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LESSON PLAN DEVELOPMENT
1.INTRODUCTION
Lesson Plan is a plan which shows the procedure and the organization of the teaching
learning process (can be in the classroom, laboratory, or out door teaching learning). It is
designed to reach basic competence in Standar Isi. The first process which the teacher should
do before developing their lesson plan is developing a syllabus.
From the definition above, we can say that a lesson plan is a teacher’s preparation
before entering a real class. Lesson plan can be a scenario of the interaction between the
teacher and students. So in a lesson plan, it should be clear what will we do or what is the goal
of the teaching learning process which will be done; what are the materials will be given to the
students; how are the steps (teaching activities arranged), how is to check that the process
reach the goal (assessment) . To develop all of them, the condition and the characteristics of
the students (the students’ level of physical and intellectual development) should be the first
consideration (it is like the principle of KTSP).
Why the teacher should develop a lesson plan, the answer is that it is to make the
teaching learning process has a direction. And teacher must be sure that doing everything with
preparation is will be better than without any preparation.
Unfortunately, up to now there are still some teachers do not make a lesson plan by
themselves. They only copy from some resources which may be not suitable with their
students’ characteristics and condition. Usually, they do it just to complete their administration.
This paper tries to give short explanation about how to develop and write a lesson
plan. A model of lesson plans are provided as an illustration that the writer hope will clarify the
way how to write or develop it.
2. DISCUSSION
Before developing a lesson plan, there are steps should be done by the teacher. First,
the teacher should see the curriculum which have been developed. Then they must develop
their syllabus. After that they can develop their lesson plan.
In developing a lesson plan, we can follow the steps:
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Langkah-langkah Penyusunan dan Format Rencana Pelaksanaan Pembelajaran (RPP) oleh Kementrian Pendidikan Nasional, dalam acara Bimtek TPK Kota/ Kabupaten 2010
I. Langkah – langkah menyusun RPP
Mencantumkan identitas Nama sekolah Mata Pelajaran Kelas/Semester Alokasi Waktu
Catatan: Standar Kompetensi, Kompetensi Dasar, dan Indikator dikutip dari silabus yang
disusun oleh satuan pendidikan Alokasi waktu diperhitungkan untuk pencapaian satu kompetensi dasar yang
bersangkutan, yang dinyatakan dalam jam pelajaran dan banyaknya pertemuan. Oleh karena itu, waktu untuk mencapai suatu kompetensi dasar dapat diperhitungkan dalam satu atau beberapa kali pertemuan bergantung pada karakteristik kompetensi dasarnya.
A.Standar KompetensiStandar Kompetensi adalah kualifikasi kemampuan peserta didik yang menggambarkan penguasaan pengetahuan, sikap, dan keterampilan yang diharapkan dicapai pada mata pelajaran tertentu. Standar kompetensi diambil dari Standar Isi (Standar Kompetensi dan Kompetensi Dasar). Sebelum menuliskan Standar Kompetensi, penyusun terlebih dahulu mengkaji Standar Isi mata pelajaran dengan memperhatikan hal-hal berikut :a. urutan berdasarkan hierarki konsep disiplin ilmu
dan/atau SK dan KDb. keterkaitan antar standar kompetensi dan kompetensi
dasar dalam mata pelajaranc. keterkaitan standar kompetensi dan kompetensi dasar
antar mata pelajaran.
B. Kompetensi DasarKompetensi Dasar merupakan sejumlah kemampuan minimal yang harus dimiliki peserta didik dalam rangka menguasai SK mata pelajaran tertentu. Kompetensi Dasar dipilih dari yang tercantum dalam Standar Isi. Sebelum menentukan atau memilih Kompetensi Dasar, penyusun terlebih dahulu mengkaji standar kompetensi dan kompetensi dasar mata pelajaran dengan memperhatikan hal-hal sebagai berikut :a. Urutan berdasarkan hierarki konsep disiplin ilmu
dan/atau tingkat kesulitan Kompetensi Dasarb. Keterkaitan antar standar kompetensi dan kompetensi
dasar dalam mata pelajaran
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c. Keterkaitan standar kompetensi dan kompetensi dasar antar mata pelajaran
C.Tujuan Pembelajaran
Tujuan Pembelajaran berisi penguasaan kompetensi yang operasional yang ditargetkan/dicapai dalam rencana pelaksanaan pembelajaran. Tujuan pembelajaran dirumuskan dalam bentuk pernyataan yang operasional dari kompetensi dasar. Apabila rumusan kompetensi dasar sudah operasional, rumusan tersebutlah yang dijadikan dasar dalam merumuskan tujuan pembelajaran. Tujuan pembelajaran dapat terdiri atas sebuah tujuan atau beberapa tujuan.
