ASSESSMENTS OF AN ENGLISH LESSON PLAN: AN ANALYSIS

ASSESSMENTS OF AN ENGLISH LESSON PLAN: AN ANALYSIS

A Research Based Paper

Submitted as the Requirement to Fulfill Assignment of

English as Foreign Language Methodology Course

Prof. Dr. Nenden Sri Lengkanawati, M.Pd

Written by:

Rezki Firdaus

1407335(1B)

ENGLISH EDUCATION DEPARTMENT

SCHOOL OF POST GRADUATE STUDIES

INDONESIA UNIVERSITY OF EDUCATION

2014

Abstract

This study investigate teacher implementation of 2013 curriculum assessment and designing it in an English lesson plan. The approach that was benefitted in this research study is qualitative research with documentary study, by using one of English teacher lesson plan for 8^th grade students’ at one of junior high school in Bandung as its data to be analyzed. Documentary study was conducted to support the data for content analysis. This study tries to answer and to describe the problem of how the element of assessment is constructed in an English lesson plan related to 2013 curriculum. The data were collected through the teacher lesson plan and content analysis. The result of the research analysis; it can be deduced that the teacher still have several problems with assessment; namely, in developing tools of assessment, instruments of assessment and scorings of assessment or keys answer determination, further more the tools of assessment were stated but the instruments and keys answer were not figured out specifically. The assessment developed by the teacher were not appropriate with the objective and did not cover all indicators established. It is assumed that the teacher might do human errors in a few points and imperfection dealing with establishing good and appropriate assessment. There were five efforts made to overcome teachers difficulties in terms of component in lesson plan, especially for designing a good assessment for classroom activities; consulting to a friend (peer teaching learning), learning from books, journals, internet, participating in MGMP of English language, etc.

Keywords: English lesson plans, documentary study, content analysis

Introduction

            This part discusses several main issues of background, problems, purpose, significance of the study, literary review containing definition, elements of lesson plan, assessment element of English lesson plan, domain of the objectives which realized in assessment and an ideal criteria of a good assessment.

Background of the study

Education is defined as a conscious planned action to create learning atmosphere and learning process in which the students develop their potency actively to get religious spiritual competence, self control, character, intelligence, fine moral, and skill needed by themselves, society, country and the nation (Act 20 2003). Ideally if the education process is conducted properly, the quality of human resources and society will develop significantly into promising positive perspective.

In 2013, the Indonesian government designed and developed a new curriculum in line with 21st century learning skills. The 2013 curriculum has pro and cont. Some people advocate it, since it fosters learners’ cognitive, affective and psychomotor skills. Likewise, the 2013 curriculum puts emphasis on learners’ creativity and morality. Nevertheless, when the government put this curriculum into practice, there were some problems that needed handling. The problems that were mostly faced by teachers is how to prepare a good design of lesson plan including the assessment. The purpose of this research were trying to find out how the teacher implementing 2013 curriculum assessment and designing it in an English lesson plan. By means of this research study, the real condition how teacher design an English lesson plan grounded on curriculum 2013 could be identified and find the solution to solve the problem.

According to Brown (2001: p.149) that a lesson plan may contain goals, objectives, materials and equipments, procedures, evaluation, and extra class work. Other elements of lesson plans, furthermore, are determined in Standard of Process (Permendikbud No. 65. 2013 enclosure p.6) containing identity – school’s name, program of expertise, class/semester, learning materials, Time allocation, Learning Objectives, Basic Competence and Achieved indicators competence, Learning Material, Learning Method, Learning Media, Learning sources, Learning Activities/Measure – which consist of introduction (pre-activity) - core activities (cognitive, affective and psychomotor skills) - post activities and closing, and evaluation and assessment.

Another expert also state that teaching as a three steps activity, the first step consists of activities – planning and preparation – required before teaching a class; the second of activities in the classroom – classroom management, teaching, learning; and the third of activities that take place after the lesson – assessment, with associated activities such as recording and reporting, and evaluation (Haynes, 2010: p.1). Assessment or evaluation refers to the means for determining whether the curriculum has been successfully implemented (McLachlan., et.al, 2010: p.24).

Regarding the importance of ongoing learning, assessment must be administered to the students in order to assess the competence level and to determine the quality and the quantity of the students’s ability (Devi, N.P.P., Marhaeni, A.A.I.N, Artini, L.P.A., 2014). Teachers’ pedagogic competence, deals with the ability of managing the students’ learning, planning and implementing the learning, evaluating the learning result, and developing students to actualize various potencies that they may possess. Planning and evaluation as elements that indicate the teachers’ pedagogic competence are the main focus in this study. Another assumption is based on a finding which states that, there are several way to assess the students that conducted by teachers in classroom (Mulyani, 2013: 75-76) and types for each skill which is used to “measure the extent to which objectives have been achieved” (Richard, 2002) are various. The other assumption that practically, there are some inconsistencies among the main elements of lesson plans. According to Drake., Burns (2004: 133-134) state that teachers’ curriculum maps and lesson plans, observe their classes and provide constructive feedback on how well they are aligning curriculum, instruction, and assessment with standards.

It is the ways of organising assessment in lesson plan which is intended to be investigated in this study. In line with this, the writer was intrested in conducting a research on anlyzing the lesson plan produced by one of an English teacher at junior high school in Bandung. This research entitled Assessments of An English Lesson Plan: An Analysis.

Problems of the study

This study is directed to find out, desrcibe and analyze how the element of evaluation is accomodated in an English lesson plan. In other words, this study tries to answer and to describe the problem of how the element of assessment is constructed in an English lesson plan.

Research Objectives

Based on those assumptions above arise a particular question of “How does teacher design an element of assessment in English lesson plan?”

Scope of the study

Theoretically, it is hoped that this study may provide clear understanding of assessment constructed in an English lesson plan. Practically, this study is also expected to stimulate teachers of English at junior high schools to increase their awareness in planning an assessment for their lesson plans. Moreover, the result of this study will collected as an assignment of A Research Based Paper of EFL methodology course and presented what have been found. The lesson plan choosen by the writer was limited to the lesson plan from the first meeting until the seven meetings of Eighth Grade student at Junior High School in Bandung written by one of the English teacher for the second year student of Junior High School in Bandung.

