closing stage is the stage where students should recall and practice the lesson they learn. At the same time, teachers assess if the students have achieved the learning objectives or not. This stage is called post-activities where teacher wraps or sum up the lesson is all about ended by assessment activities.
D. Lesson plan format
• The lesson format has administrative information, such as name of the course, teacher, and number of student, date or time. A lesson plan also has goals and objectives, procedure of teaching and time allocation, material needed, and the assessment technique. The lesson plan can be completed of Lesson activities. Lesson materials, Lesson objectives. Lesson goals and Lesson feedback.

References:
Soepriyatna. 2017. Buku Materi Pokok MPBI5204/3SKS/Modul 1-9: EFL Curriculum and Material Development. Tangerang Selatan: Universitas Terbuka.

https://venngage.com/blog/lesson-plan-examples

Jawaban 4:

Several components of lesson plan:
1. Goals
The knowledge, skills, and values that students should acquire are referred to as goals, which teachers try to achieve by the end of the class hour.
2. Objectives
An objective is a description of the performance that teachers want students to be able to display before they are deemed competent. Therefore, objectives should outline observable performance and behavior. This makes it possible to assess the goal's success or failure. Robert Mager proposed ABCD model that consists of 4 elements, namely Audience-Behavior-Condition-Degree.
3. Materials and equipment
Resources and materials to carry out a lesson are referred to as material and equipment. These should be listed and include things like handouts, a video player, maps, or laboratory equipment. It's also crucial to list any references that were utilized.
4. Procedure
It consists of the instruction's subject matter and delivery. What do I want the learners to know or be able to do is the question that content answers. It is important to first identify what will be taught and what the students will learn before describing this component in detail and specificity.
5. Evaluation
This section evaluates the activities that did and did not work, as well as how the lesson could be changed or improved for the following time. Finding out what students already know and are capable of helps teachers plan their lessons for the future and gives students feedback on what they have learned.
6. Extra-class work
Homework or other outside-of-class assignments might help students retain information after class. Extracurricular assignments should be required for several reasons, one of which is that they assist students develop their independence and self-discipline.

Some important points as a guideline before developing a lesson plan:
A lesson plan outlines the learning objectives, creates teaching and learning activities to meet the goals, organizes the lesson's content using maps, and designs assessments to determine whether the goals are met.

The stages of lesson planning:
1. Opening/beginning Stage
The steps include:
• Knowing what to teach
It entails understanding the content of the issue and anticipating the areas where the students may have difficulties, in addition to determining what themes, reading materials, or linguistic components to teach.
• Knowing classroom situation
It involves being aware of the students' identities, personalities, background knowledge, and curricula.
• Formulating goals and objectives of the course
It is the main activity in this stage.
2. Middle Stage
The teacher should now systematically arrange the instructional materials. During this phase, the teacher should produce logically organized teaching materials, offer opportunities for the pupils to try out the language, and then provide feedback to aid in their usage.
3. Closing/End Stage
At this point, students should remember and put what they learned into practice. The teacher evaluates whether or not the students have met their learning goals at the same time. This stage, also known as post-activities, is where the teacher summarizes or wraps up the lesson before moving on to evaluation activities. The lesson aim is something to think about. We should keep in mind the stated target when developing a strong strategy at this stage.

Jawaban 5:

1.Lesson plan is designed by the teachers which consist the detail informations of their plan in conducting the course.Well-planned lesson plan is needed in ensuring the thing that is going to teach by the teacher and what kind of learning objective that must be achive by students.Lesson plan enables the teacher to thoughtfully address individual learning needs among students.Meanwhile ,knowing the lesson plan of their course extremely helpful for the students in achieving their learning objective.The lesson plan is ‘’teaching planned preparation"(Cooper,1990).
Based on Brown (2007),there are six components of lesson plan;
A.Goal(s)
Developing correct, structured and complete learning objectives is very important as a guide for teachers to choose teaching materials, strategies, models, methods and learning media used during the teaching and learning process. There are 4 main elements in the formulation of learning objectives, these 4 elements are shortened to ABCD (Audience, Behavior, Condition, and Degree).
• Audience
The audience is the students/learners.They are the subject and the object of the learning process.In constructing the goal of the lesson plan,the students be the centre of the process,they act the crucial part.
• Behavior
Behavior means activity in a process. In the context of teaching and learning activities, behavior refers to the performance or activities that students are able to accomplish at the end of the learning process.

• Condition
The formulation of the condition is by answering questions such as "what activities will students do so that the expected results can be obtained?" In the learning objectives, the condition is written in the form of a verb.
• Degree
Degree has the meaning of a comparison. In the context of teaching and learning activities, degree means comparing the condition of students before and after learning activities.
B.Objective
Some instructors tend to forget to write learning objectives from the students’ perspective. Mager (1997) contends that when you write objectives, you should indicate what the learner is supposed to be able to do and not what you, the instructor, want to accomplish. Also, avoid using fuzzy phrases such as “to understand,” “to appreciate,” “to internalize,” and “to know,” which are not measurable or observable.
C.Materials & Equipment
The preparation of learning materials must support the goals to be achieved. These goals must be appropriate with Competency Standards and Basic Competencies that must be achieved by students. That is, material specified for learning activities should be material that really supports the achievement
competency standards and basic competencies, as well as the achievement of indicators.
Learning materials are chosen as optimally as possible to assist students in achieving standards
basic competencies and competencies. Things to consider regarding material selection
learning is the type, scope, sequence, and treatment of learning materials
the.

D.Procedures
The learning process is one of the important stages in learning. Therefore, the learning process is design through systematic and systematic procedures. Learning procedure is a sequential process in forming students' abilities in accordance with predetermined goals.
E.Evaluation
Learning evaluation activities include measurement and assessment, which go through three stages: planning, implementing, and processing results and reporting. The three stages must in linein line to the general principles of learning evaluation that must be followed in order to achieve better evaluation results, namely the principles of continuity, comprehensiveness, fairness, objective, cooperative, and practical.
F.Extra-class works
The extra -class works give students opportunity to understand more the materials.It can be in form of home work.There are some purposes of giving extra-class works,for instance ;make students review the materials have been studied during the class hour,make them more independent and discipline at the same time.
2.The important points before designing the lesson plan.
Before constructing the lesson plan,there are some important point to take into account:
A.The curriculum
In the curriculum there are the list of competency standards, basic competencies, basic materials, learning objectives, indicators and time allocation for teaching these materials.For sure the lesson plan is constructed refer to those list.
B.The school condition
Planning the lesson plan also needs to pay attention to the condition of the school, especially the availability of infrastructure and learning aids, because both of them support the implementation of various student learning activities.
It is impossible for teachers to carry out teaching and learning activities in practice using computers if there are no computers available at the school. Likewise, it is impossible for teachers to ask students to observe plants if there is no garden in the school/around the school.
C.The students competency.
The preparation in constructing the lesson plan must be adjusted to the conditions of students. Likewise, the materials and methods of learning are adapted to the conditions of students, in other words, the preparation in constructing the lesson plan needs to be adjusted to the abilities and development of students.
D.The teachers ability
Teachers are required to have the ability in all matters relating to the implementation of education and teaching. If at one time a teacher has a deficiency, then he is required to immediately learn / improve his abilities. For teachers who still have very little teaching experience, it is necessary to pay attention to being included in training so that their abilities can be improved.
3.The stages of the lesson plane
A.Opening stage
• Opening with greetings and praying to start learning, checking the attendance of students as a discipline attitude
• Linking the material/theme/learning activities to be carried out with the experience of the students with the previous material/theme/activity and asking questions to remember and connect with the next material.
• Conveying motivation about what can be obtained (objectives & benefits) by studying the material.
• Explain the things to be learned, the competencies to be achieved, and the learning methods to be taken,
B.Middle stage
• LITERATURE ACTIVITIES
Students are given motivation and guidance to see, observe, read and rewrite. They are given impressions and reading materials related to the material to be studied.
• CRITICAL THINKING
The teacher provides an opportunity to identify as many things as possible that are not understood, starting from factual questions to hypothetical questions. This question must still be related to the COLLABORATION material.
Learners are formed into several groups to discuss, collect information, re-present, and exchange information about the material being studied
• COMMUNICATION
Students present the results of group or individual work classically, express opinions on the presentations made and then respond back by groups or individuals who present
• CREATIVITY
Teachers and students make conclusions about the things that have been learned. Students are then given the opportunity to ask questions about things that have not been understood.

C.Closing stage
• Learners make a summary / conclusion of the lesson about the important points that arise in the new learning activities carried out.
• The teacher makes a summary / conclusion of the lesson about the important points that arise in the new learning activities carried out.

Reference:

https://www.teflcourse.net/blog/5-components-a-lesson-plan-should-include/

Soepriyatna. 2017. Buku Materi Pokok MPBI5204/3SKS/Modul 1-9: EFL Curriculum and Material Development. Tangerang Selatan: Universitas Terbuka.

