READING REPORT

EFL TEACHING METHODOLOGY

HOW TO PLAN A LESSON PLAN

Lecturers
Prof. Dr. Nenden Sri Lengkanawati, M.Pd.
Dr. Lulu Laela Amalia, M.Pd.

Arranged by:
Muhammad Rafiq Tanjung
NIM. 2208476

MASTER IN ENGLISH LANGUAGE EDUCATION

FACULTY OF LANGUAGE AND LITERATURE EDUCATION
UNIVERSITAS PENDIDIKAN INDONESIA
2022
Introduction
Planning a lesson is one of the key aspects that every teacher has to
master. It has something to do with teachers’ ability in preparing what it takes and
what to do in the teaching and learning process they will do. With poor
preparation, there is a good chance that the learning process will not go well and
not achieve the expected outcomes. Having good understanding of how to make a
lesson plan and practicing the concept of planning a lesson are good measures to
take for the sake of creating excellent quality of teaching and learning process.
Hence, this reading report will present some crucial points in respect to how to
plan a lesson plan. The sources are taken from books and research papers that will
be cited in the references part of this reading report. In addition to that, the writer
also added some personal point of view in the critical analysis part of this reading
report.
1. The Summary of The Topic
1.1 Format of A Lesson Plan
This format refers to a book entitled Teaching by Principles by H. Douglas
Brown published by Pearson Education in 2000. Although the format of lesson
plan actually varies, the following elements are basically the key parts used by
most teachers universally.
1. Goal
The first thing that should be included in a lesson plan is goal. The
teachers need to be able to recognize the overall objective that they try to
accomplish by the end of the class. The goal is general and unifying theme of the
learning process. The example of goal that generally identifies a topic in a lesson
is “understanding telephone conversation.”
2. Objective
It is important for the teachers to explicitly tell the students about the
expected outcome of the lesson. There are some reasons why it is needed to tell
the students explicitly, among others:
 Be sure that you indeed know what it is you want to accomplish
 Preserve the unity of your lesson
 Predetermine whether or not you are trying to accomplish too much
 Evaluate students’ success at the end of, or after, the lesson
There are two types objectives that teachers need to state in a lesson plan.
The objectives are terminal objective and enabling objective. Terminal objectives
are final learning outcomes that you need to measure and evaluate. Enabling
objectives are interim steps that build upon each other and lead to a terminal
objective.
3. Material & Equipment
A good planning should include list of material needed in the class. The
teachers have to prepare what they need to take with them or to arrange to have in
the class. Otherwise, the likelihood of leaving important things behind is high.
Things such as a texbook, a tape recorder, a workbook, a poster, etc are some
examples of equipment that teachers need to prepare before going to class.
4. Procedure
In a meeting, teachers need to include some general guideline for planning a
lesson.
 An opening statement or activity as a warm-up
 A set of activities and techniques in which you have considered appropriate
proportions of time for whole class work, small group and pair work, teacher
talk, student talk
 Closure
5. Evaluation
Evaluation is an assessment, formal or informal, that is made after students
have sufficient opportunity for learning. This component enables teachers to the
success of the students and make adjustment in the lesson plan for the next day.
6. Extra-Class Work
Extra-work needs to be planned carefully and communicated clearly to the
students. This component is a way for teachers to make applications or extensions
of classroom activity that will help students do some learning beyond the class
hour.
1.2 Guidelines for Lesson Planning
1. How to Begin Planning
Teachers often have to adjust and follow some rules or instructions given
by certain authority, such as school or government. This happens a lot especially
to teachers without much experience. The authorized body will give a textbook
and tell to teach from it, with either a suggestion or a requirement of how many
chapters or units that should be covered. As you look over the chapter, these are
some sequences you should do:
- Get familiar with the curriculum your students are following and overall plan
and tone of the textbooks.
- Determine what the topic and purpose of the lesson will be and write that down
as the overall goal based on your view of the whole curriculum and your
perception of the language needs of the students.
- Draft out one or three explicitly stated terminal objectives for the lesson based
on your observation of the curriculum and the students’ needs.
- Of the exercises that are in the textbook, decide which ones you will do, change,
delete, and add to, all based on the objectives you have drafted.
- Draft out a skeletal outline of what your lesson will look like.
- Plan step-by-step procedures for carrying out the techniques. State the purposes
of each technique and/or activity as enabling objectives.
For novice teachers, it is recommended that they add some additional
activities, which is writing a script of the lesson plan in which you exact anticipate
words are written down and followed by exactly what you would expect students
say in return. The script that might be useful cover introductions to activities,
directions for task, statements of rules or generalizations, anticipated interchanges
that could easily bog down or go astray, oral testing techniques, conclusions to
activities and to the class hour.
2. Variety, Sequencing, Pacing, Timing
In arranging a lesson plan, teachers need to consider the variety,
sequencing, pacing, and timing. These terms will be explained briefly in the
following sentences.
Variety – it has something to do with sufficient variety of techniques to keep the
lesson lively and interesting. Most successful lessons provide students a number
of different activities during the class hour, keeping minds alert and enthusiasm
high.
Sequencing – it deals with the logical sequence of activities and techniques done
in the class. Ideally, elements of a lesson will build progressively toward
accomplishing the ultimate goals. Easier aspects will usually come early in the
lesson. The tasks should also be sequenced appropriately.
Pacing – it means that activities are neither too long nor too short. The teachers
need to anticipate how well the various techniques flow together. Besides, good
pacing is also a factor of how well you provide a transition from one activity to
the next.