Significance of the study

The important role of designing lesson plan and the assessment is as a map to promoting students’ success in learning process. Therefore, this research study is to find how teacher design the assessment in an English lesson plan as the evaluation in learning and teaching process. Moreover, the research’s findings may help other teachers of English improve their language teaching. Specifically, it is expected that the study can be useful for English teachers especially in terms of enhancing teacher capability and engagement in teaching. This study may give its significance theoretically and practically to EFL teacher in learning especially in planning or constructing assessment for teaching learning process.

Research Organization

This study is devided into five chapters. First Chapter deals with an introduction, covering background of the study, problem formulation, objective, significance, scope, and research organization.

Second Chapter the writer review some literatures related to the study, covering definition of analysis, curriculum 2013, English lesson plan, lesson plan, evaluation, and assessment.

Third Chapter present the research method, location of research, source and kinds of data, research subject, research instrument, procedure of collecting data, and technique of data analysis. The fourth chapter covers the discussion and findings. The last or the fifth chapter presents conclusion, implications, and recommendation related to the research’s findings.

Definition of Terms

To avoid misunderstandings and misinterpretation of the study, definitions of some keys terms are provided. They are as follows:

Analysis means the study of something by examining its part and relationship (Coumbe., J, et.al, 2010). In this study, the researcher examined the content of English lesson plans from the first meeting until the seven meetings of Eighth Grade student at Junior High School in Bandung and analyzed the relationship of each part and find out their appropriateness to curriculum 2013.

Curriculum 2013 is curriculum based competence which cover attitude, knowledge, and skill (cognitive, affective and psychomotor skills) (Permendikbud No. 70, 2013).

English lesson plan is the lesson plans of English subject produced by the English teacher at the first semester of junior high school in Bandung. The lesson plan is developed as the condition before doing teaching instruction in the classroom, assessment what student do, and must be approved by the principal. Spratt., M, et.al (2005) point out that lesson plan is a series of course plan which provides direction for a teacher of what kind of materials of study to be taught and how to teach them. This refers to the teacher’s frameworks covering the materials to be learned by students and how the materials to be applied in the teaching-learning process. This can be a path for a teacher in conducting teaching activity in the classroom in order to be ready and organized of the materials to be delivered to students and the methods and strategies employed to teach them appropriately and effectively.

Another expert opinion, Harmer (2007b) views a lesson plan as a teaching preparation developed based on the teacher’s thought about what will be suitable for the students and on what the curriculum or the syllabus expects them to do. It can be said that a lesson plan is a teaching plan developed by a teacher based on students’ interests and needs as well as curriculum’s goals through deep and precise thought. If a teacher does not consider needs, interests, ability, learning styles of the students and curriculum or syllabus expectation, it can be ascertained that the lesson plan developed is not applicable and effective.

Lesson plans, to include English lesson plans, contains several elements, as stated by experts. Harmer (2007b: 160) mentions description of the students, aims and objectives, procedures, anticipated problems, extra activities, material, and evaluation as elements of a lesson plan. Still other components of a lesson plan are proposed by Kizlik (2005) containing “the objective, the learning prerequisites, what will happen, the sequence of student and teacher activities, the materials required, and the actual assessment procedures. “ (its own underlined).

Evaluation can be inferred as a formal or informal assessment that teachers make after students conduct enough learning opportunities. It may occur in “regular” classroom activities. Assessment can be used to evaluate students’ success and to adjust the lesson plan for the next day or meeting (Brown, 2001: 149-151). Assessment in a lesson plan is categorized as formative one, aiming to monitor and update classroom instruction, to assess how students are performing and how well the particular lesson plan is working (Karen Silvestri, retrieved from www.ehow.com) and to monitor and record students’ progress (Jessica Cook, retrieved from www.ehow.com). Formative assessments – which are not used in the grade point average of the students’, they add, happen continually throughout a unit of study or school year in any possible forms of informal observation, worksheets, pop quizzes, journals and diagnostic tests. Formative assessment is commonly referred to as assessment for learning, in which the focus is on monitoring student response to and progress with instruction. Formative assessment provides immediate feedback to both the teacher and student regarding the learning process (Evelyn Johnson, Joseph Jenkins, 2009 retrived from www.education.com).

Those ideas are inconjuction with another idea stating that evaluation or assessment does not necessarily accomodated in the form of a quiz at the end of the teaching learning process, nor does it need to be in a separate element of lesson plan (Brown, 2001: 151). Evaluation might be in the forms of observation of students’ activities, assignments – whether it is school assignment or extra-class work, sometimes named as homework although students do not necessarily do at home (Brown, 2001: 149-151)  -, or tests to see how well students are getting on (Harmer, 2007a: 379).

Literature Review

Lesson plan is important because it provides a structured ‘route’ through to the lesson so that the teachers can be sure of meeting the lesson objective(s) and lesson plan also gives the teachers a guideline what they are doing (Robertson 2002 cited in Devianti, A.H., Dantes, N., Marhaeni, A.A.I.N. 2014).

One kind of evaluation that some teachers include in their lesson plan is the achievement or progress test. This test is designed to measure students’ language skill progress in relation to the syllabus or plan they have been following (Harmer, 2007a: 380). Achievement test is usually conducted at the end of the term or topic. An achievement test is related directly to classroom lessons plan, unit, or even a total curriculum. Achievement test are (or should be) limited to particular material addressed in a curriculum within a particular time frame and are offered after course has focused on the objective in questions (Brown, 2001:47). It should reflect progress -not failure- to be  used as reinforcement of what students have learnt, not as an exposure of their weaknesses, in order that teachers get the benefits of this test to make decision on changing their future teaching program (Harmer, 2007a: 380).

Based on the term of assessment refers to a variety of collecting information on a learner’s language ability or achievement, assessment is also distinguished from evaluation which is concerned with the overall language programme and not just with what individual students have learnt (Nunan., D, Carter., R, 2010:137). Evaluation or assessment can also be found during the learning process. The chosen learning process, in which students’ performance assessments are found, should be aimed to encourage or to motivate students, not to demotivate them (Harmer, 2007a: 138). To maintain students’ motivation, Gardner (1985: 10) defines motivation as the combination of effort that refers to the time spent for studying the language and desire that shows how much the learner wants to become proficient in the language and affect that refers to enjoyment in learning the language.

