An Analysis of Teacher’s Lesson Plans in Implementing the 2013
Curriculum (Revised Version 2016)
Anggita Dwi Primasiwi
Department of English Education, Universitas Pendidikan Indonesia, Bandung, Indonesia
Keywords: The 2013 Curriculum (Revised Version 2016), elements of lesson plan, teacher’s consideration.
Abstract: Several studies showed that many teachers found difficulties in applying one of the lesson planning principles,
such as considering the conformity of each element, one to another, in designing a lesson plan (Badriyah,
2013; Jasmi, 2014; Puspita, 2015). Since lesson planning affects the success of the 2013 Curriculum
implementation for the sustainability of English teaching process, this study was conducted to analyse to what
extent the elements of teacher’s lesson plans conformed one to another and to reveal the teacher’s
consideration in lesson planning. A qualitative case study was applied as the method. The data were obtained
by collecting five lesson plans designed by a teacher and by interviewing the teacher. The data analysis was
done through analysing the conformity of seven elements of the lesson plans, namely, indicators, objectives,
materials, method, instructional model, activities, media, and assessment. The findings from document
analysis showed the elements in each lesson plan conformed to each other, though several elements, namely
indicators, objectives, activities, and assessment, only conformed partly one to another. As the interview data
indicated, the teacher was aware of the importance of the lesson plan elements’ conformity, and in designing
the lesson plans, basic competence is his main consideration.
1 INTRODUCTION
In 2016, Indonesia Ministry of National Education
(Kemdikbud) stipulated the 2013 Curriculum
(Revised Version 2016), new version of the 2013
Curriculum, in response to the findings from
Direktorat PSMP (2015), which showed that teachers
found difficulties in implementing the old 2013
Curriculum. Through Ministry Regulation No 22 in
2016, a new prescribed format of lesson plan was
published, as well as the eight fundamental principles
of lesson planning.
From the eight principles, several studies have
shown that teachers found difficulties in applying the
principle which stated, in designing a lesson plan,
teachers should consider the conformity of each
element of the lesson plan, one to another (Badriyah,
2013; Jasmi, 2014; Puspita, 2015). Since the lesson
planning affects the success of the 2013 Curriculum
(Revised Version 2016) implementation for the
sustainability of English teaching process, this
research was conducted to analyze the conformity of
each element of the lesson plan, as well as the
teacher’s consideration in designing the elements of
the lesson plans.
2 LITERATURE REVIEW
2.1 Principles of Lesson Planning
As stated in Ministry Regulation No 22 in 2016, in
designing a lesson plan, a teacher needs to consider
the eight principles as follow: 1) individual
differences of the students; 2) active participation of
the students; 3) student-centered; 4) developing the
students’ reading and writing habit; 5) providing
positive feedback, reinforcement, enrichment, and
remediation; 6) emphasizing the conformity and
integration among the basic competence, materials,
activities, indicators, assessment, and resources; 7)
accommodating thematic-integrated learning, cross
integrity among the subjects, cross-learning aspects,
and cultural diversity; and 8) integrating information
and communication technology.
2.2 Elements of Lesson Plan
In implementing the 2013 Curriculum (Revised
Version), a lesson plan has seven essential elements
(Permendikbud No 103 Tahun 2014), which are:
30
Primasiwi, A.
An Analysis of Teacher’s Lesson Plans in Implementing the 2013 Curriculum (Revised Version 2016).
DOI: 10.5220/0007161500300034
In Proceedings of the Tenth Conference on Applied Linguistics and the Second English Language Teaching and Technology Conference in collaboration with the First International Conference
on Language, Literature, Culture, and Education (CONAPLIN and ICOLLITE 2017) - Literacy, Culture, and Technology in Language Pedagogy and Use, pages 30-34
ISBN: 978-989-758-332-2
Copyright © 2018 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved

1. Indicators, which includes two learning domains,
knowledge and skills; as well as contains
observable and measurable operational verbs and
the materials (Direktorat PSMP, 2016);
2. Objectives, which are composed using the
“ABCD” (audience, behavior, condition and
degree) formula (Kosasih, 2016);
3. Materials;
4. Instructional models;
5. Activities, which consist of preliminary, whilst,
and post activities;
6. Media, which utilizes technology (Kosasih, 2016);
7. Assessment, which covers two learning domains;
cognitive and psychomotor (Ministry Regulation
No. 53 in 2015).
2.3 Scientific Approach
According to Wicander and Monroe (in Wahyudin
2015), scientific approach is considered as a logical
systematic approach that involves gathering data,
formulating and testing the hypothesis, and proposing
theories. As stated in Ministry Regulation No 22 in
2016, scientific approach applies five different
procedures of learning; observing, questioning,
experimenting, associating, and communicating.
