Evaluation the Lesson Plan of English Language Learning in Junior High School, Seraphine Bakti Utama West Jakarta

Rahmat, Aceng; Wachidah, Siti

doi:10.18535/ijsrm/v7i7.el02

Cited by 18 publications

(22 citation statements)

References 6 publications

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“…Immediate feedback from online assessments allows teachers to spot misunderstandings that are not clear to students and resolve them before the final exam. The use of online assessments can reduce the burden on teachers to assess the large number of students (Evriana, 2020;Oktafianti, 2019;Mauliate et al, 2019). Google classroom should also be a form of student assessment through online assignments and quizzes to make students actively participate in educational technology classes.…”

Section: Resultsmentioning

confidence: 99%

Teacher Constraints in Preparing Lesson Plan through Google Classroom at SMA Negeri 1 Kediri: A Qualitative Study

Ningsih

2021

JLLS

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Implementing an effective teaching and learning process with the integration of online learning platform is important for the teachers, in order to maximize the online teaching and learning situation. In this case, this study aimed at investigating the constraints found in SMA Negeri 1 Kediri in preparing lesson plan through Google Classroom. The researcher chosen SMA Negeri 1 Kediri in Tabanan Regency, Bali. In SMA Negeri 1 Kediri, Google Classroom is one of the most frequently used platforms based on the result of the pre-observation stage. Based on the pre-observation, it was found that a lot of the student have used smartphone, especially 11th grade students, which is related to the current situation (online learning). This study uses qualitative design as the design of the study, with the qualitative data as the results. The data of teachers’ constraints in preparing lesson plan are collected by using questionnaire consisted of 20 items, in which the questionnaire related to the 5 aspects of lesson plan, such as: 1) constraints in the aspect of learning objectives, 2) constraints in the aspect of learning materials, 3) constraints in the aspect of learning activities, 4) constraints in the aspect of learning media and sources, and 5) constraints in the aspect of learning assessment. As the result, it was found that there are some constraints found, such as: 1) the online learning media is only an intermediary for students in collecting their work, 2) the online learning media that only used to submit assignments, 3) the difficulties in judging the actual work of students from these activities, 4) the online learning platform which is only used to convey material, and 5) the assessment types and techniques cannot be clearly assessed from these activities. Thus, the observable problems found has to be solved by the teacher through mastering the five aspects of lesson plan, in order to be adapted with the dynamic teaching and learning situation.

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Section: Resultsmentioning

confidence: 99%

Teacher Constraints in Preparing Lesson Plan through Google Classroom at SMA Negeri 1 Kediri: A Qualitative Study

Ningsih

2021

JLLS

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“…In this case, organizing the learning activities related to the learning process will be successful if students' needs are accommodated by the classroom activities facilitated by the teacher. In some previous studies, many teachers spent a lot of time planning activities in the classroom, which indicated that planning activities to be relevant with materials is not easy (Mauliate et al, 2019;Maulani, 2019;Sesiorina, 2014). In addition, the criteria of instructional activities; reflecting student-centered instruction, reflecting communicative method, motivate students to learn and expose foreign language, helping students to recall prerequisite, presenting information and examples, integrating the four skills (reading, listening, speaking, and reading), and providing practice and feedback.…”

Section: Discussionmentioning

confidence: 99%

“…The second difficulty found regarding the teacher's difficulties in designing lesson plans is in the steps of selecting the assessment types based on the learning objectives. Concerning this difficulty, the teacher mentioned this difficulty due to the difficulties in making the assessment, which is based on basic competencies and main competencies used in all topics of the lesson plan (Mauliate et al, 2019;Raynesa Noor Emiliasari, 2019). Based on those difficulties found, it can be synthesized that two difficulties occurred in designing the learning objectives, two difficulties in designing learning media and sources, one difficulty in learning materials, and another one were in the aspect of learning assessment.…”