Assessments can be conducted in a number of ways (on students’written work can be judged by giving comments), responding (in the process of writing when students face difficulties), correcting, training students (providing an activity where students can decide which is wrong or right), providing selective marking and different error codes, providing marks and grades, making reports, and providing students’ self-assessment; and students’ oral work is appraised by providing gentle feedback (repeating, echoing, statement and question, expression, hinting, and reformulation) and gentle correction on the accuracy and fluency after the event (Harmer, 2007a).

Assessment can be said as a realization of learning objective (Kizlik, 2005). Basically, there are more than one type of learning. A committee of colleges, led by Benjamin S. Bloom identified three domains of educational activities in 1956 (Krathwohl, 2002): Cognitive: mental skills (Knowledge), Affective: growth in feelings or emotional areas (Attitude), Psychomotoric: manual or physical skills (Skills). The objective can be effectively obtained through a good or ideal assessment which has some criterias, some of them are: Interest (Tests that are interesting and enjoyable help to gain the cooperation of the students), Proper graduation (The items of the evaluation tool or questions of the paper should be properly graded in order of increasing difficulty suiting to the age, experience, ability and intelligence of the students), Practicability (The test or evaluation system should also be as practical as possible. For meeting this criteria, it should be easy to prepare, easy to administer, easy in scoring etc), Diagnosticity (A test or evaluation scheme should be as diagnostic as possible. It must be able to diagnose properly the strong and weak points of the students, their interest and abilities, the success or failure of the methods of teaching or efforts of a teacher etc), Objectivity (It is said to be objective when it is not affected at all through the personal opinion, impressions, biases, interests and attitudes of both the examinee and the examiner. In a test, if the questions are set in such a way that the examiners give different answer of may pick up different methods to provide the solution suiting their own interests, opinions and attitudes, the test is said to be subjective), Comprehensiveness (It refers to its length and extensiveness as to cover the complete course or learning experiences to be tested. It should be competent enough to test all the stipulated objectives in terms of knowledge, understanding, skills, abilities, interests and attitudes etc), Reliability (A test is said to be reliable when it tends to put the same results even after its repetition at number of times. It stands for consistency of working behaviour of a device), and Validity (A test is said to be valid when it measures what it needs to measure. Validity in this sense stands for the accuracy of the working or behaviour of a device) (www.preservearticles.com, 2012).

According to Devianti, A.H., Dantes, N., Marhaeni, A.A.I.N. (2014) state that all of the assessments evaluate the progress of learning, not merely the result but also the process and other aspects in different ways. In other words, the assessment system would be fairer to students as learners, because every effort which the students produce will be more appreciated. (Nitko, 1996 cited in Devi, N.P.P., Marhaeni, A.A.I.N, Artini, L.P.A., 2014), also state that assessment in education helps teachers to make a better decision regarding teaching the strategic acquisition of language skills.

From the theories described above can be concluded that its important to make the assessment to be understood and implemented in the lesson plan. Furthermore, for the implementation of the assessment in an English lesson plan should be compatible with the students’ level of competency. Developing a relevant assessment in lesson plan for the students help the teacher conduct a meaningful assessment. It is hoped that this research will make a meaningful contribution to the teacher in designing assessment in an English lesson plan. This study aimed to analyze teacher assessment, discovering the quality of the assessment designed in an English lesson plan.

Assessment in English lesson plans, which is the main topic of this study, will be obtained by documents of English lesson plans and analysed by using methodology as elaborated in the following part. This study also intends to examine the quality of the assessment that were made in an English lesson plan by the teacher to the eight grade students of junior high school concerned to curriculum 2013 design.

Methodology

This section elaborates the matters related to research methodology arranging how the study is conducted by exploring its discussion into research design, data collecting and analysis.

Research Design

The approach that was benefitted in this research study is qualitative research. There are a number of views on this research method. Fraenkel et.al (2012: p. 426) state that qualitative research studies that investigate the quality of relationships, activities, situations, or materials. He give some explanation the general characteristics of qualitative research;

the natural setting is the direct source of the data, and the researcher is the key instrument, data are collected in the form of word or pictures rather than numbers, researcher are concerned with process as well as product, researcher tend to analyze their data inductively and how people make sense out of their lives is a major concern in qualitative research”. (Fraenkel et.al, 2012)

This research used a small scale, non-statistical or simple computation of precentage, interpreting the specific phenomenon, subjectivity, perspective (Cohen et.al., 2007: p.33) of assessment analysis in lesson plans. This study also utilize the documentary research (e.g: diaries and journals, autobiographies, samples of students’ work, lesson plans, etc) (Cohen et.al., 2007: p.201).

Data Collection

Data collection used in this study, as the name of the design suggested, is documentary data (documentary study) in the form of written documents of English lesson plans for eight grade made by one of English teachers from a state junior high school in Bandung on academic year 2014/2015. This data was taken on October 23, 2014. The data taken after the school have finished the Mid test evaluation. Documentary study was conducted to support the data of content analysis. The techniques of data collection used were content analysis and documentary study.

In order to meet the first objective of this study, the content analysis checklist was provided as a primary instrument which was designed to analyse the assessment in an English lesson plan developed by the teacher of English deeply. As declared by Downe-Wamboldt (as cited in Graneheim & Lundman, 2004) that content analysis’ goal is to provide the knowledge and understanding of the phenomenon under study. Fraenkel (2012: p.478) state that “content analysis is a technique that enables researchers to study human behaviour in an indirect way ...” which means that the analysis of assessment in an English lesson plan documents is a major part.

The English lesson plans used in this study are considered as primary documents (Mogalakwe, 2006) and are chosen because they are ‘naturally occurring objects with a concrete or semi-permanent existence which tell us indirectly’ (Payne and Payne 2004 in Mogalakwe, 2006) about the writer’s accommodating assessments in their lesson plans. English lessons, in addition, may also have ‘an independent existence beyond the writer and beyond the context of its production’ (Jary and Jary 1991 in Mogalakwe, 2006).

The process of data collection consisted of three stages. First, the content analysis technique was conducted to collect the data about the content of the English lesson plan as a written or printed document. In this study, the researcher analyzed the lesson plans, which were copied from the English teacher, based on several aspects using content analysis checklist. The researcher filled out the checklist of ten items of the lesson plan reviewed, namely; core competence, basic competence and indicator of competence achievement, learning objectives, learning material, learning methods, resources, learning media, learning activity, time allocation, and assessment. These variables were taken from the components of lesson plan adapted from the Minister of Education and cultured Regulation No. 65 Year 2013 about Standard of Process (BSNP, 2013).