3 METHODS
Qualitative research method was used in this study,
since this study was intended to explore a problem in
order to obtain a detailed understanding of the issue
(Creswell, 2007). In addition, case study was
employed to reveal a comprehensive understanding of
the event under the study (Fidel, 1984). Document
analysis and interview were administered to collect
the data. An English teacher of a public junior high
school in Cianjur volunteered as the participant in this
study. He contributed five lesson plans to be analyzed
based on the theories and principles proposed by
Direktorat PSMP (2016), Kosasih (2016), Baker
(1971), Mager (1975), Arends (2008), Keser &
Karagoca (2010), Sudjana (2002), and Syahmadi
(n.d.), Ministry Regulation No 103 in 2014, Ministry
Regulation No 22 in 2016 and Ministry Regulation
No 53 in 2015. The theories were arranged in the form
of a rubric which is presented in the table below.
Table 1: Analysis Rubric.
No
Lesson Plan’s Elements
Conformity
Notes
Not Related
Partly Related
Related
Indicator
1.
Operational verbs conformity to measured competence
2.
Indicators’ conformity to cognitive basic competence
3.
Indicators’ conformity to psychomotor basic competence
Objectives
1.
Objectives’ conformity to basic competence
2.
Objectives’ conformity to indicators
3.
Objectives’ conformity to the aspects of ABCD
Materials
1.
Materials’ conformity to basic competence
2.
Materials’ conformity to objectives
3.
Systematization of the materials.
Media
1.
Media’s conformity to objectives
2.
Media’s conformity to materials
3.
Media’s conformity to scientific approach
Instructional Model
1.
Instructional model’s conformity to objectives.
2.
Instructional model’s conformity to materials’ characteristics.
Activities
1.
Mentioning preliminary, whilst and post activity clearly.
2.
Activities’ conformity to objectives.
3.
Activities’ conformity to scientific approach.
4.
Activities’ conformity to instructional model.
5.
Activities’ conformity to materials organization.
Assessment
1.
Assessment form’s, technique’s and instrument’s conformity
to the indicators of cognitive domain.
An Analysis of Teacher’s Lesson Plans in Implementing the 2013 Curriculum (Revised Version 2016)
31

2.
Assessment form’s, technique’s and instrument’s conformity
to the indicators of psychomotor domain.
3.
Score rubric’s conformity to the test instruments.
Adapted from Kemdikbud (2014).
4 FINDINGS AND DISCUSSION
4.1 Lesson Plan Analysis
4.1.1 Indicators
The findings showed that the teacher formulated
indicators that contained congruent operational verbs
for each measured competence and the materials.
However, it is found that the indicators only
conformed partly to the Basic Competence for the
cognitive and the psychomotor domain. The
indicators did not cover several aspects that have been
explicitly stated in the Basic Competence of both the
cognitive and the psychomotor domains.
4.1.2 Objectives
The analysis in this study focuses on 43 objectives
contained in the lesson plans, which were derived
from the cognitive and the psychomotor domain.
Table 2: Basic Competence and Objectives of each Lesson
Plan.
LP
Basic Competence
Objectives
1
The students are
expected to be able to
arrange oral and
written text of
greeting, taking leave,
thanking &
apologizing
expressions.
The students are only
expected to be able to use
the interpersonal
expression.
2
The students are
expected to be able to
identify and arrange the
expression of asking
and giving self-
introduction and
introducing others.
The students are expected
to be able to identify and
arrange the expression of
giving self-introduction
and introducing others.
3
The students are
expected to be able to
identify and arrange the
expression of asking
and giving information
about the date.
The students are expected
to be able to identify and
arrange the expression of
asking and giving
information about the
date.
4
The students are
expected to be able to
identify and arrange the
expression of asking
and giving information
The students are expected
to be able to identify and
arrange the expression of
giving information about
the things around them.
about the things around
them.
5
The students are
expected to be able to
interpret the song lyrics
about teenage life.
The students were
expected to be able to
identify and interpret the
song lyrics, identify their
favourite singers’
characteristics as well as
their good manners.
Firstly, the result showed that the objectives only
matched partly to the Basic Competence. This can be
spotted in LP 1, 2 and 4, which lacked some
requirements that have been clearly stated in the
Basic Competence. Moreover, in lesson plan 5, it is
written that the students were expected to be able to
identify their favorite singers’ characteristics as well
as their good manners, this objective is not matched
to the demand of the Basic Competence.
Secondly, the analysis result showed that all
objectives fully conformed to the indicators of each
learning domain. This can be seen from the similar
operational verbs used in the indicators and the
objectives.
Lastly, it is found that none of the objectives of the
lesson plans corresponded to the existence of ABCD
formula. 11 out of 43 objectives contained only the A
and B aspects, while the other 25 objectives contained
ABC aspects, and the rest three objectives contained
ABD aspects. Thus, this finding implies that the
teacher did not compose the ideal objectives, since he
did not derive the Basic Competence clearly,
completely, and specifically using the “ABCD”
formula (Kosasih, 2016).