Section: Discussionmentioning

confidence: 99%

“…The lesson plan of English language learning, and implied that the preparation of the lesson plan should refer to Permendikbud No. 103 the year 2014 about learning in primary education and secondary education (Mauliate et al, 2019). The study of the lesson plan, which resulted from that: (1) the teachers do not create their lesson plan based on the Curriculum, especially in creating indicators (2) the teachers do not implement the lesson plan in the classroom, they teach with traditional method which the teacher is a center of teaching and learning (Maulani, 2019;Raynesa Noor Emiliasari, 2019).…”

Section: Introductionmentioning

confidence: 99%

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An Analysis of Teacher’s Lesson Plan for Learning English through Google Classroom in Junior High School

Fitriani

Budiarta

2021

JPBI

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Online learning is something new for teachers and students, so there are various obstacles to it. This study aims to: analyze the preparation of EFL teachers in preparing lesson plans and identify and describe teacher difficulties in preparing lesson plans for EFL students. This study uses a qualitative descriptive research design. Data on teacher preparation and difficulties faced by teachers in preparing lesson plans were taken using a questionnaire by determining five aspects, namely: 1) learning objectives, 2) learning materials, 3) learning activities, 4) media and learning resources and, 5) learning assessment. The study results are that the teacher fulfills all the steps in compiling a one-page lesson plan, which fulfills the steps provided by the instrument. Regarding the problems faced in the process of preparing lesson plans by teachers, it can be synthesized that there are six difficulties encountered by teachers, such as 1) stating learning objectives that contain behavior (B), 2) connecting learning objectives to core competencies, 3) compiling learning materials based on indicators. Learning, 4) selection of learning media based on learning objectives, 5) selection of learning media based on learning materials, and 6) selection of assessment based on learning objectives.

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“…The intended evaluation model is the Discrepancy-Tat Twam Asi model, which is integrated with the TOPSIS method calculations to obtain the dominant indicator determining blended learning effectiveness. The Discrepancy-Tat Twam Asi model is a combination of the educational evaluation model (Discrepancy) with one of the Balinese local wisdom concepts (Tat Twam Asi).The Discrepancy model is one of the evaluation models that provide recommendations based on gaps found from the evaluation results that are compared to established evaluation standards [8,9,10,11]. Tat Twam Asi is a concept of the Balinese people's local wisdom that shows the existence of tolerance, equal rights, or the same authority among human beings to create harmony [12,13,14].…”

Section: Introductionmentioning

confidence: 99%

Simulation of TOPSIS calculation in Discrepancy-Tat Twam Asi evaluation model

Divayana

Suyasa

2021

regist. j. ilm. teknol. sist. inf.

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This research’s main objective was to provide information related to the simulation of each calculation stage of the TOPSIS method used in the Discrepancy-Tat Twam Asi evaluation model. The TOPSIS method is used to find dominant indicators in the Discrepancy-Tat Twam Asi evaluation model that determines the effectiveness of blended learning in ICT Vocational Schools. This research used a quantitative approach. The questionnaires were used as a data collection tool in this study. Questionnaires were distributed to 20 respondents (teachers and students at several ICT Vocational Schools in Bali, Indonesia) for initial data needs and distributed to fourexperts to obtain data on the TOPSIS calculation effectiveness results. The analysis technique in this research was carried out by comparing the percentage of effectiveness test results with the standards. The results of this research showed that the simulation of TOPSIS method calculation in the Discrepancy-Tat Twam Asi evaluation model had run more effectively, as indicated by score was 93.13%. The simulation results showed the dominant indicator that determines the effectiveness of the blended learning implementation was I-2 (the existence of academic community support).

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Evaluation the Lesson Plan of English Language Learning in Junior High School, Seraphine Bakti Utama West Jakarta

Cited by 18 publications

References 6 publications

Teacher Constraints in Preparing Lesson Plan through Google Classroom at SMA Negeri 1 Kediri: A Qualitative Study

Teacher Constraints in Preparing Lesson Plan through Google Classroom at SMA Negeri 1 Kediri: A Qualitative Study

An Analysis of Teacher’s Lesson Plan for Learning English through Google Classroom in Junior High School

Simulation of TOPSIS calculation in Discrepancy-Tat Twam Asi evaluation model

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