D. Materi Pembelajaran
Materi pembelajaran adalah materi yang digunakan untuk mencapai tujuan pembelajaran. Materi pembelajaran dikembangkan dengan mengacu pada materi pokok yang ada dalam silabus.
E. Metode Pembelajaran/Model Pembelajaran
Metode dapat diartikan benar-benar sebagai metode, tetapi dapat pula diartikan sebagai model atau pendekatan pembelajaran, bergantung pada karakteristik pendekatan dan/atau strategi yang dipilih.
F. Langkah-langkah Kegiatan Pembelajaran
Untuk mencapai suatu kompetensi dasar dalam kegiatan pembelajaran harus dicantumkan langkah-langkah kegiatan dalam setiap pertemuan. Pada dasarnya, langkah-langkah kegiatan memuat unsur kegiatan : a. Pendahuluan Pendahuluan merupakan kegiatan awal dalam suatu pertemuan pembelajaran yang
ditujukan untuk membangkitkan motivasi dan memfokuskan perhatian peserta didik untuk berpartisipasi aktif dalam proses pembelajaran.
b. Inti Kegiatan inti merupakan proses pembelajaran untuk mencapai KD. Kegiatan
pembelajaran dilakukan secara interaktif, inspiratif, menyenangkan, menantang, memotivasi peserta didik untuk berpartisipasi aktif, serta memberikan ruang yang cukup bagi prakarsa, kreativitas, dan kemandirian sesuai dengan bakat, minat, dan perkembangan fisik serta psikologis peserta didik. Kegiatan ini dilakukan secara sistematis dan sistemik melalui proses eksplorasi, elaborasi, dan konfirmasi.
c. Penutup Penutup merupakan kegiatan yang dilakukan untuk mengakhiri aktivitas
pembelajaran yang dapat dilakukan dalam bentuk rangkuman atau kesimpulan, penilaian dan refleksi, umpan balik, dan tindak lanjut.
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G. Sumber Belajar
Pemilihan sumber belajar mengacu pada perumusan yang ada dalam silabus yang dikembangkan oleh satuan pendidikan. Sumber belajar mencakup sumber rujukan, lingkungan, media, narasumber, alat, dan bahan. Sumber belajar dituliskan secara lebih operasional. Misalnya, sumber belajar dalam silabus dituliskan buku referens, dalam RPP harus dicantumkan judul buku teks tersebut, pengarang, dan halaman yang diacu.
H. Penilaian Penilaian dijabarkan atas teknik penilaian, bentuk instrumen, dan instrumen yang dipakai untuk mengumpulkan data. Dalam sajiannya dapat dituangkan dalam bentuk matrik horisontal atau vertikal. Apabila penilaian menggunakan teknik tes tertulis uraian, tes unjuk kerja, dan tugas rumah yang berupa proyek harus disertai rubrik penilaian.
II. Format Rencana Pelaksanaan Pembelajaran (RPP)
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Sekolah : SMP...........................Mata Pelajaran : ...................................Kelas/Semester : ...................................Alokasi Waktu : ..... x 40 menit (… pertemuan)
A. Standar KompetensiB. Kompetensi DasarC. Tujuan Pembelajaran:
Pertemuan 1Pertemuan 2dst
D. Materi Pembelajaran E. Model/Metode Pembelajaran F. Langkah-langkah Kegiatan Pembelajaran
Pertemuan 1Pertemuan 2dst
G. Sumber Belajar H. Penilaian
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Indikator Pencapaian Kompetensi
Penilaian
Teknik BentukInstrumen
Instrumen
Explanation :
1. Standard Competence and Basic Competence
To write the Standard Competence and Basic Competence in our lesson plan, we can
look at Standar Isi.
2. The Objectives
Here we formulate the objectives or the target of the teaching learning process which
we done.
3. Teaching Material.
The teaching material must be in accordance with the Basic Competence.
The language elements needed to be developed are (a) English Skills – Listening,
Speaking, Reading and Writing (b) Genre and functional text (c) Conversation
Gambits (d) Structure (e) Vocabulary (f) Pronunciation. The material is in the form of
texts either of listening, speaking, reading and writing.