4.1.3 Materials
Each lesson plan provided different materials. The
result of the analysis showed that most of the
materials conformed to the Basic Competence and
objectives. However, regarding the systematization
of the materials, it was found that the teacher
systematized the materials poorly since the
presentation of the materials did not follow the
conversation syntax, as required by the Basic
Competence.
4.1.4 Media
The media utilized in each lesson plan is presented in
the table below.
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Table 2: Media and Materials of each Lesson Plan.
LP
Media
Materials
1
Dialog transcript, pictures,
Laptop, LCD projector, social
interaction with people
around the school.
Expressions of
greeting, taking
leave, thanking &
apologizing.
2
Laptop; board; pictures &
labels of trees with flowers,
rubbish bin, mountain bike, &
school canteen; & projector
Self-introduction
and introducing
others.
3
Textbook, Ppt of the name of
the days, the video about the
name of the days, schedule
board, calendar, invitation
cards.
Expression of
asking and giving
information about
the date.
4
Realia, pictures of the
realia.
Things in the
classroom.
5
Song, song lyrics, projector,
laptop, & speaker.
Interpreting song
lyrics.
From the table above, three lesson plans (LP 1, 4,
& 5) utilized media that conformed totally to the
objectives, while the other two lesson plans (LP 2 &
3) conformed partly to the objectives due to the
mismatch between the media and the objectives.
Next, one lesson plan (LP 2) utilized media that
conformed partly to the materials, while the rest
conformed completely. Lastly, the media in all lesson
plans utilized technology and employed real
experience, therefore, those media conformed to the
scientific approach.
4.1.5 Instructional model
The result showed that the instructional model from
two lesson plans (LP 2 & 3) did not correspond to the
objective. LP 2 employed project-based learning in
which the students’ final products did not correspond
to the objective. While the LP 3 occupied discovery
learning which only covered one out of two
objectives. In relation to the materials’
characteristics, the employed instructional models
conformed to the materials which characterized as
transactional text. However, the instructional models
did not serve the requirement of the transactional
texts. Overall, the result indicates that the teacher has
employed the instructional models that were
suggested in implementing the 2013 Curriculum
(Revised Version 2016).
4.1.6 Activities
In implementing the 2013 Curriculum (Revised
Version 2016), the activities should reflect several
points explained in Ministry Regulation No 22 in
2016 and Directorate of PSMP (2016). In this study,
the teacher has fulfilled the requirements of designing
activities in terms of mentioning the preliminary,
whilst and closing stage; employed the scientific
procedures; and arranging activities that conformed
to the materials organization. However, the teacher
has not met the requirements for carrying out
corresponding activities to the objectives and
instructional models.
4.1.7 Assessment
The analysis result showed that the teacher designed
proper assessments for the cognitive domain in LP 2,
3 & 5 by employing written test, however for the LP
1, the teacher employed oral test which is not suitable
for assessing cognitive domain.
However, the analysis showed only in two lesson
plans, the teacher designed assessment which
conformed to the indicators of psychomotor domain.
Regarding the conformity of the scoring rubric to the
test instruments, in two lesson plans (LP 1 & 5), the
scoring rubric conformed to the test instrument, while
LP 2’s scoring rubric conformed partly to the test
instruments as it is only served for some specific
numbers of the test instruments, therefore, the total
score of the test could not be determined. However,
the other two lesson plans, (LP 3 & 4), did not include
the scoring rubric.
4.2 Interview Data Analysis
The teacher’s answer showed that he was
knowledgeable that Basic Competence is the eminent
basic element of the lesson planning. It served as the
main consideration of all elements. Therefore, he took
Basic Competence to his consideration while
designing every lesson plans element. Moreover, the
result revealed that he was aware that the seven
elements of the lesson plan should be related one to
another. This is in line with Ministry Regulation No
103 in 2014, which stated that in designing lesson
plans, the elements within the lesson plan should be
related, supporting each other to fulfil the demands of
the curriculum. Furthermore, the teacher utilized
technology to assist him, this corresponded to what
the scientific approach demanded.
5 CONCLUSION
From the discussion presented earlier, it can be
concluded that the teacher took Basic Competence as
his main consideration while designing every element
An Analysis of Teacher’s Lesson Plans in Implementing the 2013 Curriculum (Revised Version 2016)
33

of the lesson plans, and he is aware of the importance
of the conformity of each element in the lesson plan,
although the seven elements (indicators, objectives,
materials, instructional model, media, activities &
assessment) in his lesson plans still conformed one to
another inadequately to some extent. These findings
leave a gap for future research to find out the reason
despite the teacher’s awareness and knowledge of
lesson planning, it is still difficult for the teacher to
integrate his knowledge to design the lesson plans
that follow the principles of lesson planning.
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CONAPLIN and ICOLLITE 2017 - Tenth Conference on Applied Linguistics and the Second English Language Teaching and Technology
Conference in collaboration with the First International Conference on Language, Literature, Culture, and Education
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