Jawaban 6:

Lesson plan is a planning that the teacher made to reach the goals and objectives in teaching learning. several components of lesson plan according to Brown 2007; The first is goals, having a clearly described goal will motivate learners to persue it, improve the effectiveness of teaching and learning, and improve the quality of teaching learning process. the second one is objectives, objectives is more specific than goals. an objective is a description of a performance that teachers want from learners to be able to show before considering them as competent.The specification will also become the guidance in organizing teaching activities. The third is materials and equipment, starting materials and equipment functions as a "checklist" that will remind teachers about things that are needed to take along to the class. the materials and equipment can be developed by designing a authentic, meaningful, and fun materials. The fourth is procedure that consists of the lesson's content and delivery. The content should be listed, detailed, and sequenced in a logical order. Content includes facts, data, information, formulae, concepts, skills, knowledge, attitudes and or learning. The fifth is evaluation, this component reflects about what activities worked or did not work as well as how the lesson could be improved or modified the next time around. The last is extra class work in the form of homework or assignment can function as an aid to the students understanding after the class. the kind of extra work assignment provides opportunities for reinforcement of work learned during school time.

Important points as a guideline before developing a lesson planning, Thompson, 2016, the first one is determine a clear goal and objective, teachers must be good in formulating a clear goal and objective that can motivate students to achieve that goal and objective. The second one is anticipating challenges, when we create a lesson plan, we have to anticipate tha challenge that we faced in formulating the lesson plan, the third is constructing lesson assessment, the assessment and the instructional goal must have a distinct relationship. There are many different kinds of evaluations, such as examinations, quizzes, presentations and etc. The fourth is making it relevant, teachers are able to make their lessons a connection to the real world in some way. the last is practicing presenting, as a teachers always practice their material presentation and make it fix them before they present it to their class.

The stages in lesson plan;
1. opening/beginning stage
The first step is choosing what to teach, for example we want to teach narrative text, we have to know its language features or its text structures. Brown 2007 suggests how to begin planning a lesson in sequence, determine what the topic and purpose the lesson will be, draft our perhaps one to three explicitly stated terminal objectives, work on teaching materials, draft our skeletal outline of what your lesson will look like, plan step by step procedures for carrying out all the steps
2. Middle stage
In this stage teacher should organize the lesson materials in a systematic way. Brown 2007, suggests several aspects that need consideration, variety, sequencing, pacing and timing, estimating difficulty, individual differences, student talk and teacher talk, and adapting and established curriculum.
3. Closing/ End stage
The closing stage is the stage where students should recall and practice the lesson they learn. this stage always called by post activities. To formulate a good technique in this stage, please always refer stated objective.

Jawaban 7:

1. Several components of lesson plan and the way to develop it
Teachers can more effectively teach with an understanding of a clear objective. Students can learn their overall goal at the start of the lesson so they know what to focus on and how the content applies to them. Here are six components often found in lesson plans we can try using when planning our own lessons.
a. Objective
Objectives define what students are going to learn during the lesson and explain how the learning is going to be assessed.
b. Materials
We must prepare the materials ahead of the lesson, so we have more time to focus on teaching
c. Background knowledge
It focuses on students' prior experiences or knowledge on a topic to help them make new connections with that topic during the lesson.
d. Direct instruction
Direct instruction includes the portion of the lesson you use to instruct the class on the skills they are going to learn. This can include explaining the objective, activating students' prior knowledge, having students take notes on the new material, reading from the textbook or modeling how to complete the work before moving on to guided practice.
e. Guided teaching
After completing direct instruction, teachers can use a guided teaching strategy known as gradual release, which scaffolds the learning process into smaller pieces so that it is easier for students to understand.
f. Closure and assessment
Closure is one of the last components of a lesson plan. It allows students to analyze and summarize what they learned in the lesson for the day, assess their understanding of what they learned and inform the teacher of whether they met the lesson's objective.
To be able to develop the component, we must understand what students need in order to plan lessons more effectively. In addition, from concluding activities and providing feedback, we can determine whether students have understood or not. By making a note of the plan every day we will also know whether the plan is effective or not so that the next plan can be determined. if the material that has been taught is successful then it needs to be improved but if it is not maximal then it needs to be revised both in terms of strategy and teaching materials. with practicing previously taught material, we can strengthen students' knowledge. You can start some lessons with worksheets on past skills to allow them to review and master previously learned material before moving on to more complex skills. It also have a backup plan. It's useful to have alternative lessons in case of an emergency and you have to leave or you realize that you or the student doesn't have all the necessary materials.

2. Some important points as a guideline before developing a lesson planning
Creating a successful lesson plan is a complicated task for all educators. Here are our 5 things you need to know to create a great lesson plan:
a. Clear Goal/Objective: There is always something new for you to teach your students. It is important to set clear goals and objectives for your lesson plan to ensure that you stay on topic and cover the relevant information
b. Anticipate Challenges: While you're creating your lesson plan, imagine potential challenges you may face while presenting your lesson and brainstorm ways to avoid them.
c. Lesson Assessment: There must be a clear relationship between the assessment and the lesson objective.
d. Make it Relevant: Be sure to include some sort of real world application in your lesson. This will help your students grasp otherwise complicated topics with much more ease. Additionally,
e. Practice Presentation: a script is a valuable tool to help us stay on topic. Going through the practice of creating a script and practicing our presentation also shows our flaws in our plan allowing us to fix them before it's time to present it to our class.

3. The purpose of a lesson plan is providing a structure step-by-step of what the teacher wants students to be able to do by the end of a lesson, or what they will have done during it.
Although there are many possibilities, here is an example of the stages of a lesson:
a. Introduction
This stage provides interest and motivation to the students. Before starting the class, this stage focuses on the b. Greetings, warm-up or lead-in, review, class arrangement and presentation of objectives.
to set a purpose, to introduce the topic and assess prior knowledge, to introduce new vocabulary, to review a topic, to analyze the graphic and textual components, and to know students’ interests development
This stage is the most student-centered part of the process. The activities for this stage present the subject matter in coherent way and provide students opportunities to participate and practice.
To provide controlled practice of the target language, to favor cooperation and integration, and give students fluency practice.
c. Consolidation
This stage is called “Independent practice”. It gives students the opportunities to use their newly learned knowledge and skills. It focuses on a field application and provides time for students to get their doubts clarified, to provide free practice of the target language, edit and correct mistakes.
d. Conclusion
To summary, evaluation of objectives and closing. A brief summary or overview is often appropriate for checking understanding. Also, the students should be able to demonstrate that they have reached the objectives. The closure step is also a chance to give students feedback on their performance, to summarize and check understanding, to clarify any doubt about the topic and to reinforce what was taught in class.

Jawaban 8:

     One of the fundamental abilities a teacher must possess is lesson planning. Course plans typically serve to: Provide the lesson with a framework, an overall shape, To remind teachers what they had planned to do, particularly if they become distracted or briefly forget.
1. Several components of lesson plan and the way to develop it

1.     Goal(s). Setting topic goals is the first step in creating a lesson plan. Goals, which are occasionally used synonymously with aims, are often chosen during the lesson planning process. Goals are what the teacher hopes to accomplish at the end of the class session and refer to the knowledge, skills, and values that students should acquire.

2.     Objectives. An objective is a description of the behavior that teachers want students to be able to display before being taken into consideration as a component. Therefore, objectives should outline observable performance and behavior. It is crucial to properly establish the objectives since only when they are defined can instructionally resources, methods, and assessments be prepared.

3.     Materials and equipment. Materials and equipment requirements should be listed as a part of the lesson plan when creating one. Resources and materials required to carry out a lesson are referred to as materials and equipment. This includes, but is not limited to, maps, video players, handouts, and lab supplies. The lesson plan should include a list of all the supplies, tools, and resources that will be used. Additionally, copies of the materials and/or resources that will be used, such as the worksheet, word list, and game instructions, should be sent.

4.     Procedure. The next part of a lesson plan is process, which includes the subject matter and method of instruction. The information should be outlined, listed, and arranged logically. Facts, data, information, formulations, concepts, skills, knowledge, attitudes, and learning are all examples of content.

5.     Evaluation. A lesson plan should include outline the elements of the teacher's post-class evaluation. This section evaluates the activities that did and did not work, as well as how the lesson could be changed or improved for the following time. Finding out what students already know and are capable of helps teachers plan their lessons for the future and gives students feedback on what they have learned.

6.     Extra-class work. Extra-class work activities such as homework or assignments might help students retain information beyond class. This kind of after-school project offers chances to reinforce material gained in the classroom. By doing this, students will be required to gather information for the assignment from a variety of sources, including dictionaries, reference books, periodicals, and the internet. Extracurricular assignments should be required for several reasons, one of which is that they assist students develop their independence and self-discipline.

