If the indicators formulated in the lesson plans were not operational, the teaching and learning activities would not focus and most likely could not be achieved in one stage of short teaching and learning process. Fifth, the indicators formulated by teachers based on the non operational basic competence were not operational in term of in one indicator there were more than one competence needed to achieve.
This process helped teachers to easily formulate operational indicators as the next step after formulating the operational basic competence.
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Fourth, most teachers were new to the process of elaborating non operational basic competence into operational sub/ sub-sub basic competence and did not have the knowledge on how to do it.
Third, there were only two teachers who realized the importance of elaborating non operational basic competence into operational sub/ sub-sub basic competence. Understanding operational basic competence could help teachers to formulate operational indicators easier and better. Second, they did not know what operational basic competence was. This lack of knowledge would result in an incomplete comprehension of teachers and students of what should be done to achieve basic competences. The reason of this poor score was the lack of teachers’ knowledge in planning the basic competence part.įirst, teachers did not have a good and complete comprehension of what basic competence was. Nine (9) questionnaires that had been answered and reviewed by teachers were then scored objectively using discrete system then were described based on the grade scale.īased on the result of the analysis, the researcher can conclude that out of six knowledge discussed the fewest knowledge that the teachers have in planning components of lesson plan of English speaking activities based on School-Based Curriculum at some Senior High Schools in Malang is in developing the basic competence and learning indicators with eight (8) out of nine (9) teachers got fair or poor score. By conducting the study this way, the findings of this study would provide more information regarding the teachers’ knowledge in planning lessons and perfect the previous study since lesson plans nowadays are available everywhere teachers can easily obtain lesson plans for example from the internet at anytime in a very short time. The reason to select the questionnaire as the instrument of the study was because this study focused on the knowledge of teachers regarding planning lessons not on the product of lesson plans themselves like the previous study did. This questionnaire consists of 52 questions. Those teachers were required to answer a questionnaire about nine (9) components of lesson plan as stated above. So, there were nine (9) teachers at total as the sample of the study. On the process of data collection one teacher became unwilling to participate, thus her questionnaire was dropped and it was acknowledged as the limitation of the study. The sample of the study was ten (10) English teachers of grade X: 2 (two) teachers from each of these schools: SMAN 1 Malang, SMAN 2 Malang, SMAN 3 Malang, SMAN 4 Malang, and SMAN 5 Malang. This descriptive study was conducted to find out the knowledge of teachers in planning lessons for English speaking activities for grade X based on School Based Curriculum (SBC) at some Public Senior High Schools in Malang. Some of those components are closely related to other components and it is easier to understand if those related components are put as one in the discussion, so in this study the above components of lesson plans are formulated into these six components: (1) competence standard, (2) basic competence and indicator, (3) learning objective, (4) instructional material and material/learning resource, (5) teaching and learning methods and learning stages, (6) and the assessment of the lesson plan.
A lesson plan commonly has nine (9) main components: Competence Standard, Basic Competence, Indicator, Learning Objective, Instructional Material, Teaching and Learning Method, Learning Stages, Materials/Learning Resource, and Assessment. The knowledge of lesson planning is very important for teachers since it can help them to create good, systematic, and applicable lesson plans which can help them conduct teaching and learning process well. Key Words: lesson plans for English speaking activities, School-Based Curriculum, knowledge. Teachers’ Knowledge in Planning Lessons for English Speaking Activities Based on School-Based Curriculum (SBC) at Some Public Senior High Schools in Malang.
Program Studi Bahasa dan Sastra Inggris 2010įariza, Rozky. Teachers' knowledge in planning lessons for english speaking activities based on school-based curriculum (SBC) at some public senior high schools in Malang / Rozky Fariza- (Read : 4 Times)
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