Timing – it is about considering the number of minutes in the class hour. Timing
is crucial so that a class will not be too short or too long.
3. Gauging Difficulty
A too difficult lesson should be avoided by teachers. It might put the
students in hard times understanding the lesson. Therefore, gauging difficulty is
important to do. Two common sources of difficulty are task and linguistic. The
teachers can make the directions for the tasks clear by writing them out in
advance. Meanwhile, to avoid linguistic difficulty, the teachers can provide
material that is just a little above, but not too far above the students’ ability.
4. Individual Differences
A class will likely consist of students with various ability. Several steps to
account for individual differences are designing techniques that have easy and
difficult aspects or items, soliciting responses to the easier items from students
who are below the norm and to harder items from those above the norm, trying to
design techniques that will involve all students actively, using judicious selection
to assign members of small groups so that each group has either a deliberately
heterogeneous range of ability or a homogeneous range to encourage equal
participation, and using small-group and pair work time to circulate and giving
attention to those below or above the norm.
5. Student Talk & Teacher Talk
Considering to balance between student talk and teacher talk is important.
With this aspect, teachers will not become the ones who speak all the time in the
class, but there will be opportunity for students to aspire their thought as well.
6. Adapting to an Established Curriculum
There are two factors two consider in adapting to the existing curriculum
where you teach. The factors are learner and institution. Learner factor covers
who the students are and what their specific needs are. Institutional factors include
what the practical constraints are and what supporting materials that are available.
7. Classroom Lesson Notes
Notes about the lesson will be useful to consider in lesson plan. Most
experience teachers operate well with no more than one page of a lesson outline
and notes. Some prefer to put lesson notes on a series of index cards for easy
handling.
2. The Inclusion of Related Books
The writer of this reading report also included other 3 related books to
provide some more additional information regarding how to make a lesson plan.
Other sources are important as a comparison for the main source. It can also be a
form of affirmation if the materials found are relatively similar. If there are some
differences found, they will be other references to consider in arranging a good
lesson plan. As mentioned early in this report that lesson plan might vary among
teachers. However, the differences only come in a few aspects.
2.1. First Related Book
The first source that the writer read is a book entitled Teaching Practice: A
handbook for teachers in training by Roger Gower, Diane Philips & Steve Walter
published by Macmillan in 2005. In the book, it is stated some functions of
writing lesson plan. This cannot be found in the main source. The functions of
writing lesson plan are an aid to planning, a working document, and a record.
The book also describes some important aspects that teachers should have
in the format of a lesson plan. Basically, the format argued by this book is quite
similar with the main source of this reading report. The format of a lesson plan
should cover aims, procedure, approaches and activities, materials, aids &
equipment, information about the students and the classroom circumstances, and
anticipated problems. This information affirms that the format of lesson plan
actually consists of core elements that most teachers around the world have in
common.
Despite the similarity found, there are some additional information that
can be added in arranging a lesson plan. The book suggests that teachers include
personal aims in the lesson plan. The personal aims focus on an aspect of teaching
that the teachers want to pay attention to in the lesson. For example: To talk less
myself and involve the students more, or To make my instruction clearer.
In addition to that, the book also describes some important things that
teachers need to consider before going to the class. Some practical things are
checking that the lesson plan is ready, running through the lesson, making sure
that the equipment listed in the plan are ready, laying out any visual aids and
handouts in order, etc.
This book also gives attention to the difference among students’ need and
ability. To add information to the main source, there are some practical things to
consider on how to balance what individual students in a class need with what the
class as a whole need. The things are as follow:
 Avoid forming opinion of the class, either as to its level or its interest, on the
basis of one or two individual.
 Plan the lessons to reconcile individual needs with group needs.
 During the class, do not plan to focus disproportionately on individual
problems. Try to deal with them during groupwork or during breaks.
 Try to accommodate different learning styles as much as possible within the
general approach.
 Pace the lesson so that everyone can keep up with them or add an activity to
free you to help the slower students.
 Plan to set some individual and/or group tasks geared to each particular
student.
2.2. Second Related Book
 The second worth reading source that the writer read is a book entitled
Planning Lesson & Courses: Designing sequences of work for the language
classroom by Tessa Woodward published by Cambridge University Press in 2001.
This book is a very practical book because it provides readers with numerous
applicable procedures that can be chosen. The book covers almost everything
teachers can consider to start a class which obviously is beneficial in arranging a
lesson plan. In this reading report the writer only takes some important points to
add to the main source in the previous chapter.
According to the book, the activity of planning is a cyclical action starting
from before the course. The teacher also will take some notes during the course
and make reflection regarding the learning process after the course. The model
proposed is called the design model. The design model looks at a course or a
lesson as a creation, a structuring of time and experience for our learners using a
set of resources (time, people, materials) in order to achieve learning. The model
shows us that teachers can use some notes during the lesson as a form of
reflection after the lessons. The important notes can be a means to make better
planning in the future before the lesson starts. The simple graphic below
illustrates the model.

