Nury Supriyanti, M.A.Nury Supriyanti, M.A.supriyanti_nury@uny.ac.idsupriyanti_nury@uny.ac.id

Welcome toWelcome to

•the world of the world of educationeducation

•the world of the world of English teachingEnglish teaching

Designing Lesson Designing Lesson PlansPlans

Nury Supriyanti, MANury Supriyanti, MA

English Teachers being English Teachers being professionalprofessional

• a basis of scientific knowledge,a basis of scientific knowledge,• a period of rigorous study which is a period of rigorous study which is formally assessed, formally assessed, •a sense of public service,a sense of public service,• high standard of professional high standard of professional conduct, conduct, •and the ability to perform some and the ability to perform some specific demanding and socially specific demanding and socially useful tasks in a demonstrably useful tasks in a demonstrably competent manner.competent manner.

Professional English Professional English Teachers should have the Teachers should have the following knowledge as following knowledge as proposed by Mary Spratt proposed by Mary Spratt in the TKT module in the TKT module

Teacher KnowledgeTeacher Knowledge1. Language and background to language learning and 1. Language and background to language learning and

teaching teaching • 1.1. Describing Language and Language Skills1.1. Describing Language and Language Skills• 1.2. Background to Language Learning1.2. Background to Language Learning• 1.3. Background to Language Teaching1.3. Background to Language Teaching2.. Lesson Planning and Use of Resources for Language 2.. Lesson Planning and Use of Resources for Language

teachingteaching• 2.1. Planning and preparing a lesson or sequence of 2.1. Planning and preparing a lesson or sequence of

lessonlesson• 2.2 Selection and Use of Resources and Materials2.2 Selection and Use of Resources and Materials3. Managing The teaching and Learning Process3. Managing The teaching and Learning Process• 3.1. Teachers’ and learners’ language in the Classroom3.1. Teachers’ and learners’ language in the Classroom• 3.2. Classroom Management3.2. Classroom Management

• What has been quoted above is only What has been quoted above is only the knowledge. the knowledge.

• Knowing and practicing what we Knowing and practicing what we know are two different things. know are two different things.

• Therefore, teachers should also be Therefore, teachers should also be supplied with knowledge on supplied with knowledge on classroom practices classroom practices

Why Lesson Planning?Why Lesson Planning?• Harmer (2001)Harmer (2001)

For students, evidence of a plan shows For students, evidence of a plan shows them that the teacher has devoted time them that the teacher has devoted time to thinking about the class. It strongly to thinking about the class. It strongly suggests a level of professionalism and suggests a level of professionalism and a commitment to the kind of a commitment to the kind of preparation they might reasonably preparation they might reasonably respect. Lack of a plan may suggest respect. Lack of a plan may suggest the opposite of these teacher attributesthe opposite of these teacher attributes

About Teaching English in About Teaching English in the School Systemthe School System

It needs an understanding of how teaching It needs an understanding of how teaching and learning are expected to be. The and learning are expected to be. The understanding coversunderstanding covers

• the current curriculumthe current curriculum• syllabus designs : structural, notional, syllabus designs : structural, notional,

theme-based, text-based, situational, theme-based, text-based, situational, content-based, competency-based etc.content-based, competency-based etc.a structural syllabus is a syllabus which is a structural syllabus is a syllabus which is designed based on structural items. designed based on structural items.

Understanding SK and Understanding SK and KDKD

• SK and KD are taken from SI. A careful SK and KD are taken from SI. A careful reading of UU Sisdiknas and other reading of UU Sisdiknas and other documents will help us understanding the documents will help us understanding the whole picture.whole picture.

• RPP (Rencana Pelaksanaan Pembelajaran) RPP (Rencana Pelaksanaan Pembelajaran) is very crucial in micro teaching. Students is very crucial in micro teaching. Students should be well trained in writing the plan. should be well trained in writing the plan. In writing the RPP there are steps that In writing the RPP there are steps that should be taken with care.should be taken with care.

Some significant steps need Some significant steps need a good understanding of SK a good understanding of SK

and KDand KD1. Studying carefully Standar Isi to get 1. Studying carefully Standar Isi to get

information on all about the teaching of information on all about the teaching of English for each level of schools English for each level of schools (SMP/MTs, SMA/MAN, SMK)(SMP/MTs, SMA/MAN, SMK)

2. Quoting the SK and understanding it2. Quoting the SK and understanding itLearning the terminology and the conceptsLearning the terminology and the concepts

3. Quoting the Kompetensi Dasar (Basic 3. Quoting the Kompetensi Dasar (Basic Competencies)Competencies)Learning the terminology and the conceptsLearning the terminology and the concepts