The sequence of the content should be based on some criteria. They are:
1. Simple to complex
To sequence the teaching material, it is common to put the order according the
simplicity to the complexity. One of the criteria is the grammar content which is
involved in the material
(either in reading or listening text presented to the students). The grammar content
presented earlier should be simpler than the later.
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2. Chronology
The content of the material can also be based on the events occurring in the real world.
It is such as from (a) brainstorming (b) drafting (c) revising (4) editing.
3. Need
The sequence of content can be concerned with topics in the order of importance of
students’ lives. They are such as (a) family (b) daily activities (d) school activities ( e)
shopping (f) health etc. With this sequence of topics, the vocabulary taught should also
be sequenced. In the 1995 curriculum ( see appendix), the topics/themes are sequenced
according to the students’ levels.
4. Prerequisite Learning
In sequencing the content, there is also a consideration about prerequisite learning.
Prerequisite learning can also be a set of grammar content for a paragraph writing and
some expressions of certain language function for speaking.
5. Spiral Sequencing
Spiral sequencing is in the form of recycling of items. With recycling of items of language
students have repeated opportunities to learn them. The same new words can be
repeated in different sentences in different English lessons. Or, different content
structures can be reused in some texts in some lessons.
4. The Teaching Method
The teaching method here can be Text Based Approach (Four stages : BKOF, MOT, JCOT,
ICOT), Content Based Instruction, Task Based Instruction (PPP :Presentation, Practice,
Production) etc.
5. Teaching and Learning Activities
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Discussing learning activities and teaching activities as mentioned in syllabus and RPP,
some approaches and various techniques of teaching /learning can be put forward. In this
2006 curriculum, a literacy approach is implemented. This consists of some steps, they are
BKOF, modelling of text, joint construction of text and independent construction of text.
ORAL CYCLE
1)BKOF
BKOF or building knowledge of field is basically the development of overall knowledge of
the cultural and social contexts of the topic built ( Hammond, Burns, Joyce, Brosnan, Gerot,
1992, Helena, 2005).
The tasks and activities at this stage enable learners to :
a. Explore cultural similarities and differences related to the topic
1) The class discusses pictures/other media about the topic
2) The class discusses the language items ( structure, vocabulary) needed in such
object
b. Practise grammatical patterns relevant to the topic or text type.
In this stage students produce grammatically-well formed sentences. In the teaching
process the teacher can use deductive or inductive approach. Some techniques
possibly used in this case are content explanation, drills/imitative, intensive ( Brown,
2000) Some techniques possibly used in this case are content explanation,
drills/imitative, intensive ( Brown, 2000)
c. Build up and extent vocabulary relevant to topic or text type. Some study techniques
can be demonstration, explanation, discovery, accurate reproduction, immediate
creativity, check questions ( Harmer,2006)
2)Modeling of Texts (MOT)
Students listen to a listening text, either of monologue or dialogue type of text.
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To help the students understand the text, the teacher can use the techniques: pre-
listening, while-listening and post-listening.
In a dialogue type of text, the teacher can ask the students to practice the dialogue
which has been listened to. The students continue this activity by doing role-play about
the topic.
3)Joint Construction of Texts (JCOT)
In this JCOT the students can do a role play in pairs. Other speaking activities are
acting from a script, communication games, discussion, prepared talks, questionnaires,
simulation ( Harmer, 2000 ).
4)Independent Construction of Texts (ICOT)
At this stage the students are supposed to create their own speaking text on the genre
WRITTEN CYCLE
1). BKOF
BKOF or building knowledge of field is basically the development of overall knowledge
of the cultural and social contexts of the topic built ( Hammond, Burns, Joyce, Brosnan,
Gerot, 1992)
The tasks and activities at this stage enable learners to :
a. Explore cultural similarities and differences related to the topic
1)The class discusses pictures/other media about the topic. A teaching technique
can be such as brainstorming ( Brown, 2001)
2)The class discusses the language items ( structure, vocabulary) needed in such
object.
b. Practice grammatical patterns relevant to the topic or text type.
In this stage, students produce grammatically-well formed sentences. In the
teaching process the teacher can use deductive or inductive approach. Some
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techniques possibly used in this case are content explanation, drills/imitative,
intensive ( Brown, 2000)
c.Build up and extent vocabulary relevant to topic or text type. Some study techniques
can be demonstration, explanation, discovery, accurate reproduction, immediate
creativity, check questions ( Harmer,2006)
2). Modeling of Texts
Students read a reading text, either of monologue or dialogue type of text.