Then, these ten items were checked and reviewed whether they are appropriate with curriculum 2013 or not together with whatever deficiencies found after observing and appraising the lesson plan based on these ten items. Thus, the content analysis checklist was used to collect data for the objective of the study. Second, documentary study was also conducted to support the data of content analysis. The sources data for the document was the lesson plan itself. The researcher copied the lesson plan to review it. The main component was analyze by researcher which is derived from the lesson plan components, such as lack of ability in mastering teaching-learning concepts, time limitation because of high load of teaching, lack of ability in developing materials of study because of inability in language, lack of ability in matching between technique of teaching and students’ learning styles, lack of books or resources about materials development. On the contrary, component of lesson plan basis is the component using the lesson plan components such as objectives, indicators, methods, materials, and assessments. Finally, used them for the verification of the data and utilized them as the supporting data.

Data Analysis

Data analysis is the process of systematically searching and arranging all information gained from the interview transcripts, field notes, and other materials that are accumulated to increase our understanding of them and to enable us to present what we have discovered to others (Bogdan & Biklen, 2007). According to Cohen, et.al, (2007: p.459) state that “data analysis take readers from first principles to more complex issues of content analysis and grounded theory, making the point that texts – data – are multilayered and open to a variety of interpretations”.

The process of data analysis involves making sense out of text and image data. It involves preparing the data for analysis, moving deeper and deeper into understanding the data, representing the data, and making an interpretation of the larger meaning of the data. (Cresswell, p.217).

The technique of data analysis used in this study was qualitative content analysis since the raw material for the research worker may be in the form of communication, usually written material such as lesson plan. As specified by Wilkinson and Birmingham (2003) (as cited in Mulyani, 2013:51), the process of qualitative content analysis starts from identifying the topic of research, establishing content categories, testing the categories established, collecting data, and finally analyzing content of data and providing results. The data analysis documents of English lesson plans is conducted by applying content analysis (Cohen et.al., 2007: 475), that is ‘a research technique for making replicable and valid inferences from text (or other meaningful matter) to the context of their use’ (Krippendorp, 2004 in Cohen et.al., 2007: 475). Content analysis is intended to answer question directly related to the material analyzed. As asserted by Downe-Wamboldt (as cited in Graneheim & Lundman, 2004; Mulyani., 2013:51) that content analysis aims at providing the knowledge and understanding of the phenomenon under study.

The analysis involves processes of coding, categorising, comparing, and concluding or interpreting (Payne, 2004 in Mogalakwe, 2006; Cohen et.al., 2007: 476). (1) Process of coding deals with giving code to each English lesson plan into ELP 1 and ELP 2. (2) Categorising process refers to classification of units of text into objectives; materials; assessment in learning activities; skills of listening, speaking, reading, and writing (coded as L, S, R, and W); product assessment; types of assessment (coded as O for oral and Wr for written); ways of assessment (coded as performance and portofolio); procedures of assessment (coded as process, THA: Take home assignment, and test); and domain (coded as R for Religiosity, A for affective, C for cognitive, and Psy for psycho motor).  (3) Process of comparing involves comparisson of each lesson plan about the main elements of lesson plan and the interrelation – whether objectives, material, activities containing process assessment and product assessment are interrelated. (4) The process of concluding or interpreting covers drawing meanings of the former steps of content analysis.

The methodological discussion above is considered useful to be implemented in this study in order to obtain meaningful findings of how assessment is accomodated in English lesson plans, which will be the focus of the next discussion.

Introductions

This section present the result of this research, including the findings and its discussions. Through this section, the present study tries to represent the answer of the research questions. As stated in the previous section, the research questions is as follow: “How does teacher design an element of assessment in English lesson plan?”

Discussion of Findings

The content analysis supported by documentary study was employed to find out the first objective of study. The results from the content analysis checklist were described by the writer in forms of words and descriptions as this research was a qualitative study. The analysis was taken from two documents of English lesson plans. Both of the two documents of English lesson plans for 8^th grade students’ of a state junior high school in Bandung. These documents were considered to have strong validity and reliability since they were written by the first persons (Bailey, 1994 in Cohen et.al., 2007: 203). One of volunteering English teachers in the school site and she were written for specific purposes (Cohen, et. al., 2007: 203) of making English teaching-learning preparation, to include assessment preparation, which was the main focus of investigation in this documentary study. In other words, the English lesson plan documents used in this study fullfiled their authenticity (real document of English lesson plans used), credibility (accurate, legitimate, and sincere), representativeness (available), and meaningfullness (Actual and interpreted) (Scott, 1990 in Cohen et.al., 2007: 203).

English Lesson Plan 1

The tools of all kinds of assessment used were not appropriate with the objectives and did not cover all the indicators. There were only elaborated communicative skill test for speaking skill and writing skill. The teacher always repeated the same activity overtime in designing the assessment in her lesson plan. The type of task planned by the teacher to be accomplished by the students was in written form. In her lesson plan she only give sample of the assignment and how she assess it. She not listed all of the assessment related to the material that she want teach. Likewise, in this ELP, the tool of assessment determined by the teacher was only in speaking and writing, while the skills should be achieved by the students should be included with listening and reading skill.

Referring to the rubric of scoring or key answer, it was not all determined obviously and accurately by the teacher in the lesson plans developed. It is essential that a teacher plans to determine the instruments of assessment or types of questions as well as the rubrics of scoring or keys answer in order to ease and help him/her in creating mature and ready teaching establishment for the students in the classroom. As a consequence, the students are able to achieve the objectives of study effectively. Moreover, rubrics of authentic assessments were used by the teacher in the lesson plans developed such as performance assessment like oral test and peer assessment. Overall, it was not specifically stated which indicators to be assessed and what assessment was used for the indicators. Besides, there were many indicators stated by the teacher, yet, the assessment for the indicators was not adequate.

It can be deduced that the teacher still has several problems with assessment; namely, in developing tools of assessment, instruments of assessment and scorings of assessment or keys answer determination, especially the tools of assessment were stated but the instruments and keys answer were not figured out specifically. Moreover, some of tools of assessment developed by the teacher were not appropriate with the objective and did not cover all indicators established.