2. Some important points as a guideline before developing a lesson planning
     The daily learning activities that take place in the classroom are guided by the lesson plan. Lesson plans serve as a roadmap for arranging the lesson's material, defining the learning objectives to be attained, formulating teaching and learning activities to achieve the goals, and designing assessments to determine whether the goals were met.

3. Some important points as a guideline before developing a lesson planning

1.     Opening/beginning stage. Choosing what to teach is the first stage in the lesson planning process. Knowing what to teach is crucial for planning because it is the subject matter that will be covered with our students. Knowing the materials entails not only knowing what subjects, texts to study, or language skills to teach, but also—and this is crucial—mastering the subject's content and anticipating the issues that the students will encounter. Knowing the classroom environment, which involves knowing the kids' identities, personalities, backgrounds, and curriculum, is the other important factor.

2.     Middle stage. The teacher should now systematically arrange the instructional materials. The teacher should use this stage to develop logically organized instructional materials, provide students opportunity to try utilizing language, and then give them feedback to aid them in doing so. The students' opportunity to gather information while engaging in activities is at this stage. Brown (2007) suggest several aspects that need consideration in this stage. Those are:

·       Variety, Sequencing, Pacing, and Timing.

·       Estimating Difficulty

·       Individual differences

·       Student talk and teacher talk

·       Adapting to an established curriculum.

     3. Closing/end stage.  Students should review and put into practice what they learned throughout the closing phase. This phase, which is occasionally referred to as post-activities, is where the teacher summarizes or wraps up the lesson before moving on to the evaluation activities.

Reference
Soepriyatna. 2017. Buku Materi Pokok MPBI5204/3SKS/Modul 1-9: EFL Curriculum and Material Development. Tangerang Selatan: Universitas Terbuka.

Jawaban 9:

1. The components and steps for developing the lesson plans can be explained as follows:
a. Include identity
Identity is the first thing that is included in preparing the lesson plans. Things that must be included in the identity are the name of the school, subject, class/semester, competency standards, basic competencies, indicators, and time allocation. The name of the school is the place where the lesson plans will be practiced, for example, SMP Negeri 11 Lubuklinggau. Subjects are subjects that must be taught and studied by teachers and students, for example the subject of Social Sciences. Class/semester is the level or level of students who will receive lessons, for example Class VIII semester 2. Competency standards are descriptions of knowledge, skills, and attitudes that must be mastered after students study certain subjects. Basic competencies are knowledge, skills, and attitudes that must be achieved by students which show that students master the competency standards that have been set. Time allocation is the number of learning hours in accordance with the number of Basic Competencies.
b. Include learning objectives
The purpose of the lesson contains the mastery of the competencies targeted or to be achieved by students. Learning objectives are formulated with reference to the formulations contained in the indicators, therefore the number of formulations of learning objectives can be the same or more than the indicators. The reason teachers should set learning objectives is to be able to select materials, methods, and sequences of activities in order to have a commitment to creating a learning environment so that they can achieve goals and assist teachers in making correct assessments. Teachers will not know their students have achieved a goal if the teacher has not written down the learning objectives to be achieved. c. Include learning materials
Learning materials are materials used to achieve learning objectives. The thing that must be known is that the material in the lesson plans is a development of the main material contained in the syllabus. Therefore, the learning materials in the lesson plans must be developed in detail even if necessary the teacher can develop them into a Student Book.
d. Include learning models/methods
The determination of the learning model or method must pay attention to what the material will be taught. Not all models or learning methods are suitable to be applied in all learning materials. In addition to paying attention to the material being taught, the model or learning method must also pay attention to the characteristics of the students. Each student has the ability to receive different lessons, so the model or learning method used must be in accordance with the learning material and the characteristics of the students so that the learning implementation activities can run in a conducive manner.
e. Include the steps of learning activities
The steps of learning activities must be included in the lesson plans to be a guide when teachers carry out learning implementation activities in the classroom. Basically, the steps of learning activities contain introduction/initial activities, core activities, and closing activities, each of which is accompanied by an allocation of the required time.
f. Include media/tools/materials/learning resources
The selection of learning resources refers to the formulation contained in the syllabus. If these three aspects are met then
preparation must clearly state: 1) media, 2) tools/materials, 3) learning resources used. Therefore, the teacher must understand correctly the meaning of these three aspects.
g. Include rating
The assessment is described on the type/technique of assessment, the form of the instrument and the instrument used to measure the achievement of indicators and learning objectives. The assessment format can be presented in the form of a horizontal matrix or a vertical matrix. The assessment format should include the technique/type, instrument form, answer key/answer signs to facilitate the assessment process.

2. Making learning implementation plans should not be done haphazardly. In making a lesson plan, it must be based on the following 3 important points, namely: efficient, effective, and student-oriented. So, it is guaranteed that smart teachers will more easily achieve learning goals.

3. Stages of making an Effective Learning Plan
a) Understand the purpose
When making a lesson plan for the first time, the goal should be the main thing. We need to know what we want to achieve, what the disciples are expected to master.
For example, students will be able to mention the differences between verbs and adjectives and how to use them.
Basically, goals are what students can do after we give them teaching materials. If you want something more challenging, we can invite them to explain what they are good at by making games, videos, presentations and more.
b) Get to know the students
We can't just prepare lesson plans when we don't have the slightest information about who the students we will teach are. Knowing the student is the second most important step to take.
How do they learn (visuals, like tests, like presentations, or a combination of these), what they already know (don't waste time teaching what they already know).
Focus on lesson planning to fit the overall number of students in the class. Don't forget to also modify the lesson plan to ensure that all students with disabilities, those with learning difficulties, lack of enthusiasm, and even those with excess intelligence take part in learning activities.
c) Write down the expected abilities
Slightly similar to the first point, but actually different. If in the first point what is expected is the ability possessed by the student, here is the understanding.
For example, if students succeed in knowing the difference between an adjective and a verb, then they must also understand when to use the word correctly.
If students learn about the history of Indonesian independence, they also need to understand the reasons why various events at that time could have occurred.
d) Determine study time
Make sure we determine the right time in the lesson plan. This needs to be done so that we can ensure that all the material we want to convey can be conveyed properly.
For example, at the beginning of teaching time, we warm up to attract students' attention. Then the next time we present the teaching materials. Then allow time for discussion. Followed by training activities to further hone the information. And finally we provide conclusions from the learning outcomes.
e) Use multiple forms of interaction
Some students can study well alone. But not with some other students who will usually be able to study better if they have a partner or study partner.
Indeed, as long as we interact with students, then we have done learning effectively. But every student is different, and we need to try different ways to maximize learning.
Use multiple forms of interaction with students. Whether with learning tools or with group learning methods. With this, of course the teaching and learning atmosphere will be more lively and easy to understand.
f) Maximize different teaching styles
One teacher is very likely to have a student who can't sit still watching a 25 minute video, but another student may have no problem reading a 2 page book quietly.
There's nothing wrong with them. Both have different preferences and ways of learning. Therefore, we need to use different teaching methods every time to effectively teach each student.
Every student is different. Sometimes there are students who like to listen to the teacher's explanation directly, but there are also those who prefer if they learn directly by themselves. When the teacher has started to explain the teaching material too often, it never hurts to invite students to talk about what is being discussed.
This will provoke the ability and desire of students to learn the teaching material being discussed.
g) Make redundant and backup plans
Having a lot to do is better than nothing. So, we should make a lesson plan with many activities that we can use and maximize. Do not let us even lose material or activities in the middle of teaching time.
The easiest way is to make a conclusion game. Ask students what conclusions can be drawn from today's lesson. Or we can also have a discussion with the students, inviting them to ask questions and express their opinions.
Not only redundant, we also need to prepare a backup plan. This backup plan will be very useful if the initial plan that was made turns out to be unable to be carried out for one reason or another.
h) Leave time for questions
If you have a class with a lot of time to discuss teaching material, leave at least 10 minutes for questions at the end of time. This can turn into a discussion as well as provoke more in-depth questions that will help students understand the material more quickly.
If it turns out that there are no students in the class who want to ask questions, give them a topic to discuss together, and ask them to share their opinions on the topic. Ask other students for opinions about their classmates' opinions.
i) Make sure it is easy to understand the substitute teacher
Anything can happen. The teachers are no exception. If one day something happens and you can't teach, of course it will be very helpful if the substitute teacher has a lesson plan that is in line with what has been made.
Therefore, it is important to make lesson plans that are easy to understand by other people or substitute teachers.
There are several lesson planning templates that can be very attractive; so it will be easier for the substitute teacher to understand.