To help the students understand the text, the teacher can use the techniques: pre-
reading, while-reading and post-reading (Gibbons, 2004).
3). Joint Construction of Texts
In this JCOT the students can write a text of the same genre as given in the modeling of
text together in a group.
4). Independent Construction of Texts
In this ICOT the students can write a text of the same genre as given in the modeling of
text individually.
The PPP lesson or teaching also can be implemented in our teaching learning prosess.
The principles of a P-P-P lesson or teaching format:
Presentation: The new grammar structure is presented, often by means of a
conversation or short text. The teacher explains the new structure and
checksstudents’ comprehension of it.
Practice : Students practice using the new structure in a controlled context,
through drills or substitution exercises.
Production : Students practice using the new structure in different contexts
often using their own content or information, in order to develop
fluency with the new pattern.
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Basically, teaching learning activity should be exploration, elaboration and confirmation.
5. Resources
Here we can write the resources which we used to develop our material
6. Assessment
Here we write our assessment planning. The assessment should be in line with the
indicators which we have written.
About indicators some statements are as follows ( Diknas, 2006)
1) Merupakan penanda pencapaian kompetensi dasar yang ditandai oleh perubahan
perilaku yang dapat diukur yang mencakup sikap, pengetahuan, dan keterampilan
2) Indikator dikembangkan sesuai dengan karakteristik peserta didik, satuan
pendidikan, dan potensi daerah
3) Rumusannya menggunakan kerja operasional yang terukur dan/atau dapat
diobservasi.
Indicators are components which indicate the students’ achievement revealed in the
changes of students’ behavior which is measurable including attitude, knowledge and
skills. Indicators are developed in accordance with the students’ characteristics, units of
education such as schools or classes and regional potency. The statements of indicators
must be operational, measurable and observable.
In the English programs, the micro-skills mentioned can be used as indicators of each
competence.
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3. LESSON PLAN
Before develop a lesson plan, it is better for us to make the mapping of material. Here is the
example of mapping material for seven grade students in the second semester.
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MAPPING OF ENGLISH LEARNING MATERIAL
GRADE 1 SEMESTER 2
Jumlah Minggu Efektif : 17 minggu Jumlah jam efektif : 68 x 40 menit
Minggu untuk UTS dan UAS : 3 minggu Jumlah jam tatap muka: 44 x 40 menit
Minggu Untuk Pembelajaran : 13 minggu Ulangan Harian : 8 x 40 menit
Cadangan : 1 minggu
Unit Listening Speaking Reading Writing Grammar
focus
Vocab/
gambits
Time
allotmentBC Material BC Material BC Material BC Material
1 7.1 Responding explicit
meanings :
Asking and giving
information, things and
facts
9.1 Expressing
meaning :
Asking and
giving
information,
things and
facts
- - - Y/N
question
- Wh-
question
- there…
4
7.2 Responding Implicit
meanings :
- Asking and giving
opinion
9.2 Expressing
meanings :
- Asking and
giving opinion
- - - Like…
- better
than
- prefer
What do
you think
about ….
4
12
- Like dislike
- clarification
- Like dislike
- clarification
- question
tags
2 8.1 Responding explicit
meanings:
Letter / Email
10.1 Expressing
meanings :
Letter / Email
11.1 Responding
meanings
Letter / Email
12.1 Expressing
meanings
Letter / Email
Simple
present
Tense
Dear….
Your trully
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3 8.2 Responding Implicit
meanings:
- Descriptive
10.2 Expressing
meanings:
- Descriptive
11.1 Responding
meanings:
- Descriptive
12.1 Expressing
meanings:
- Descriptive
Simple
present
Tense
Describing
people
Describing
favourite
things
Describing
place
6
6
6
Responding Implicit
meanings:
- Procedure
10.2 Expressing
meanings
- Procedure
11.1 Responding
meanings
- Procedure
12.1 Expressing
meanings
- Procedure
imperative Words
related to
recipes
Words
related to
electric
appliance
6
6
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LESSON PLAN
School Name : SMP
Subject : Bahasa Inggris
Class / Semester : VII / 2
Standard Competence :
11. Membaca
Memahami makna teks tulis fungsional dan esei pendek sangat sederhana
berbentuk descriptive dan procedure yang berkaitan dengan lingkungan terdekat
12. Menulis
Mengungkapkan makna dalam teks tulis fungsional dan esei pendek sangat
sederhana berbentuk descriptive dan procedure untuk berinteraksi dengan
lingkungan terdekat
Basic Competence :
11.2 Merespon makna dan langkah retorika secara akurat, lancar dan berterima
dalam esei sangat sederhana yang berkaitan dengan lingkungan terdekat dalam teks
berbentuk descriptive.