Table 1: ANALYSIS OF ENGLISH LESSON PLAN 1 (ELP 1)

OBJECTIVES	MATERIALS	EVALUATION			NOTE
		PROCESS	M	PRODUCT
1.  Fill in the blank dialogue by using asking for an attention expression corectly.	To ask for my friend attention	U  This part is provided with a rubric for written test:  1 aspect item max. Scores 5; There are 7 aspect item score 35. Students do: C Observing U  Students observe some example to ask for someone attention. U  Students learn to pronounce/practice (by duplicating) the expression from the teacher. U  Students learn to practice by arranging oral text such as short interpersonal conversation. C Questioning U  Students start to ask the purpose and social function of the expression C Experimenting U  Students try to find another expression which can used for asking someone attention from any resources. C Associating U  Students work in a group to learn about expression for asking someone attention to get information about the meaning and social function. C Communicating U  Students practice in communicating by using the expression of asking someone attention and respon the expression corectly.	1	The assessment is in the form of formative test (oral and written test - esay), containing items of oral test: U  Try to find another expressing for asking an attention and then apply it to your friends’ to get his/her responses. (These items are performance test). Another form is written test: U  Complete the following dialogue with the correct expressions! 1.     X : “Jack, .............?” Y : “Yes,ma’am. I will concern on the song” 2.     Teacher :“Everybody, .............” Students : “Yes, sir. 3.     Anything wrong?” Teacher : “No, hmmm. I just want to inform you that tomorrow you’ll have test.” 4.     ... 5.     ... 6.     dst	There is no connection between the objective, material, and assessment. It would be better if the objective is realized in material and assessment.  A rubric is provided but only for cognitive domain and psycomotor domain. It might be more complete to add another rubric of affective and religiosity. This is a process assessment in writing.
2.     Find another expression of asking for an attention and then apply it to another friends to get the responses.	To ask for my friend attention	U  This part provided with a rubric for oral test: 1 aspect of the item max. Scores 5; there are 4 aspect of the item scores 20. C Cont. From above: Find another expression of asking for an attention and apply to other friends to get the responses.	1		The objective, material and excercise correlate one another. This is speaking assignment assessment concerning the domain of cognitive: application and affective - appropriate response. A rubric support it, however the criteria is not defined clearly.
3.     Fill in the blank dialogue by use checking understanding expression corectly.	To check if my friends’ undersand me	U  This part is provided with a rubric for written test:  1 aspect item max. scores 5; There are 7 aspect item score 35. Students do: C Observing U  Students observe some example to use checking understanding expression. U  Students learn to pronounce/practice (by duplicating) the expression from the teacher. U  Students learn to practice by arranging oral text such as short interpersonal conversation. C Questioning U  Students start to ask the purpose and social function of the expression C Experimenting U  Students try to find another expression which can used for checking understanding expression from any resources. C Associating U  Students work in a group to learn about checking understanding expression to get information about the meaning and social function. C Communicating ü  Students practice in communicating by using the expression of checking understanding and respon the expression corectly.	2		There is no connection between the objective, material, and assessment. It would be better if the objective is realized in material and assessment.  A rubric is provided but only for cognitive domain and psycomotor domain. It might be more complete to add another rubric of affective and religiosity. This is a process assessment in writing.
4.     Find another expression of checking understanding and then apply it to another friend to get the responses.	To check if my friends’ undersand me	U  This part provided with a rubric for oral test: 1 aspect of the item max. Scores 5; there are 4 aspect of the item scores 20. Students do: C  Cont. From above: Find another expression of asking for an attention and apply to other friends to get the responses.	2		The objective, material and excercise correlate one another. This is speaking assignment assessment concerning the domain of cognitive: application and affective - appropriate response. A rubric support it, however the criteria is not defined clearly.
5.     Fill in the blank dialogue by using appreciating performance expression corectly.	Show my appreciation to my friends	U  This part is provided with a rubric for written test:  1 aspect item max. scores 5; There are 7 aspect item score 35. Students do: C Observing U  Students observe some example using appreciating performance expression. U  Students learn to pronounce/practice (by duplicating) the expression from the teacher. U  Students learn to practice by arranging oral text such as short interpersonal conversation. C Questioning U  Students start to ask the purpose and social function of the expression C Experimenting U  Students try to find another expression which can used for appreciating performance expression from any resources. C Associating U  Students work in a group to learn about appreciating performance expression to get information about the meaning and social function. C Communicating ü  Students practice in communicating by using appreciating performance expression and respon the expression corectly.	3		There is no connection between the objective, material, and assessment. It would be better if the objective is realized in material and assessment.  A rubric is provided but only for cognitive domain and psycomotor domain. It might be more complete to add another rubric of affective and religiosity. This is a process assessment in writing.
6.     Find another expression of appreciating performance and then apply it to another friend to get the responses.	Show my appreciation to my friends	U  This part provided with a rubric for oral test: 1 aspect of the item max. Scores 5; there are 4 aspect of the item scores 20. Students do: C  Cont. From above: Find another expression of appreciating performance and apply to other friends to get the responses.	3		The objective, material and excercise correlate one another. This is speaking assignment assessment concerning the domain of cognitive: application and affective - appropriate response. A rubric support it, however the criteria is not defined clearly.
7.     Fill in the blank dialogue by using asking for opinion expression corectly.	Ask for my friends’ opinion	U  This part is provided with a rubric for written test:  1 aspect item max. scores 5; There are 7 aspect item score 35. Students do: C Observing U  Students observe some example using asking for opinion expression. U  Students learn to pronounce/practice (by duplicating) the expression from the teacher. U  Students learn to practice by arranging oral text such as short interpersonal conversation. C Questioning U  Students start to ask the purpose and social function of the expression C Experimenting U  Students try to find another expression which can used to asking for opinion expression from any resources. C Associating U  Students work in a group to learn about asking for opinion expression to get information about the meaning and social function. C Communicating ü  Students practice in communicating by using the asking for opinion expression and response the expression corectly.	4		There is no connection between the objective, material, and assessment. It would be better if the objective is realized in material and assessment.  A rubric is provided but only for cognitive domain and psycomotor domain. It might be more complete to add another rubric of affective and religiosity. This is a process assessment in writing.
8.     Find another expression of asking for opinion and then apply it to another friend to get the responses.	Ask for my friends’ opinion	U  This part provided with a rubric for oral test: 1 aspect of the item max. Scores 5; there are 4 aspect of the item scores 20. Students do: C  Cont. From above: Find another expression of asking for opinion and apply to other friends to get the responses.	4		The objective, material and excercise correlate one another. This is speaking assignment assessment concerning the domain of cognitive: application and affective - appropriate response. A rubric support it, however the criteria is not defined clearly.
9.     Fill in the blank dialogue by giving an opinion expression corectly.	To give my opinion	U  This part is provided with a rubric for written test:  1 aspect item max. scores 5; There are 7 aspect item score 35. Students do: C Observing U  Students observe some example to give an opinion expression. U  Students learn to pronounce/practice (by duplicating) the expression from the teacher. U  Students learn to practice by arranging oral text such as short interpersonal conversation. C Questioning U  Students start to ask the purpose and social function of the expression C Experimenting U  Students try to find another expression which can used for giving an opinion expression from any resources. C Associating U  Students work in a group to learn about giving an opinion expression to get information about the meaning and social function. C Communicating ü  Students practice in communicating by giving opinion expression and response the expression corectly.	5		There is no connection between the objective, material, and assessment. It would be better if the objective is realized in material and assessment.  A rubric is provided but only for cognitive domain and psycomotor domain. It might be more complete to add another rubric of affective and religiosity. This is a process assessment in writing.
10.  Find another expression of giving an opinion and then apply it to another friend to get the responses.	To give my opinion	U  This part provided with a rubric for oral test: 1 aspect of the item max. Scores 5; there are 4 aspect of the item scores 20. Students do: C  Cont. From above: Find another expression of giving an opinion and apply to other friends to get the responses.	5		The objective, material and excercise correlate one another. This is speaking assignment assessment concerning the domain of cognitive: application and affective - appropriate response. A rubric support it, however the criteria is not defined clearly.