Jawaban 10:

1. Several components of lesson plan and the way to develop it

A lesson plan is a detailed description of the instructor's course for individual lessons intended to help students achieve certain learning goals, and it records teaching activities, teaching materials, and the most important objectives for students (Soepriyatna, 2019). Rochmawati & Ahmadi (2017) stated that a lesson plan is a teacher's plan to teach certain subjects at certain grade levels for certain topics, and for one or more meetings. According to Harmer (2001), defined lesson planning is the art of combining a number of different elements into a coherent whole so that a lesson has an identity. Brown (2001) defined lesson planning as the process of selecting and organizing a coherent set of activities spanning a period of class time.
According to Brown (2001), there are several components of a lesson plan, they are:

·       Goals

This component determines the goals of the topic. It refers to the knowledge, skills, and values that students must develop that the teacher will try to achieve by the end of the class period.

·       Objectives

This component is more specific. Soepriyatna (2019) stated that an objective is a description of performance that learners are able to exhibit before considering them competent. According to Richard in Soepriyatna (2019), the objective should be as follows:
a. Describe a result of learning.
b. Be consistent with the goal.
c. Be precise, it should not be ambiguous or vague
d. Be feasible, it can be reached in the available time during a course
Soepriyatna (2019) also mentioned that the objective must have three essential components as follows:
a. Performance, what learners will be able to do?
b. Condition, the parameter within which they can do it.
c. Criteria, the level of competence expected

·       Materials and Equipment

This component is the resources and materials needed to carry out a lesson and teaching materials for English Class consist of four rules, they are scaffolding, models, references, and stimulus (Soepriyatna, 2019).

·       Procedure

It consists of the lesson’s content and delivery. Content should be listed, detailed, and sequenced in a logical order.

·        Evaluation

This component reflects on what activities worked or did not work as well as how the lesson could be improved or modified the next time around. Assessments are used to find what students already know and can do, provide data for teachers to drive future instruction, and provide feedback to students on what they have learned.

·       Extra-class work

This component is in the form of homework or assignments. One of the important reasons why extra class work should be given is the fact that these activities help students to become not only independent learners but also disciplined.

According to Chalk.com (https://www.chalk.com/introduction-to-lesson-planning), the components of the lesson plan are as follows:

·       Lesson objectives: what students will learn or can do after the lesson

·       Materials: the resources needed to support their learning

·       Learning activities: activities that students participate in to achieve lesson objectives

·       Time requirement: the amount of time set aside for each learning activity

·       Related requirements: how does the lesson conform to national, state, or school standards

·       Assessment: how the teacher will measure student learning

·       Evaluation and reflection: a summary of what worked, what didn't, and why

2. Some important points as a guideline before developing a lesson planning

Richards & Renandya (2002) mentioned some following questions that may be important for language teachers to answer before planning their lessons:
- What do you want the students to learn and why?
- Are all the tasks necessary — worth doing and at the right level?
- What materials, aids, and so on, will you use and why?
- What type of interaction will you encourage — pair work or group work — and why?
- What instructions will you have to give and how will you give them (written, oral, etc.)? What questions will you ask?
- How will you monitor student understanding during the different stages of the lesson?

Brown (in Soepriyatna, 2019) mentioned some guidelines before developing a lesson plan as follows:
- Determine the topic and goal of the lesson and write it down as an overall goal.
- Conceptualize perhaps one to three explicitly stated terminal objectives for the lesson.
- Working on teaching materials, we can add or delete or change exercises in the textbook based on the objective set
- Make a skeletal outline of what your lesson looks like, consisting of pre-activity, whilst activity, and post activity.
- Plan step by step

The stages of lesson planning

According to Soepriyatna (2019), there are three stages in lesson planning, they are:
- Beginning / Opening Stage
This stage is knowing what will be taught in planning and realizing that the material that will be delivered to our students (covering the topic, reading the text, and most importantly mastering the content of the topic, and also predicting what areas cause problems for students)
- Middle Stage
We should organize the lesson materials in a systematic way. Brown in Soepriyatna (2019) suggests several aspects of this stage as follows:
a. Variety, sequencing, pacing, and timing
b. Estimating difficulties
c. Individual differences
d. Student talk and Teacher talk
e. Adapting to an Establish Curriculum
- Closing/End stage
This is the stage where students have to remember (recall) and practice the lessons they have learned.

References:

Soepriyatna. 2019. EFL Curriculum and Materials Development. Tangerang Selatan, Banten: Universitas Terbuka

Rochmahwati. P & Ahmadi. 2017. English Curriculum and Material Development. Ponorogo: STAIN Po PRESS

Brown, Douglas. 2001. Teaching by principles. An interactive approach to language pedagogy. San Francisco: Longman

https://www.chalk.com/introduction-to-lesson-planning/

Richards. J.C & Renandya. W. A. 2002. Methodology in Language Teaching: An Anthology of Current Practice. Cambridge: Cambridge University Press

Jawaban 11:

DISKUSI 6 EFL
1. Several components of lesson plan and the way to develop it.
Lesson plan is a very important for teaching and it guides teachers to keep track of the lesson so the teacher will not be freely teaching what he or she knows what he or she will teach students of what they need to master based on the learning objectives.

According to Yang L, a TEFL certification graduation of ITTT, a good lesson plan should include the following five components:
- Lesson Topic
It shows the main topic of what will be taught in the class, and it must be short and clear for example the use of Present Perfect Tense

- Class Objectives
It is the focus of each lesson and it is about what the teacher wants students to do by the end of the lesson.

- Procedure (Lesson Sequence)
It is about the sequence of the lesson and shows the progress of the lesson, So, what is be taught first and what is taught second and so on should be known by the teacher till the last activity of the lesson.

- Time Management
The teacher should plan time session in the class so he or she will not run out of time or finish the lesson early.

- Student Practice
It is good for the teacher to check students; understanding on what they have just learnt during the lesson.

The six components which are suggested Brown (2007) are as follow:
- Goals
It is a general achievement on the lesson material which still covers some topics, and not specific purposes. It is like what we achieve on Basic Competence needs some meetings to complete and achieve. So, I think goal is to achieve what is written on the basic competence, and to reach the goals we need more meetings and time allotment because it includes the learning purposes from the beginning to the end of the lesson
- Objectives
It states and specifies the learning purposes in detailed, for example: the students are able to identify the linguistic features and generic structures of the recount text. Objectives on the lesson plan is made based on the indicator or learning objectives of the lesson. So, the objectives are measurable and observable.

- Materials and equipment
Lesson material taken by the teacher must be meaningful and acceptable for them to be applied in their daily life. To make the class and learning process more alive and interesting then the teacher should have learning media and additional equipment to guide students’ understanding upon the lesson. The learning models and media are important to be applied in the class.

- Procedure
The procedure of the lesson plan may depend on the learning model we take in teaching learning process, but the generally we have similar one for the whole steps. The procedure is as follow:
A. Opening
It is including greeting, checking students’ presence, giving motivation, explaining the learning objectives.

B. Set of activities and techniques
The set of activities and techniques can be :
Pre activity
Main Activity
Closing activity

C. Closure
On the closure, the teacher needs feedback from the students about the lesson, and identify students who need repetition on the lesson. So there must be a reflection in the class before the end of the lesson, and the teacher can summarize the lesson and provide a brief explanation about the next lesson.

- Evaluation
This evaluation is important to do for having data which activities has worked and has not. It is also good for measuring the students’ achievement on the learning objectives. By doing evaluation, the teacher can identify what the students already know and can do. All the feedback, score, grade can be acquired here. The teacher may select, adapt, or develop materials for the process of evaluation and it is conducted based on the assessment need that the teacher formulates on the goals and objectives.

- Extra-Class Work
It aims to check students’ understanding about the lesson, help students find additional reference, resources of information from other media, and it is good to help students to be discipline and independent in doing their own task.

2. Some important points as a guideline before developing a lesson planning
Opening Stage
It includes deciding the materials, mastering the topic, predicting problems probability, finding out the class situation including student’s background and personality.

Middle Stage
According to Brown (2007), several aspects must be consideration on this stage:
- Variety – Sequencing – Pacing and Timing (four in one)
- Estimating difficulties
- Individual differences
- Talks (teacher, and students)
- Curriculum oriented

Closing Stage

3. The stages of lesson planning
I am sure there are countless posts, articles, and journals, resources on the internet about how to undertand the concept of the stages of the lesson plan. I try to get any resources from one of the sites, https://everydayesl.com/blog/three-stages-of-lesson-planning which states a little about the stages of the lesson plan, namely:
- Pre - Planning
Here, the teacher may have a great time to make decision on what to teach or the direction of the lesson. What will I teach and what will the students need to know and do after the lesson, are the great questions to answer on the pre planning.

- Planning
Planning is the answer on how to do teaching and reach the learning objectives. So, it refers to how will I teach. The learning objectives can be seen on how we present material, what teaching model we use, what activities,tasks, projects,and homework we give to the students in order to achieve the learning objectives.

- Post – Planning
It refers to where I will go next. A lesson plan will never end on a piece of paper, it needs the follow up and next action. The teachers have to commit reflecting the lesson, make a good strategy and think of upcoming lessons, and consider how we learn from the mistake.