Before the lesson During the

What do the lesson
students know? Watch & listen to
What resources the students, Note
do I have? What down questions
shall I do and reactions

After the lesson

What's left over?
What should I
improve?

2.3. Third Related Book

The third source that the writer read is a book entitled The Practice of
English Language Teaching by Jeremy Harmer published by Pearson Longman in
2007. The book proposes some elements that are almost always present in every
lesson plan. The elements of a lesson plan include aim, class profile, assumptions,
personal aims, skill and language focus, timetable fit, potential learner problems
and possible solutions, and success indicator. Basically, the points are similar with
the main source in this report. However, there are some additional points that the
writer wants to elaborate in this part that might be useful to consider in planning a
lesson.
The first element that can be helpful for a teacher in a class is doing a
preemptive action about potential learner problems and possible solutions. A good
plan tries to predict potential pitfalls and suggest ways of dealing with them. It
also includes alternative activities in case we find it necessary to divert from the
lesson sequence we had hoped to follow. It is important to remember that plans
are just plans. We can depart from them or stick to them as we, the students and
the circumstances seem to need (Woodward, 2001, p.1).
The second element that should be taken into account is the class profile.
This element is also similar with the format of lesson plan proposed by the first
related source regarding information about the students and the classroom
circumstances. A class description tells us who the students are, and what can be
expected of them. It can give information about how the group and how the
individuals in it behave.
3. The Inclusion of Related Research Reports
The research studies included in this part of reading report are mostly
concerned with commonly found problems in the practice of lesson plan in the
schools. The problems are related with teachers’ comprehension in regard to
lesson plan. The issues shown in this research about teachers’ comprehension
cover lack of understanding of lesson plan, lack of implementation of lesson plan,
and incompatibility with existing curriculum
Saputra (2019) conducted research about English teachers’ perceptions
towards developing lesson plans and teaching materials. The result shows that the
English teachers tended to feel that structuring lesson plan is not an easy task &
they felt burdensome in modifying the lessons and teaching materials.
Furthermore, Putri (2016) conducted a study entitled EFL Teachers’
Understanding in Developing Lesson Plan. The finding revealed that all
participants understand about lesson plan and its core elements. Unfortunately,
some basic problems were still found, such as confusion about learning indicator
and learning purposes & the absence of assessment rubric. In addition, A study
from Anaktototy, Que, & Lewier (2020) explained about expertise of the English
teachers at senior high school in Ambon city in designing and implementing
lesson plan based on curriculum 2013. The result showed that most teachers can
understand the required lesson plan and its implementation based on Curriculum
2013. However, they still found it difficult writing learning objectives, making
learning achievement indicators, and creating activities that promote critical
thinking activities.
The next issue is concerned with lack of implementation of lesson plan.
Emilia & Jubaedah (2019) carried out a study entitled Lesson Planning in Efl
Classroom: A Case Study in Lesson Plan Preparation & Implementation. The
result indicates that teachers’ preparation has been quite ideal with the fulfillment
of core elements of lesson plan. Despite organized lesson plan, the teachers did
not implement what they wrote well by missing some activities planned in the
first place.
Another issue regarding arranging a lesson plan is adjusting the lesson
plan with the existing curriculum. Oktafianti (2019) conducted a study to know
whether or not lesson plans made by the English teachers at MTS Al - Quran
Harsallakum Bengkulu refer to curriculum 2013. The result of analysis of all
lesson plan showed some weaknesses which are not referring to curriculum 2013
in some component such as main competence, basic competency, objectives of
study, material of study, tools and source of learning, and assessment. Another
research about incompatibility with existing curriculum was conducted by
Suryana (2019). The result revealed that the lesson plan made by the English
teachers was not in accordance with Permendiknas No. 22, 2016, and there were
teachers who made lesson plans only by copying the existing lesson plans from
the internet.
4. Critical Analysis