12.2. Mengungkapkan makna dan langkah retorika dalam esai pendek sangat
sederhana dengan menggunakan ragam bahasa tulis secara akurat ,lancar dan
berterima untuk berinteraksi dengan lingkungan terdekat dalam teks berbentuk
descptive.
Indikator : 1. mengidentifikasi kosa kata yang biasa digunakan dalam
mendiskripsikan orang.
2. menyusun noun phrase yang biasa digunakan dalam
mendiskripsikan orang
3. mengidentifikasi kalimat yang dominan digunakan dalam
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menulis teks descrptive
4. Mengenal bagian-bagian yang harus ada dalam teks
descriptive
5. menyusun teks descriptive untuk mendiskripsikan orang
Teks : Descriptive
Cycle : Written
Theme : Describing People
Time allotment : 4 x 40
A. Tujuan Pembelajaran
Pada akhir pembelajaran siswa dapat menulis teks descriptive untuk mendeskripsikan
seseorang
B. Materi Pembelajaran
1. Kosa kata :
Noun yang berhubungan dengan bagian tubuh yang sering digunakan
untuk mendeskripsikan ciri-ciri fisik seseorang.
Adjective yang biasa digunakan untuk mendiskripsikan orang
2. Noun Phrase :
NOUN ADJECTIVE NOUN PHRASE
Looks Female: beautiful, pretty, charming, cute, attractive
Male : handsome, good, looking
ugly, boring, silly
A beautiful girl
High Tall, average tall, rather short, short Tall man, short woman
Body Fat, thin, skinny fat body
Face Oval, square, round round face
Hair Straight, wavy, curly, kinky
Long, short
long hair, blond hair,
long black hair
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Black, grey, blond, white long wavy and blond hair.
Eyes Large, round, small, slant
Black, brown, blue
large eyes, large black
hair
Nose Pointed, flat a pointed nose, a flat
nose
skin Dark, bright, brown dark skin, brown skin
3. Simple Present Tense
C. Media Pembelajaran : Gambar
D. Teknik/Metode Pembelajaran : Four Stages
E. Langkah-langkah Pembelajaran
1. Pendahuluan :
a. Greeting
- Good morning class. How are you all today?
b. Checking attendence
- Is the whole class here?
c. Preparing the class condition
2. Kegiatan Inti
a. BKOF
- menanyakan kepada siswa ciri ciri fisik dari orang yang mereka kenal dengan baik.
Do you know our president?
Is he fat?
Is he handsome?
How is his hair?
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- Mengidentifikasi kata dan frase yang biasa digunakan untuk mendiskripsikan ciri-ciri fisik
seseorang dengan menggunakan media gambar.
How is her hair?
black-long -straight
wavy
curly
kinky
red – short- straight
black – short- straight
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thin - fat
tall - short
Hair : curly, straight, wavy, kinky, short, long, bald, black, blond, red
How is the nose?
flat pointed
Memperkenalkan Simple Present tense untuk mendescripsikan seseorang.
- He is hansome.
- He has a pointed nose
b. MOT
- Membaca teks descriptive
Okay class, I would look to show you a descriptive about famous person.
Can you suggest? Who is he or she?
Guru memperlihatkan gambar Tukul dan memaparkan teks descriiptivenya di
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Skin : dark, bright, brown
Nose : pointed, flat
Eyes : large, slant, round black, blue, brown
papan tulis.
Kemudian mendiskusikan teks tersebut tentang kosa kata dan bentuk kalimatnya
- Mengidentifikasi kosa kata
Task 1. Complete the table according to the text about Tukul.
NO THING WHICH IS DESCRIBED ADJECTIVE
1 Face
2 High
3 Body
4 Hair
5 Nose
6 Face
7 Eyes
- Mengidentifikasi kalimat yang dominan terdapat dalam teks descriptive.