Thanks

References:
https:everydayesl.com/blog/three-stages-of-lesson-planning
Soepriyatna. 2017. Buku Materi Pokok MPBI5204/3SKS/Modul 1-9: EFL Curriculum and Material Development. Tangerang Selatan: Universitas Terbuka.
https:teflcourse.net/blog/5-components-a-lesson-plan-should-include/

Jawaban 12:

A good lesson plan illustrates how a teacher develops goals for their students and assesses their mastery. Creating a lesson plan starts with connecting state standards to your curriculum and determining which goals you want your students to achieve within a particular unit of study. Strong lesson plans are the cornerstone of an effective classroom for the teacher and students. 

1. Brown in Sepriyatna (2019: 6.2) suggests six components. There are as follows:
a. Goal (s)
The first component of a lesson plan is identifying the topic's objectives. Goals, frequently used synonymously with objectives, are typically defined during class preparation. Having a well-defined objective will inspire students to pursue it, enhance the efficacy of teaching and learning, and ultimately enhance the quality of the teaching-learning process.
b. Objective
A goal for a particular unit of study is more narrowly focused than the overall objective. One cannot achieve one's goals without first establishing their objectives. An objective is a statement of what students should be able to do by the time their professors would consider them proficient. This means that objectives should focus on measurable, quantifiable indicators of success. This allows the success or failure of the goal to be quantified.
c. Materials and Equipment
Materials and equipment should be included as a lesson plan component when designing one. Materials and equipment are the required resources and supplies for teaching. This may contain pamphlets, video players, maps, and laboratory equipment.
d. Procedure
The following element of a lesson plan is a method that includes the lesson's content and delivery. The material should be stated, elaborated upon, and arranged logically. The content may include facts, statistics, information, formulas, ideas, skills, knowledge, attitudes, or learning. Procedure or classroom activities is the second subcomponent.
e. Evaluation
After class is completed, the instructor should evaluate the students' performance as part of the lesson's assessment. This section discusses the lesson's successes and failures and ways in which it might be tweaked for the next time. There is flexibility in deciding whether to evaluate during or after class. A set of goals should guide the development of an evaluation.
f. Extra-Class Work
Homework and other assignments given outside of class hours may reinforce what students have learned and help them retain the material for later use. This additional activity will help students retain what they have learnt in class. Students will be required to use many resources, including but not limited to print and online dictionaries, encyclopedias, and journals, to complete their projects.

2. Some important points as a guideline before developing lesson planning are written on a website titled How to Write a Lesson Plan as a Student Teacher at www. drexel.edu/
a. Set Goals
Teachers must first determine which state standards will be addressed within a specific unit. Using state and Common Core standards, teachers can create objectives for each lesson based on their unique curriculum and knowledge of their students’ capabilities.
b . Create an Overview
An overarching idea of what you want to teach in a unit plan allows teachers to determine what essential questions will be addressed, which resources will be used throughout the unit, and which vocabulary words or skills need to be front-loaded before beginning individual lesson plans within the unit.
c. Manage Timelines
Duration is a crucial feature of lesson planning. Since no two classrooms are identical regarding how students learn and retain information, a teacher must get to know their students and create appropriate timelines.
d. Know Your Students
The way you structure each lesson relates to how well you know your students and what type of learners they are. Keeping in mind that teachers are working with a tech-savvy generation, lesson plans that integrate technology engage students actively.

3) Soepriyatna (2019: 6.15-6.23) mentions the stages of lesson planning. The following is his explanation.
a. Opening/ Beginning stages
Choosing what to teach is the first stage of creating a lesson plan. Learning our subject matter intimately is crucial to effectively preparing lessons for our students. To be well-versed in the subject matter entails understanding what concepts, readings, and linguistic components should be taught and, perhaps more importantly, how pupils learn and retain that information and what areas are likely to provide challenges.
b. Middle stage
The teacher's job at this point is to set up a coherent framework for the lessons. In this phase, the instructor should logically organize the course materials, offer students the opportunity to practice using the language, and provide constructive comments to help them improve.
c.Closing/end stages
When it comes time to wrap things up, students must reflect on what they've learned and put it into practice. Teachers also conduct assessments to see whether or not pupils have grasped the material. Post-activities are completed after a lesson has been taught and used as a means of evaluation.

Thank you for the opportunity.

References:
How to Write a Lesson Plan as a Student Teacher. (n.d). www. drexel.edu/
https://drexel.edu/soe/resources/student-teaching/advice/how-to-write-a-lesson-plan/

Soepriyatna. 2019. EFL Curriculum and Material Development. Tangerang Selatan: Universitas Terbuka.

Jawaban 13:

Teaching preparation such as making Lesson Plans is very important as a guide for a teacher to carry out learning in the classroom. Thus, learning can take place interactively, inspiring, fun, challenging, efficient, motivating students to actively participate, and providing sufficient space for initiative, creativity, and independence in accordance with the talents, interests, and physical and psychological development of students.
Here are the components of the Lesson Plan according to, Brown (2007), Goal (s), Objectives (s), Materials and equipment, Procedure, Evaluation.
a. Goal
A goal is a general intention of change a learner should perform and it is not specific enough to be measured. Goal refer to knowledge, skill, and values learner should develop that teacher will attempt to accomplish by the end of the class period.
b. Objectives
Objectives are different from the goal. An objectives is a specific of a course or lesson and objectives is a description of a performance that teacher want from learners to be able to exhibit before considering them as competent.
c. Material and Equipment
In developing lesson plan, material and equipment needed should be stated as a component of lesson plan. Material and equipment is defined as resources and materials needed to carry out a lesson as video, map, book, lab equipment, etc.
d. Procedure
Procedure consist of the lesson’s content and delivery.the content should be listed, detail, and sequenced in a logical order. Content includes facts, data, information, formula. Concept, skill, knowledge, attitudes and learning.
e. Evaluation
This activities component reflects about what activities work or did not work as well as how the lesson could be improved or modified the next time around. Assessment are used to find out what student already know and can do , provide data for teachers to drive future instruction, and provide feedback to students on what they have learned.

Before starting learning activities, a plan is needed that aims to produce a teaching and learning process that is in accordance with the learning objectives to be achieved.
a. Formulating Specific Goals
In every activity carried out, we need to know the purpose of the implementation of the activity to facilitate the steps taken to achieve it. Similarly, when we want to develop a lesson plan. As a teacher, we need to formulate or formulate specific objectives of the learning to be conveyed.
b. Choosing a Learning Experience That Students Will Receive
Learning is not only about the presence of students in class, doing activities listening to explanations, taking notes, and memorizing the concepts given. But more than that, learning is an experience that will be felt by students so that the activities in it must be able to stimulate students to think actively and creatively. Learning should also be able to provide opportunities for students to find problems and solve them, both individually and in groups.
c. Determining Teaching and Learning Activities
Teaching and learning activities are one of important things in the learning process itself. As teachers, we can carry out teaching and learning activities with individual or group approaches. The individual approach is carried out by students independently by using teaching materials that have been designed so that students can learn according to their respective abilities and speeds. While the group approach is carried out in groups, both small and large.
d. Determining the People Involved in the Learning Process
One source of learning that can complement the learning process is the people involved in it. In this case, the teacher or other equivalent teaching staff is meant. The teacher acts as a facilitator as well as a learning manager who is able to provide a pleasant learning experience for students. For this reason, teachers need to always improve their abilities and skills according to the character of the times and the students they teach.
e. Determining Tools and Materials for Study
In addition to teachers as learning resources, students also need support in the form of tools and materials that can support the learning process
f. Planning the Evaluation and Development Process
In preparing lesson plans, an equally important part to consider is planning the evaluation and development process after teaching and learning activities take place. From the evaluation activities, we can see the extent to which the success of the learning process that has been carried out is able to achieve the learning objectives that have been designed at the beginning.

Soepriyatna. 2017. Buku Materi Pokok MPBI5204/3SKS/Modul 1-9: EFL Curriculum and Material Development. Tangerang Selatan: Universitas Terbuka.

Jawaban 14:

The several components of lesson plan are:
1. Goals : is a general statement of a course or lesson.
2. Objectives : is a description of a performance that teachers want from learners to be able to exhibit before considering them as competent.
3. Materials and Equipment : it should be stated as component of lesson plan. It is defined as resources and materials needed to carry out a lesson.
4. Procedures : it consists of the lesson’s content and delivery.
5. Evaluations : it reflects about what activities worked or did not work as well as how the lesson could be improved or modified the next time around.
6. Extra=-class works : it is in the form of homework or assignment can function as an aid to the student understanding after the class.

Some important points as a guideline before developing a lesson planning are:
1. clear goal/objective : It is important to set the clear goal and objective.
2. anticipate challenges : having a good management in classroom is important, adaption for students who need extra help and additions for students needing an extra challenges.
3. lesson assessment : the relationship between the assessment and the lesson objective.
4. make it relevant : the materials should include sort of real world application.
5. practice presenting : By creating a script, it can help a lot.