What we teach according to Standar IsiWhat we teach according to Standar Isi

4. Formulating the indikator 4. Formulating the indikator (Indicators)(Indicators)

Considering the tujuan, the Considering the tujuan, the materials, the langkah2 materials, the langkah2 kegiatan, the penilaiankegiatan, the penilaian5. Formulating the tujuan 5. Formulating the tujuan pembelajaran (Aims)pembelajaran (Aims)• looking at the SK, the KDlooking at the SK, the KD• understanding the nature of understanding the nature of language functionslanguage functions• understanding the nature of understanding the nature of spoken and written languagespoken and written language

Text : Text :

a continuous stretch of (especially a continuous stretch of (especially spoken language) larger than a spoken language) larger than a sentence, often constituting a sentence, often constituting a coherent unit, such as sermon, coherent unit, such as sermon, argument, joke or narrative Crystal argument, joke or narrative Crystal 1992:25) 1992:25)

A text is any stretch of language which A text is any stretch of language which is held together cohesively through is held together cohesively through meaningmeaning

Types of TextTypes of Text

• Short Functional Texts : letters, Short Functional Texts : letters, announcement, sms, public noticesannouncement, sms, public notices

• Monologues and dialogues Monologues and dialogues (interpersonal or transactional)(interpersonal or transactional)

• Spoken and Written text types Spoken and Written text types (Recount, narratives, procedures, (Recount, narratives, procedures, descriptive texts, explanation, descriptive texts, explanation, discussion, debate, public speaking, discussion, debate, public speaking, technical documents) technical documents)

Materials in RPPMaterials in RPPincludes the elements making up a textincludes the elements making up a text

Language Sample Language Sample 1. 1. A : Good morning. How are you ?A : Good morning. How are you ?

B : Good morning. Fine thank you.B : Good morning. Fine thank you.2. 2. A : Hello, I’m Nina. Nice to meet youA : Hello, I’m Nina. Nice to meet you

B : Hello, I’m Renny. Nice to meet you, tooB : Hello, I’m Renny. Nice to meet you, too – Kosakata terkait tema / jenis teks.Kosakata terkait tema / jenis teks. – Verbs : live, meet, do, stop, haveVerbs : live, meet, do, stop, have– To be : is, am, areTo be : is, am, are– Personal Pronouns : I, you, we, they, he, she, itPersonal Pronouns : I, you, we, they, he, she, it– Gambits, standard expressions Gambits, standard expressions

Methods and ProceduresMethods and Procedures7. 7. Writing the metode pembelajaran (Teaching Writing the metode pembelajaran (Teaching

Methods)Methods)using appropriate methodsusing appropriate methods

• PPP (Presentation Practice Production, PPP (Presentation Practice Production, • TPR (Total Physical Response)TPR (Total Physical Response)• CTL (Contextual Language Learning)CTL (Contextual Language Learning)• Task-based approach Task-based approach • ESA ( Engage, Study, Activate)ESA ( Engage, Study, Activate)• Four Steps (BKOF, MOT, JCOT, ICOT)Four Steps (BKOF, MOT, JCOT, ICOT)• Five Steps (BKOF, MOT, JCOT, ICOT, LRT)Five Steps (BKOF, MOT, JCOT, ICOT, LRT)

Methods and ProceduresMethods and Procedures8. Designing langkah-langkah 8. Designing langkah-langkah

pembelajaran (Teaching Procedure)pembelajaran (Teaching Procedure)Looking at the teaching method in Looking at the teaching method in number seven and follow it with a good number seven and follow it with a good understandingunderstanding

9. Designing the penilaian (evaluation)9. Designing the penilaian (evaluation)Looking at all of the elements especially Looking at all of the elements especially the language skills (listening, speaking, the language skills (listening, speaking, reading and writing). reading and writing). Using your knowledge on evaluation in Using your knowledge on evaluation in language teaching and language testing language teaching and language testing (look at good textbooks for ideas)(look at good textbooks for ideas)

• Selection and Use of Resources and Selection and Use of Resources and MaterialsMaterials •Checking the form and use of

grammatical structure•Checking the spelling, pronunciation

and use of lexical items•Anticipating learners’ difficulties

•Looking for new approaches to teaching lessons and new classroom

activities•Finding out how to use materials in

your course books•Getting advice about particular

lessons or teaching materialsTeachers need to always update their

knowledge on language and technology

EvaluationEvaluation• Designing the penilaian (evaluation)Designing the penilaian (evaluation)• Looking at all of the elements Looking at all of the elements

especially the language skills especially the language skills (listening, speaking, reading and (listening, speaking, reading and writing). writing).

• Using your knowledge on evaluation Using your knowledge on evaluation in language teaching and language in language teaching and language testing (look at good textbooks for testing (look at good textbooks for ideas)ideas)

Let’s practice:Let’s practice:writing a lesson plan writing a lesson plan based on the school-based on the school-

based curriculumbased curriculum

Thank you Thank you

Have a great lesson Have a great lesson planning!planning!