- Simple Present :
- nominal
- verbal : using have and like
Hal ini dilakukan supaya:
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TUKUL
Tukul is a comedian.He is good looking.He is tall.He is well built.He has short straight and black hair.He has a flat nose and an oval face.His eyes are large and dark.He likes eating fried chicken.He does not like ‘sate’.
Siswa bisa membedakan, kapan mereka harus menggunakan is, am, are.
Siswa bisa membedakan kapan mereka harus menggunakan V1 and V1+s.
Siswa mampu menbedakan kapan harus menggunakan do not dan does dalam kalimat
negatif.
He is tall
He is thin
He has straight hair
He has bright skin.
They are tall.
They are thin
They have straight hair
They have bright skin.
- Checking students’ understanding tentang Simple Present Tense.
Task 2. Complete the text using is, are, has, or has.
- Mengenal bagian-bagian dalam text descriptive.
Mengidentifikasi generic structure dari model teks.
Membaca contoh lain teks descriptive.
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Identification
Description
TitleTUKUL
Tukul is a comedian.He is good looking.He is tall.He is not fat.He has short straight and black hair.He has a flat nose and a oval face.His eyes are large and dark.He likes eating fried chicken.He does not like ‘sate’.
I have two sisters. They ..are Pintan dan Pingkan. They (1)…students. They (2)…cute. Kintan (3) …short hair but Pingkan (4) …long hair. Kintan’s nose (5)…pointed but Pingkan’nose (6) … flat. Both of them (7)…bright skin.
Read the description and answer the questions.
DeaDea is a very good and helpful student.
She is in Year Seven at Mondial Lower Secondary School. Her teacher is very proud of her because she is very good at Mathematics, English and Science. Her friends often ask for her helps to solve math problems. All her friends and teachers like her.
Now she is thirteen years old. She is tall. Her hair is long. She is not fat. She is diligent and kind. She is also very helpful to her friends.
She likes reading stories, cycling and playing badminton. Answer these questions.
1. What kind of student is Dea?2. What school does she go to?3. What subjects is she good at?4. Do her friends like her?5. How old is Dea?6. How does she look?
These questions help you answer how Dea looks: What colour is her hair? Is her hair long? Is she fat? Is she tall?
You use adjectives when you describe someone or something.7. Underline all the adjectives in the text. Then write them down.
______________ ______________ _____________ ___________________________ ______________ _____________ _____________These questions help you describe behaviour.
8. Is she kind?9. Is she diligent?10. Is she helpful?11. Which part of the text is Identification?12. Which part of the text is Description?
- Menyusun teks descriptive bersama-sama berdasarkan gambar.
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c. JCOT
Guru menyiapkan gambar sesuai dengan jumlah kelompok.
Pada gambar, guru bisa menuliskan nama dan profesi untuk membantu siswa
menuliskan identification. Dan untuk membantu siswa menemukan ide teks, guru bisa
menentukan apa saja yang harus mereka deskripsikan.
Task 3. Describe the person in the picture in group of three.
Describe her/his: looks, face, hair, eyes, nose, and skin.
d. ICOT
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Task 4. Choose one picture then describe the person in
the picture.
3. Penutup
- Summarizing
So what we have learnt today?
Is it important to use to be able to describe people?
Do you know when describing people is needed?
- Reflection
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How do you feel about our discussion? Is it interesting?
- Further Guidance
- Leave taking
Okay, that’s all today. See you next meeting.
F. Penilaian
Rubrik Penilaian (untuk menilai hasil kerja siswa dalam ICOT)
No Aspek Skor
1 Akurasi 4
3
2
1
Sangat baik
Baik
Cukup
Kurang baik
2 Isi 4
3
2
1
Sangat baik
Baik
Cukup
Kurang baik
3 Hubungan antar kalimat 4
3
2
1
Sangat baik
Baik
Cukup
Kurang baik
4. CONCLUSION
As a preparation before entering the real class, a lesson plan should be
developed. Teaching uses a preparation will be more effective and efficient. The purpose of
our teaching learning process will be clearer and easier to reach.
Basically, a lesson plan consists of : the information about what we will reach,
what we will teach, how we will teach, and how we measure that the competency has been
reach .
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To develop a good lesson plan we must take consideration in how to formulate
clear objective, how to develop teaching material according to its principals, and how to plan
a good assessment so it really can be a equipment for us in knowing that the competence
has been reach.
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