Lesson plan varies among teachers, yet there are core components that
most teachers around the world follow. In my personal view, one of the simple
formats to follow is the one proposed by the main source of this reading report,
which is a book entitled Teaching by Principles by H. Douglas Brown. The book
provides us with key components that teachers can fulfill for the sake of creating a
good lesson plan. Besides, the explanation is clear and easy-to-follow coupled
with example of the real lesson plan format. However, there are some good points
from other books that can be added too, such as personal aim, preemptive action,
and class profile.
It is actually not that hard to understand the format of lesson plan. Some
research studies show that teachers in Indonesia basically can understand the
elements of lesson plan. However, the studies also reveal that it is still challenging
for teachers to fully understand each component, to implement them in the real
situation, and to meet the requirement of existing curriculum determined by
authorized body in which they teach. Those points lead into problems in the
arrangement of lesson plan.
The practices that turn out to be not ideal is the evidence that arranging
lesson plan cannot be taken for granted. The teachers have to take this matter
seriously so as to produce an ideal lesson plan. In other words, lesson plan is not
merely perceived about fulfilling administrative task. A good lesson plan is a
proof that the preparation before the teaching process is well prepared. With
excellent preparation, the process of teaching and learning will likely achieve the
learning objectives.
There are many ways that teachers can do to improve their quality of
lesson plan. The teachers can try to read some books that provide basic concepts
and examples of how to create a good lesson plan. On the other hand, government
or institution as the authorized body also play a crucial role to make sure that
teachers fully comprehend about the arrangement of lesson plan, especially when
it comes to adjusting it with the existing curriculum.
 Guidance should be provided by the body to warrant that all teachers can
understand about lesson plan and required goals in the curriculum. In my opinion,
programs such as socialization, workshop, and training are some forms of
guidance that can be conducted to make good dissemination about lesson plan.
Furthermore, the practices should be continuously supervised to create maximum
result of its implementation. The problems that still occur are the proof that there
is lack of guidance from the authorized body for teachers.
5. Conclusion
To create a lesson plan, teachers need to know what should be included in
it. There are several elements to have in a lesson plan according to H. D. Douglas
in his book Teaching by Principles. Although the format of lesson plan actually
varies, the following elements are basically the key parts used by most teachers
universally. The key components are goal, objective, material & equipment,
procedure, evaluation, & extra-class work. Furthermore, the book also describes
several important things in the process of making lesson plan for teachers to
consider, such as how to begin planning, variety, sequencing, pacing, timing,
gauging difficulty, individual differences, student and teacher talk, adapting to
established curriculum, and classroom lesson note.
There are some additional notes to take into account from other books as
well. Despite the similarity found, there are some additional information that can
be added in arranging a lesson plan. A book entitled Teaching Practice: A
handbook for teachers in training by Roger Gower, Diane Philips & Steve Walter
gives some good points to add. The book argues that it is vital to put personal aim
in lesson plan. The book also provides some measurements that teachers can do to
cope up with students’ differences in the class. Besides, Tessa Woodward in her
book explains that the activity of planning is a cyclical action starting from before
the course. The teacher also will take some notes during the course and make
reflection regarding the learning process after the course. The model proposed is
called the design model. In addition to that, Jeremy Harmer in his book entitled
The Practice of English Language Teaching suggest to do a preemptive action
about potential learner problems and its possible solutions. He also states to
describe the class profile in the lesson plan.
There have been a lot of research about lesson plan. In this reading report,
the research articles included are primarily about the implementation of lesson
plan among teachers. The studies show that there are still some lacks of
understanding happen among teachers about lesson plan. Putri (2016) and
Anaktototy, Que, & Lewier (2020) show in their research about teachers’ lack of
understanding in creating lesson plan. Saputra (2019) also shows that some