English Lesson Plan 2

This document analysis showed that: the assessment used were appropriate with the objectives and cover all the indicators. There were elaborated all language skill test not in one time meeting but integrated each previous meeting and for the next meeting. The type of task planned by the teacher to be accomplished by the students was not only in written form but also in oral. She only give a sample of the assignment in her lesson plan. She not listed all of the assessment related to the material that she want teach. Moreover, in this ELP, the tool of assessment determined by the teacher was only in speaking and writing, but also listening and reading skill.

Referring to the scoring rubrics, it was determined obviously and accurately by the teacher in the lesson plans developed. She not list the keys answer of the assignment, she only used the rubrics score to assess students activity. As a consequence, the students are able to achieve the objectives of study effectively. Moreover, rubrics of authentic assessments were used by the teacher in the lesson plans developed such as attitude assessment, performance assessment like oral test and knowledge assessment. Overall, it was specifically stated with indicators to be assessed and what assessment was used for the indicators. Besides, there were many indicators stated by the teacher, yet, the assessment for the indicators was adequate.

Table 2: ANALYSIS OF ENGLISH LESSON PLAN 2 (ELP 2)

OBJECTIVES	MATERIALS	EVALUATION			NOTE
		PROCESS	M	PRODUCT
1.     Listen to teacher expression with invitation, prohibition and ask for permission.	To give and respond to instructions.	U  Students listen to a dialogue of instruction, invitation, prohibition and ask for permission with the responses read by teacher, and while you are listening to it repeated clearly (Enclosed). This part is provided with a rubric of: 1 aspect of the item score 4; 5 item of scores 20.	1	The assessment is in the form of formative test (oral, written test – esay, listening, and reading), containing items of oral test: U  Students practice a dialogue conversation in pair. (These items are performance test). (M1, M3) U  Students do a role play based on the conversations. (M1, M4, M5) U  Practicing the expression were founded in a VIDIO that have been wrote. (M5) U  Oral test directly based on the expressions of instructions. (Extensive Activity) (M5) U  Acting out with a figure in a book.(M5) Written test: U  Complete the following dialogue with the correct expressions!(M2, M4) U  Make a dialogue by virtue of the expressions. (M3) U  Search a meaning based on the expression below and find the social function, text structure, and audiolingual element of the expression in a group. (M2) U  Make a summary for every meeting. (THA) (M1, M2, M4, M5) U  Write an instruction and prohibition expression in cardboard and present it in front of the class. (M5) U  Self assessment for evaluation in the end of the chapter. (M5) Listening test: U  Listen to a vidios of the expressions and write it down in a group. (M2)	The objective, material, and learning activities which can be categorized as process assessment correlate one another in the domain of cognitive. This is a process assessment in listening.
2.     Students practicing a conversation based on the expression in a couple.	To give and respond to instructions.	U  This part provided with a rubric for oral test: 1 aspect of the item max. Score 4; there are 5 aspect of the item scores 20. C Cont. From above: write a dialogue and then practice it pairing. C Write a summary from today meeting. For the next meeting reminding (THA)	1		The objective, material and excercise correlate one another. This is speaking assignment assessment concerning the domain of cognitive: application and affective - appropriate response. A rubric support it.
3.     Listen dan watch a vidio information about Giving instruction, invitation, prohibition, ask for permission	Giving instruction, invitation, prohibition, ask for permission	U  Cont. from previous activity: listen and watch a vidio to get some information about the expression and write down all the information.	2		The objective, material, and learning activities which can be categorized as process assessment correlate one another in the domain of cognitive and psychomotor. The questions are not determined in the plan. This implies that the activities of questionning are spontanous.This is a listening and writing process assessment.
4.     Completing a dialogue based on what they hear and watch	Giving instruction, invitation, prohibition, ask for permission	U  This part provided with a rubric for oral test: 1 aspect of the item max. Score 4; there are 5 aspect of the item scores 20. C Cont. from previous activity: Complete a dialogue C Write a summary from today meeting. For the next meeting reminding (THA)	2		There is a connection between the objective, material, but not in assessment. It would be better if the objective is realized in material and assessment. A rubric is provided but only for cognitive domain. It might be more complete to add another rubric of  affective and psychomotor.
5.     To identify the thing that can be use as present to a girl.	Invitation (find  a birthday gift)	U  This part is provided with a rubric for written test:  1 aspect item max. scores 5; There are 2 aspect item score 10. ü  Choose the corect word to get best gift	3		The objective, material and excercise correlate one another. This is speaking assignment assessment concerning the domain of cognitive: application and affective - appropriate response. A rubric support it. This is writing assessment.
6.     Write the name of the thing with the corect pronunciation.	Invitation (find  a birthday gift)	U  This part is provided with a rubric for written test:  1 aspect item max. scores 5; There are 2 aspect item score 10. Students do: C  Cont. from above: finding a word related with a gift. C  Students shows their good act with honest, discipline, responsibility, care and cooperation. C  Write a summary from today meeting. For the next meeting reminding (THA)	3		The objective, material and excercise correlate one another. This is speaking assignment assessment concerning the domain of cognitive: application and affective - appropriate response. A rubric support it. This is a writing assessment.
7.     Role play instructions	Giving instruction, invitation, prohibition, ask for permission	U  This part provided with a rubric for oral test: 1 aspect of the item max. Score 4; there are 5 aspect of the item scores 20. C Cont. from above activity: Review students work and discuss it together. C Write a summary from today meeting. For the next meeting reminding (THA)	4		The objective, material and excercise correlate one another. This is speaking assignment assessment concerning the domain of cognitive: application and affective - appropriate response. A rubric support it, however the criteria is defined clearly. This is a speaking and reading assessment.
8.     Role play activity	Giving instruction, invitation, prohibition, ask for permission	U  This part provided with a rubric for oral test: 1 aspect of the item max. Score 4; there are 5 aspect of the item scores 20. C Cont. from above activity: Review students work and discuss it together and they can use the conversation in their daily life.	5		The objective, material and excercise correlate one another. This is speaking assignment assessment concerning the domain of cognitive: application and affective - appropriate response. A rubric support it, however the criteria is defined clearly. This is a speaking assessment.
9.     Group work, to make an instruction and prohibition expression with the topic use in class.	Instruction and prohibition	U  This part is provided with a rubric for written test:  1 aspect item max. scores 5; There are 2 aspect item score 10. Students do: C  Cont. from above: Presentation time. C  Self evaluation	5		The objective, material and excercise correlate one another. This is speaking assignment assessment concerning the domain of cognitive: application and affective - appropriate response. A rubric support it, however the criteria is not defined clearly. This is self assessment, speaking and writing assessment.