The stages of lesson planning:
1. opening/beginning stage : Firstly, in planning lesson plan teachers must choose what to teach. Thinking about the materials would like to present to the students.
2. middle stage : Secondly, teachers must organize the lesson materials in a systematic way. Teachers should prepare the teaching materials that ordered logically and provide chances for students to attempt the use of the language and give them feedback to help them using it.
3. closing/end stage :Thirdly, teachers assess the students to make sure that students have achieved the learning objectives or not. So, students should recall and practice the lesson they learn. It is also called post-activities where teacher wraps or sums up what the lesson is all about ended by the assessment activities.
4. lesson plan format : Last, every institution has its own format. Although there are many kinds of lesson plan format available but it has most similar characteristics. The format should consists of administrative information, such name of the course, teacher, and number of students, date, or time. It also has goals and objectives, procedure of teaching and time allocation, materials needed and the assessment techniques. The term is that, there is no right or wrong in developing the lesson plan.
Thank you

Reference:
Soepriyatna. 2019. EFL Curriculum and Materials Development. Tangerang Selatan. Universitas Terbuka.
https://www.informedfamilies.org/blog/teacher

Jawaban 15:

Dear Ibu and Bapak,
1. Before teachers plan the lesson, they will need to be familiarizing themselves with several components to have a successful lesson plan. Considering the lesson plan as detailed description, Brown (2007) suggests six components:
a. Goal (s)
Goal refer to knowledge, skills, and values learners should develop that teachers will attempt to accomplish by the end of the class period
b. Objectives
Objectives are different from the goal. An objective is a description of a performance that teachers want from learners to be able to exhibit before considering them as competent. The objectives are specified, teaching materials, procedures, and assessment can be planned, therefore it is very important to state the objectives explicitly
c. Materials and equipment
Stating the materials and equipment functions as a “checklist” that will remind teachers about things that are needed to take along to the class. Materials and equipment is defined as resources and materials needed to carry out a lesson.
d. Procedure
It consists of the lesson’s content and delivery. Content should be listed, detailed, and sequenced in a logical order.
e. Evaluation
This component reflects on what activities worked or did not work, as well as how the lesson could be improved or modified the next time around. Assessments are used to find what students already know and can do, provide data for teachers to drive future instruction, and provide feedback to students on what they have learned.
f. Extra-class work
The extra -class works give students opportunity to understand more the materials. It can be in the form of homework. There are some purposes of giving extra-class works, for instance, make students review the materials have been studied during the class hour, make them more independent and discipline at the same time.

2. Some important points as a guideline before developing a lesson planning
a. Assess your students' needs. Understanding what your students need to be successful in class can help you plan more effective lessons. Use the results from closure activities to determine whether you can move forward or need to spend more time re-teaching certain content to your students.
b. Keep a log. Try keeping a log of each day's plans and explain whether the plan was effective. You can write what went well and what didn't, so you know how to improve that lesson in the future. You can also use it to learn what strategies have helped your students, so you can plan similar lessons.
c. Practice previously taught material. You can strengthen students' knowledge by reviewing past content in your plans. You can begin some lessons with worksheets on past skills to let them review and master previously learned materials before moving on to more complex skills.
d. Have a backup plan. It's useful to have alternative lessons in case an emergency comes up, and you have to leave, or you realize that you or the students don't have all the required materials.

3. The stage of lesson planning
a. Opening/beginning stage
The first step is choosing what to teach, for example we want to teach narrative text, we have to know its language features or its text structures. Brown 2007 suggests how to begin planning a lesson in sequence, determine what the topic and purpose of the lesson will be, draft our perhaps one to three explicitly stated terminal objectives, work on teaching materials, draft our skeletal outline of what your lesson will look like, plan step-by-step procedures for carrying out all the steps
b. Middle stage
In this stage, teacher should organize the lesson materials systematically. Brown 2007, suggests several aspects that need consideration, variety, sequencing, pacing and timing, estimating difficulty, individual differences, student talk and teacher talk, and adapting and established curriculum.
c. Closing/ End stage
The closing stage is the stage where students should recall and practice the lesson they learn. This stage always called by post activities where teacher wraps or sums up what the lesson is all about, ended by assessment activities. To formulate a good technique in this stage, please always refer stated objective.

Thank you,

References :
- Soepriyatna. 2017. Buku Materi Pokok MPBI5204/3SKS/Modul 1-9: EFL Curriculum and Material

Jawaban 16:

5 Components a Lesson Plan Should Include
1. Topic and Point of the Lesson

Lesson topic or language point if teaching English as Second Language students is the first thing that should be on the lesson plan. It shows the main topic of what will be taught in class. Lesson topics should be short and clear; for example, “Use of past tenses.” This will be enough to show that this class is about teaching students to use past tenses. We can break it down more if the topic takes up to multiple classes to teach, for example, “Use of past tenses part 1.” The lesson topic comes first on the lesson plan because it helps the teacher to keep track of what to teach, especially if one teacher teaches multiple classes.
2. Objectives

The class objective is the most important thing in the lesson plan. The objectives should be the focus of each lesson. It is what does the teacher wants the students to be able to do by the end of the lesson. Using the example above, in an English class that will be teaching about past tenses. The class objective can be as follow; “By the end of the lesson, students will be able to use past tenses to write simple sentences about what they have done yesterday.” Class objectives help ensure that teachers stay on the topic and cover the relevant material during the class and helps students to understand what they should be able to do by the end of the class.
3. Lesson Sequence

The procedure is the step-by-step guide for the lesson. It should show the progress of the lesson. This means it tells what should be taught first and what should be taught second accordingly till the last activity of the lesson. Using the same topic as above with ESA methodology, a simple procedure may be as follow. First, get students to think in English about what they like to do. Second, ask students questions like what they ate yesterday. Third, filling the blank activity about student’s dinner yesterday. By looking at the procedure of the lesson plan, the teacher should be able to know what to do at each stage of the class.
4. Time Management

Time management is very important in the lesson plan since teachers have limited time to cover the materials. The teacher must plan their class time carefully, so they don’t run out of time or finish the class too early. For example, a 50-minutes ESL class using ESA methodology can be arranged as follow. 10 minutes on the engage phase, 20 minutes on the study phase, and 20 minutes on the activate phase. It can be broken down into more if necessary.
5. Practice

Practices are mainly used to check if students understood the topic, and help students memorize what they have learned during the class. Teachers usually have practiced for students every class. So, it is important to put this on the lesson plan to gets carried out at the right time.

This guide will help you construct successful lesson plans. First, we'll review some effective strategies and techniques. Since there are many factors to consider when planning a class, this chapter is broken down into six different sections. If you are reading this for the first time, is useful to look at all six sections, as each one builds off the one before. In the future, you may decide to only reference the section that serves your immediate purposes.

Guidelines for planning an effective class are:

Using Goals to Shape a Lesson
Planning Transitions
Planning Introductions
Planning Conclusions
Planning Classroom Discussions
Creating Write to Learn Activities
Planning Group Activities
Reflecting on Lessons
Citation Information
How This Guide Can Help

This guide will help you construct successful lesson plans. First, we'll review some effective strategies and techniques. Since there are many factors to consider when planning a class, this chapter is broken down into six different sections. If you are reading this for the first time, is useful to look at all six sections, as each one builds off the one before. In the future, you may decide to only reference the section that serves your immediate purposes.

Sample Outline of Lesson Plan with Transitions, Introduction, and a Conclusion
The three goals for this lesson:

1. Discussing and Practicing Critical Reading
2. Exploring How Purpose, Audience, and Context Influence a Writer's Choices
3. Facilitating More Meaningful Discussions
Introduction: Last time we discussed the ways context influences the choices a writer makes. Today we'll keep that in mind as we analyze the context for the essay you just read. Since our context is different from the one the writer intended, we'll spend a few minutes discussing your responses to the essay. Then, we'll focus on critical reading because this will help you accurately represent an author's ideas in the summary part of your essay. It will prepare you for the analytical writing we do in units two and three and it will also assist you in gaining the most from texts encountered beyond COCC150.

Activities and Transitions:

1. Analyze the context of a text (10 minutes)
Transition: Now that we understand the context for this essay, let's think about it in the context of our classroom. We are not the audience this writer had in mind, so our reactions may be different. What were some of your reactions to the ideas in this essay?
2. Discuss students' reactions to a text (10 minutes)
Transition: It's useful to react informally to the ideas in a text but when you write a response for an academic audience, you'll need to show that you've read the text critically first before sharing your views. So, let's practice critical reading for the last thirty minutes of class.
3. Practice critical reading of a text (30 minutes)
Conclusion: Today we reviewed the ways context influences the choices a writer makes. We also shared some of our responses to the essay and practiced critical reading strategies to help you write an accurate summary for essay one. Next time we'll focus on writing a response and consider the choices you'll have to make when drafting your own writing.