teachers tended to feel that structuring lesson plan is not an easy task & they felt
burdensome in modifying the lessons and teaching materials. Furthermore,
Oktafianti (2019) and Suryana (2019) indicate that some teachers still do not
follow the established curriculum in arranging a lesson plan. In line with it, Emilia
& Jubaedah (2019) show the implementation of lesson plan that is not accordance
with the plan they have written in the lesson plan.

References
Brown, H. D. (2000). Teaching by Principles: An Interactive Approach to
Language Pedagogy, second edition. United Kingdom: Pearson Education.
Emiliasari, R. N. (2019). Lesson Planning in EFL Classroom: A case study in
lesson plan preparation and implementation. Wiralodra English
Journal, 3(2), 367-375.
Gower, R., Philips, D., & Walters, S. (2005). Teaching Practice: A handbook for
teachers in training. United Kingdom: Macmillan.
Harmer, J. (2007). The Practice of English Language Teaching. Cambridge:
Pearson Longman.
Oktafianti, T. (2019). An Analysis of Lesson Plan Made By an English Teacher
Referring To Curriculum 2013 at MTs Al-Qur’an Harsallakum Bengkulu
in Academic Year 2018/2019 (undergraduate thesis, IAIN Bengkulu).
Putri, A. (2016). EFL Teachers’ Understanding in Developing Lesson Plan.
Indonesian EFL Journal, 2(1), 1-11
Que, S R., & Lewier, C. A. (2020). English Teachers’expertise in Designing and
Implementing Lesson Plan for Kurikulum 2013. Curricula: Journal of
Teaching and Learning, 5(2), 60-68
Saputra, D. B. (2019). The Implementation of Curriculum 2013: English teachers’
perceptions on developing lesson plan and teaching materials. Linguists:
Journal of Linguistics and Language Teaching, 5(2), 54-67.
Suryana, A. (2019). An Analysis of English Teachers’ability in Designing Lesson
Plan Based On 2013 Curriculum At Smk Muhammadiyah 3
Pekanbaru (undergraduate thesis, Universitas Islam Negeri Sultan Syarif
Kasim Riau).
Woodward, T. (2001). Planning Lessons and Courses. United Kingdom:
Cambridge University Press.