In order to give clear description about the lesson plans, table 3 below showed the overal analysis on the evaluation element of the lesson plans.

Table. 3

Overall analysis of the lesson plans

ELP

EVALUATION IN ENGLISH LESSON PLAN

SKILLS

FORM

WAYS

PROCEDURE

DOMAIN

RUBRIC

L

S

R

W

O

W

Perf.

Port.

Process

THA

Test

A

C

Psy.

MC

Essay

1

√

√

√

√

√

√

√

√

√

√

√

2

√

√

√

√

√

√

√

√

√

√

√

√

√

√

√

NOTE

ELP: English lesson plan; L: Listening; S: Speaking; R:Reading; W: Writing; MC: Multiplechoice; Perf.: Performance; port.:Portofolio; THA: Take home assignment; A: Affective; C: Cognitive: Psy.Psycho motor

Table three showed that the assessment evaluation part in English Lesson Plan 1 are not covered all language skills, in the forms of oral as performance assessment and essay as portofolio assessment. The assessment was only conducted through the process assessment in learning activities and covering the domain of affective (connected with emotions and attitudes), cognitive (connected with mental processes of understanding), and psychomotor (measuring mental abilities). Overall evaluation in assessment was provided with rubric score with the exception of religiosity rubric.

The assessment evaluation in lesson plan 2 covered all language skills, in the forms of oral as a performance assessment and essay as portofolio assessment. The assessment evaluation was conducted in more elaborated ways of process assessment during its learning activities, outside the classroom activities, covering the domain of affective, cognitive, and psychomotor. The evaluation was provided with rubric score. The rubric, however, cover clear criteria of scoring aside from religiosity rubric.

           

Conclusion and recommendation

Based on the data findings from the analysis of assessment aspect conducted by the researcher, it can be deduced that the teacher still has several problems with assessment; namely, in developing tools of assessment, instruments of assessment and scorings of assessment or keys answer determination, especially the tools of assessment were stated but the instruments and keys answer were not figured out specifically. Also, some of tools of assessment developed by the teacher were not appropriate with the objective and did not cover all indicators established. Indicators are used as the basis to arrange the tools of assessment or the assessment is executed based on the indicators established.

Moreover, it is assumed that the teacher might do human errors in a few points and imperfection dealing with establishing good and appropriate assessment. Indeed, it is presumed that the teacher did not work completely and accurately in establishing good and accurate assessment. It is a necessity that a teacher is required to be able to construct good and appropriate assessment which is based on the indicators determined in order to measure students’ achievement towards the core competence determined.

There were five efforts made by the teacher to overcome the difficulties in terms of component of lesson plan especially for designing a good assessment for classroom activities; consulting to a friend (peer teaching) or the teacher in the similar subject of teaching, learning from books, journals, and internet, participating in MGMP of English language, conducting classroom action research, and participating in seminars or workshops related to curriculum, syllabus and lesson plan development.

Since the findings proved that there were essential problems or deficiencies on designing the assessment in the lesson plans developed by one of the English teacher at eight grade student of junior high school, Bandung, academic year 2014/2015 beside the shortcomings made by the researcher, it is suggested that further researches with more specific analysis on the lesson plan involving several or many participants as well as accompanied by its implementation in the classroom are needed in order to be able to make generalization. These specific researches are hoped to identify many other strengths of this work and to investigate other weaknesses will probably be found in the future.