Refences:

Eglin, Kerri. (2008). Planning a Class. Writing@CSU. https://writing.colostate.edu/teaching/guide.cfm?guideid=95

Jawaban 17:

A lesson plan can be defined as a detailed description of an instructor’s course for an individual lesson intended to help learners achieve a particular learning objective (Soepriyatna, 2017)

Several components of lesson plan can be described as follow:

1.     Goals. Goals refer to the knowledge, skills, and values that students should develop and acquire by the end of the class hour.

2.     Objectives. An objective is a description of the performance that teachers want students to be able to display before they are deemed competent. Robert Mager proposed ABCD model that consists of 4 elements, namely Audience-Behavior-Condition-Degree. Therefore, objectives can be observable performance and behavior. This makes it possible to assess the goal's success or failure.

3.     Materials and equipment. Materials and equipment is defined as resources and materials to carry out a lesson.

4.     Procedure. It consists of the instruction's subject matter and delivery. What do I want the learners to know or be able to do is the question that content answers. It is important to first identify what will be taught and what the students will learn before describing this component in detail and specificity.

5.     Evaluation. Evaluation are used to find out what students already know and can do, provide data for teachers for the next instruction, give feedback to students on what they have learned.

6.     Extra-class work. Homework or other outside-of-class assignments might help students retain information after class. Extracurricular assignments should be required for several reasons, one of which is that they assist students develop their independence and self-discipline.

Before developing a lesson plan, there are some important points as a guideline. A lesson plan describes the learning objectives, develops teaching and learning activities to achieve the objectives, maps out the material of the session, and designs assessments to see if the objectives are achieved.

The stages of lesson planning:

1.     Opening/beginning Stage. This step include knowing what to teach, knowing classroom situation, and formulating goals and objectives of the course.

2.     Middle Stage. The teacher should systematically arrange the instructional materials. The teacher should create instructional materials that are logically ordered, provide opportunity for the students to practice the language, and then offer feedback to help with their usage.

3.     Closing/End Stage. The teacher wraps up or summarizes the lesson during this phase, also referred to as post-activities, before going on to evaluation activities. The goal of the lesson is to get students thinking. When creating a solid approach at this point, we should keep the stated aim in mind.

Reference:
Soepriyatna. 2017. Buku Materi Pokok MPBI5204/3SKS/Modul 1-9: EFL Curriculum and Material Development. Tangerang Selatan: Universitas Terbuka.

Jawaban 18:

There are five components of a lesson plan, Goal (s), Objectives, Materials & Equipment, Procedures, Evaluation and Extra-class work. I want to describe more about how to develop Goal (s). Goals refer to knowledge, skills, and values learners should create that teachers will attempt to accomplish by the end of the class period. Goals are the general intention of change a learner should perform and are not specific enough to be measured. So to develop a goal, teachers should think about the general purpose of their lessons to help students achieve. However, it is not as specific as an aim.

There are there important points taken as a guideline, 1. An opening statement or activity as a warm-up
2. A set of activities and techniques, and 3. Closure.
In an opening, a teacher should consider how the lesson begins and how to activate students' prior knowledge; it is supposed to be a 5-10 minute activity. Talking about the set of activities and techniques obtains the stages to deliver the information while the students have their tasks to do some activities. In the closure, it should be back to and support objectives. These include specific instructional techniques such as demonstration, pair shares, pre-scripted questions, problems for students to solve or tasks to work on. We should summarize the lesson and, if appropriate, provide a transition to the next lesson. The closure should take about 5-7 minutes.

And finally, the stages of lesson planning have three stages: Opening/Beginning, Middle and End.

The opening, there are some aspects to consider:
1. Choosing what to teach:
2. Materials/ topic to be presented; Reading texts; Language components,
3. Mastering the content of the topic,
4. Predicting what areas cause problems for the students.
5. Knowing classroom situation: who the students are, their personality, background knowledge, and curriculum.

The middle stage is to prepare the teaching materials that are ordered logically.
Provides opportunities for the students to attempt to use the language and then gives them feedback to help them use it.

And in the end, this stage is the time for the students to gather information while doing the activities and where they should recall and practice the lesson they learn or whether they have achieved the learning objectives.
This stage is sometimes called post-activities, where the teacher wraps or sums up what the lesson is all about, ending with assessment activities.

Reference:
Soepriyatna. 2019. EFL Curriculum and Materials Development. Tangerang Selatan. Universitas Terbuka.

Jawaban 19:

a. Several parts of a lesson plan and how to put it together.

1. Have a goal in mind. The teacher needs to figure out how to reach the goal based on the number of classes, the amount of time spent in each class, the balance between academic and extracurricular activities, and many other things.
2. Do a good job with time limits. No matter what kind of school they plan for, this is a big part of how they plan their lessons.
3. Do not forget about the anticipation set. To make it, the teacher needs to decide which things are most important based on the time they have and the goals they want to reach.
4. Practice new ideas with much help from the teacher. Several ideas can be expanded upon:
1) Class discussion with note-taking in a journal or on a worksheet.
2) Another small game, maybe a round of the game used in the anticipatory set. The good thing about this is that it makes a point of the anticipatory set and makes the lesson clear.
3) A craft that emphasizes the points students need to learn or the theme they are studying,
4) A science experiment that physically shows a point, and
5) A video that reinforces what they just learned.
6) Effective review/ testing.

b. Before making a lesson plan, here are some essential things to remember.
1. Learn about the students' backgrounds, skills, interest levels, attention spans, etc.
2. Know what will be taught or what will be taught.
3. Know what resources are out there to help you teach well.

c. The steps of making a lesson plan.
1. Content: List the most important facts, ideas, skills, and vocabulary words that must be covered.
2. Goals are what the teacher wants the students to get out of the lesson. Identify the goals the students will reach through the tasks that will get them involved in the learning process.
3. Materials: This is a list of the things that will be needed.
4. Introduction: Describe or list an event or thing that will get the student's attention, make them want to pay attention, and learn what the teacher will teach.
5. Development: A description of how the teacher plans to show or explain what the students should do.
6. Practice: A list or description of how the teacher gives the students chances to try out what they want to learn.
7. Independent Practice: Make a list or describe ways to give students chances to finish assignments so you can track their progress toward the lesson's goal.
8. Accommodations: List or explain the different steps based on the student's needs.

References:
https://completeliterature.com/what-are-key-components-of-a-lesson-plan/
https://www.ukessays.com/essays/teaching/lesson-plan-defining-aims.php

Jawaban 20:

Before we discuss the components of a lesson plan. We need to know what the lesson plan is. It is a detailed description of an instructor’s course for an individual lesson intended to help learners achieve a particular learning objective (Soepriyatna, 2019). According to Brown (Dr. Soepriyatna, 2019) lesson plan consists of six components. They are 1) goals,2) Objectives, 3) Materials and Equipment, 4) Procedures, 5) Evaluation, and 6) extra-Class Work. Some teachers may develop their lesson plans, but six components of the lesson plan always exist. Let’s discuss the way to develop each component:
Goal
The goal is not detailed enough to be quantified; rather, it is the overall objective of the change that a learner should make. The knowledge, skills, and values that students should acquire are referred to as goals that teachers will work to achieve by the end of the class hour. For Example, the students can develop their ability to write descriptive text.
Objective
The objective is always compared with goals. An objective is a description of the behavior that a learner must be able to display before a teacher can consider them competent. Good objectives must have three essential components: Performance, condition, and criteria.
Material and equipment
Material and equipment are resources and materials needed to carry out a lesson. A list of supplies and equipment that significantly improves pupils' learning should be made available by the teacher.
Procedure
The procedure consists of the lesson content and delivery. The content should be listed, detailed, and sequenced in a logical order. Content includes facts, data, information, formulae, concepts, skills, knowledge, attitude, and or learning. The other sub-component of the procedure is classroom activities. Classroom activities can be structured as 1). an opening statement or activity as a warm-up. 2) a set of activities and techniques. 3). Closure.
Evaluation
This part should provide information about the assessment or the evaluation that will be done by the teacher.
Extra-Class Work
Extra-Class Works in the form of homework or assignment function as an enrichment and reinforcement.
As guidance, a lesson plan should specify learning objectives, formulate teaching-learning activities to achieve the objectives, map for organizing the content of the lesson and design the objectives to check if the intended objectives are achieved. There are three stages of the lesson plan. They are the opening, Middle stage, and closing/ end stages.
Reference
Soepriyatna. (2019). EFL Curriculum and Materials Development. Universitas Terbuka.

Jawaban 21:

A lesson plan is a comprehensive outline of a teacher's course for a specific lesson meant to aid students in completing a particular learning course. A lesson plan is made up of six parts: goals, objectives, materials and equipment, procedure, evaluation, and extra class.

The teacher will try to complete goals by the end of the class. Goals are knowledge, skills, and values that students should develop. Teachers should determine the student's needs to set goals. Teachers must be aware of the knowledge and skills that their pupils will have acquired by the end of the lesson. Consequently, the learning process can align with the objectives.

A goal is a broad assertion about a subject or lesson, but an objective is more detailed. A competence that the teachers want students to be able to demonstrate before they are taken into consideration as competent. To develop the objectives, teachers should specify the competencies students need to achieve. Teachers should make sure that the objectives and materials are suitable. Therefore, the objectives can be measured if it is a success or not.

A lesson plan should include materials and equipment. a checklist that teachers were required to bring to the class that listed the materials and equipment. Materials and equipment can be found in the form of worksheets, books, articles, websites, and digital media. To develop materials and equipment, teachers should make a list of materials and tools that can help him/her teach the students.

the contents and delivery of the lesson make up the procedure. outline how pupils will be educated and what they will learn during the procedure. Each action that the pupils completed must be specifically and in-depth reported. The course material ought to be listed and organized logically.

When the course is over, the teacher does an evaluation. This section reflects on the activities that worked or didn't work, as well as how the lesson could be changed or improved the next time.

Extra classwork, such as homework or assignments, can help students retain information following the lesson. This type of after-school activity offers chances to reinforce material gained in class.

the most crucial point as a guideline before developing a lesson plan is to make the lesson plan clear and organized. Therefore, it will help us as a teacher as our "google map". a clear and organized lesson plan can lead us on a right track.

there are three stages of lesson planning
opening/beginning stage
the teacher tries to find out what to teach and whom to teach

middle stage
the teacher organizes the lesson materials

closing/end stage
students recall and practice what they have been learning

Jawaban 22:

- Several components of lesson plan and the way to develop it.
According to brown in soepriyatna (2019) there are six component to consider lesson plan. 1, goal, 2. Objectives, 3. Material and equipment, 4. Procedures, 5. Evaluation, 6. Extra class work.

-Goal
Sometime interchangeably used with aims, are usually determined goal will motivate learners to pursue it.
-objective
Goals are always compared with objective but objective are different from the goal. An objective is a description of a performance that teachers want from learners to be able to exhibit before considering them as competent.
-material equipment
Material equipment is defined as resources and materials needed to carry out a lesson then lesson plan should also include specific resources used for differentiated student need.
-procedure
The next component of lesson plan is procedure, that is consists of the lesson content and delivery.
-evaluation
In this step the lesson plan also should include component of evaluation conducted by the teacher after the calass is ofer. Evaluation is about the activities worked or did not work well.
-extra class work
Extra work assignment provides opportunities for reinforcement of work learned during school time. Student will will have found information for thwe assignment from different resources such as book, dictionary, journals.

-some important points as a guideline before developing a lesson planning
Before developing a lesson plan the educator has to choose what to teach, student practicing what they have learned, understanding student background, knowing situation of the class, preparing teaching aids and material, student recalling information then the last is organizing information of what to learn.

- The stages of lesson planning
OPENING
The first step in lesson plan is choosing what to teach. Realizing that it is the material that will be presented to our student. Knowing the topic is the most importantly mastering the content of the topic, predicting what area cause problems for the student.
MIDDLE STAGE
Teacher should organize the lesson materials in a systematic way. The teacher should use middle stage to prepare teaching material. Middle stage will make the student to gather some information while doing the activities.
CLOSING
Closing stage is the stage where student should recall and practice the lessonthey learn.
LESSON PLAN FORMAT
Every institution has their own format to make lesson plan. Lesson plan at least has has administrative information such as the course, teacher, number of student, date or time, goals, objective, procedure and procedure of teaching.

Jawaban 23:

A lesson plan is a written description of the skills students will acquire in a lesson, how the teacher wants to teach it, and how they will be evaluated on their comprehension of the material. Lesson plans can make teachers better prepared to instruct their pupils. Because they take the time to design classes beforehand, they might also make educators more effective. The majority of lesson plans have several elements that aid teachers in organizing the various steps, from preparation to class completion.
The following six elements are frequently present in lesson plans and can be used when creating our own lessons:
1. Objective, one of the most crucial elements of a lesson plan is the purpose of the lesson. The lesson's objectives specify what the students will learn and how their learning will be evaluated. On the day of the lesson, you can write the aim on the board once you've written it in the lesson plan. In order for pupils to understand the aim they are working toward, teachers typically review objectives with them each day and revise them as needed.
2. Materials, to concentrate on teaching if we prepare the materials before the class. Creating bullet points for any material you and the students could need during the session is one way to format the content section of a lesson plan.
3. Background knowledge, engaging your students' prior understanding of a subject is a useful technique to introduce most lectures. In order to aid students in making new connections with a topic throughout the class, background knowledge concentrates on their earlier experiences or knowledge on the subject.
4. Direct Instruction, the section of the lesson that we employ to teach the class the skills they will acquire is known as direct instruction. Before going on to guided practice, this can be done by outlining the task, utilizing students' prior knowledge, having them take notes on the new information, reading from the textbook, or simply demonstrating how to perform the assignment.
5. Guided teaching, including the skill can be shown for learners, practiced in groups, and then completed independently.
6. Closure and Assessment, one of the last parts of a lesson plan is the conclusion. Students can evaluate their understanding of what they have studied, analyze and summarize what they have learnt for the day's lesson, and let the teacher know whether they have achieved the lesson's goal.

Some important points as a guideline before developing a lesson planning, those are:
1. Outline learning objectives, this phase will have we ready to manage class time and complete the more significant learning objectives.
2. Develop the introduction, it creates a fascinating introduction to the subject to pique curiosity and promote thought. To get pupils interested, you can employ a variety of strategies.
3. Plan the specific learning activities, plan ahead for lengthy explanations or discussions, but also be ready to shift swiftly to other applications or issues and to think of ways to ensure comprehension.
4. Plan to check for understanding, consider which questions will be useful for discussion and which ones might divert the class as you arrange your session. Consider and choose how to strike a balance between teaching the material (achieving your learning objectives) and making sure the students understand.
5. Develop conclusion and preview, this preview will pique students' curiosity and aid them in making connections between the various concepts within a wider context.
6. Create a realistic timeline, a reasonable timeline will demonstrate your adaptability and capacity to fit into the particular teaching atmosphere.

The stages of lesson planning:
1. Introduction, the pupils are motivated and interested at this point. This stage, which occurs before the class begins, focuses on introductions, a lead-in or warm-up, a review, setting up the class, and presenting the learning objectives. This portion should only take 5 to 10 minutes, regardless of the lesson's given duration.
2. Development, the process's most student-focused phase is this one. The exercises at this level provide students the chance to participate and put what they have learned into practice while still presenting the material.
3. Consolidation, The term "Independent practice" refers to this stage. It offers students the chance to put their recently acquired knowledge and abilities to use. It concentrates on a practical application and gives students the chance to ask questions and get answers.
4. Conclusion, for assessing understanding, a quick summary or overview is frequently helpful. The students should also be able to show that they have accomplished the goals. Giving pupils performance comments is another opportunity during the close phase.
Thank you very much.

Jawaban 24:

A. According to Brown (2007), there are 6 important components of lesson plan. They are;
1. Goal
Refer to knowledge, skills, and values learners should develop that teachers will attempt to accomplish by the end of the class period.
2. Objectives
An objective is a description of a performance that the teachers want from learners to be able to exhibit before considering them as competent. In short, an objective should specify observable behavior and performance.
3. Materials and Equipment
Materials and equipment are the resources needed to carry out the lesson
4. Procedures
Procedure is the steps to be taken during the lesson process to gain the objectives and goal.
5. Evaluation
Evaluation is the activity of the teacher to reflect the learning process, what to be improved and what should be maintained for the phase of the process until the end of the learning process.
6. Extra-Class Work
The activities to improve students’ comprehension of the materials in the form of assignments or tasks.

B. Important points as lesson planning development guidelines
There are important points to pay attention to as guidelines in developing a lesson plan:
1. Consider the 4 main elements; Goal & Objectives, Content, Methodology, and Evaluation
2. A lesson plan should be organized in an appropriate manner.
3. There has to be a clear framework

C. The stages of lesson planning
According to Brown (2007), there are three stages of developing the lesson plan:
1. Opening/ Beginning of the stage.
The teacher needs to choose what to teach because by knowing what to teach, it is simpler to target the goal and objectives along with other components of a lesson plan.
2. Middle stage
In this phase, the teacher should organize the lesson materials in a systematic way.
3. Closing/ end stage
At this stage, students need to recall what they have learnt and practiced and at the same time, the teacher needs to assess students’ performance to assure the achievement of the learning objectives and the goala

Reference:
Soepriyatna. 2017. Buku Materi Pokok MPBI5204/3SKS/Modul 1-9: EFL Curriculum and Material Development. Tangerang Selatan: Universitas Terbuka.

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