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Research-based Paper Scoring Rubric

Student’s Name          : Rezki Firdaus

Student’s Number       : 1407335

Topic                           : Assessment and some research on ELT

ASPECTS	CONTENTS	SCORE	YOURS
Abstract should not more than 150 words	Burning issues Objectives Methodology Findings Conclusion & Recomendation Sub Total	1 1 2 2 1 7
A.   Introduction	Burning issues Objectives of the research A brief theoritical foundation Relevant previous research Thesis statement Statement of the problem/research questions Significant of the study Sub Total	1 1 1 1 1 1 1 7
B.    Literature Review	Recent publication Journal and book Theories relevant to the objectives Related previous research from journals Synthesis or concluding remarks Sub Total	1 2 1 1 5
C.   Research Methodology	1.    Design 2.    Data collection (sample, instrumentation, procedure) a.       Sample b.      Instrumentation c.       Data collection procedure 3.    Data analysis Sub Total	1 3 2 6
D.   Findings and Discussion	1.    Data presentation to answer research questions 2.    Interpretation to the findings 3.    Conclusion 4.    Recomendation Sub Total	2 2 1 1 6
Citation and Mechanic	Appropriate of quotation and mechanic	5
Language	Grammar Coherence Sub Total	2 2 4
TOTAL SCORE		40

Research-Based Paper Presentation Scoring Rubric

Student’s Name          : Rezki Firdaus

Student’s ID               : 1407335

Topic                           : Assessment and some research on ELT

The Grading Criteria

Knowledge about the topic of the research	Language Use: Pronunciation	Language Use: Grammar	Presentatin: The Effectiveness of using media and communicativeness	Total
20	5	5	10

CHAPTER REPORT PRESENTATION

EFL Methodology

Presenter’s Name        : Rezki Firdaus

Student’s ID               : 1407335

Topic                           : Assessment and some research on ELT

Date                            : Tuesday, November 18, 2014

Aspects	Contents	Score	Rater’s Score
Content	9 The inclusion of other resources as well as research findings or ilustration (9) Without enrichment (7)
Media	5 Readibility of the media not too wordy effectiveness of using it
Language: Grammar	4 Limited mistakes/errors. (4) Several mistakes (3) Many mistakes (2) Too many mistakes (1)
Pronunciation	4 Several mistakes in pronuncing words
Encoding	6 The concept was easily understood by the floor. The presenter show his/her knowledge about the topic discussed.
Decoding	6 The presenter can cope with the questions from the floor.
Presentation Technique	6 During the presentation, the presenter make use of the media as her/his guidelines without reading the transparancies.
TOTAL SCORE		40:10 =4.0 (A)

APPENDIX

CONTENT ANALYSIS CHECK LIST

No	Aspect of Review	Description	Yes or No Statement (Tick one)	Remark
1	Core Competence	! Formulating of Main Competence appropriate with Curriculum 2013. ! The content of the lesson plan can accomodate all the competencies suggested by the curriculum 2013. ! All language skills are covered in the lesson plan. ! Some language skills are integrated All genres stated are covered appropriately in the lesson plan All language functions determined (e.g., introduction, leave taking, asking for an attention, invitation, prohibition, ask for permission, etc.) are covered appropriately.	Yes (√) No ( ) Yes ( ) No (√) Yes (√) No ( ) Yes (√) No ( )
2	Basic Competence and Indicator of competence achievement	! Formulating of indicators consists of behavior, or performance to measure basic competence achieved. ! Formulating of indicators uses operational verbs which can be measured or observed and they are appropriate with the indicator.	Yes (√) No ( ) Yes (√) No ( )
3	Learning Objectives	! Formulating of objectives is appropriate with basic competence. ! Formulating of objectives is more specifically described from basic competence. ! Objectives contain process and result	Yes (√) No ( ) Yes (√) No ( ) Yes (√) No ( )
4	Learning Material	! Material are corrected theoritically. ! Material support basic competence achievement or they are appropriate with basic competence. ! Material are extended sufficiently, sequentially and contextually. ! Material cover language elements (grammar, vocabulary and pronunciation) ! Authentic material (e.g., sample of invitation card, newspaper, vidios, etc) are used appropriately.	Yes (√) No ( ) Yes (√) No ( ) Yes (√) No ( ) Yes (√) No ( ) Yes ( ) No (√)
5	Teaching Methods	! Method of teaching used variously. ! Every method used is definitely appeared in teaching activity.	Yes ( ) No (√) Yes ( ) No (√)
6	Resources	! Resources are appropriate to support basic competence achievement. ! Resources are various. ! Resources based on ICT (Information, Communication & Technology) e.g., computer, internet, LCD Projector, vidio, tape recorder, etc. Are specified.	Yes (√) No ( ) Yes ( ) No (√) Yes (√) No ( )
7	Learning Media	! Computer used well ! LCD Projector used well ! Internet accessed	Yes ( ) No (√) Yes (√) No ( ) Yes ( ) No (√)
8	Learning Activity	! Pre – teaching contains motivation and apperception towards students ! Pre – teaching contains checking students attendance ! Pre – teacher prepare students/learners in accordance with mentally and physically to follow the learning process. ! Whilst – teaching contains competence to be learned related to students’s life context or previous competence. ! Teacher explain the learning objectives that related to support basic competence achievement. ! Teacher range extend with material and learning activity process related to syllabus. ! Students activity (main activity) related to observing and questioning. ! Students activity (main activity) related to collecting information. ! Students activity (main activity) related to associating (gives opportunity to students to have cooperation with friends or have interaction with environtment or surrounded community). ! Students activity (main activity) related to communicating. ! Students activity (main activity) related to creating an invention. ! Post teaching contains conclusion or reflection or feed back or follow up towards students. ! Formulating of teaching activity describes activity and material be achieved. ! Next meeting integrated with the previous meeting.	Yes (√) No ( ) Yes (√) No ( ) Yes (√) No ( ) Yes (√) No ( ) Yes (√) No ( ) Yes (√) No ( ) Yes (√) No ( ) Yes (√) No ( ) Yes (√) No ( ) Yes (√) No ( ) Yes (√) No ( ) Yes (√) No ( ) Yes (√) No ( ) Yes ( ) No ( ) Sometimes (√)
9	Time Allocation	! Time allocation is appropriate with the competence coverage and the allocation available in the lesson plan. ! Time allocation is specifically determined for pre-teaching, while teaching, and post teaching. ! Time allocation is specifically determined in each activity of while teaching (observing, questioning, collecting information, communicating, composing/creating)	Yes (√) No ( ) Yes (√) No ( ) Yes (√) No ( )
10	Assessment	! Tool of assessment is appropriate with the objectives and covers all the indicators. ! Instruments and rubric of scoring or key answer are determined obviously and accurately. ! Rubrics and authentic assessments are used e.g., portofolio, oral interviewed, peer assessment, project, writing responses, & teacher observations. ! Rubrics assessment related to spiritual achievement, social attitude assessment, knowledge assessment, and skill assessment are related.	Yes (√) No ( ) Yes (√) No ( ) Yes (√) No ( ) Yes (√) No ( )