A Critical Analysis of English Teachers’ Lesson Plans: a Case Study at a Junior High School in Sragen
Penulis Utama
:
Nadya Khansa Rohimah
NIM / NIP
:
S892308004
×<p class="p1" xss=removed><b>ABSTRACT</b></p><p class="p2" xss=removed>This study aims to evaluate the quality of English teachers’ lesson plans at a public junior high school in Sragen by focusing on three aspects: the accuracy of learning objectives, the coherence among lesson plan components, and their alignment with curriculum learning outcomes. The evaluation employs the ABCD framework (Audience, Behavior, Condition, and Degree) to assess the formulation of learning objectives and the SMART criteria (Specific, Measurable, Achievable, Relevant, and Time-bound) to evaluate the coherence and alignment among instructional components. This research adopts a qualitative content analysis within a case study design, allowing for an in-depth examination of lesson plans in their real-world educational context. A total of three lesson plans, developed by English teachers teaching grades 7, 8, and 9, were purposively selected. Data were collected through document analysis and examined using both deductive and inductive coding strategies. The analysis followed Miles and Huberman’s interactive model, which includes data condensation, data display, and conclusion drawing. Thematic analysis was also used to identify patterns and issues related to the construction and alignment of lesson plan components. The findings show that learning objectives were often imprecise and lacked key components of the ABCD framework, particularly in terms of specifying observable behavior, learning conditions, and measurable performance standards. Only a few lesson plans included fully formulated objectives with all four ABCD elements. In terms of coherence and alignment, only one teacher demonstrated strong internal consistency across objectives, methods, and assessments. The other lesson plans showed fragmented instructional sequences, minimal scaffolding, and weak alignment between activities and intended outcomes. Assessment components were mostly summative, with limited use of formative strategies or clear rubrics, and authentic materials and technology integration were rarely employed. Based on these findings, it is recommended that teachers consistently apply the ABCD model when designing learning objectives and adopt the SMART criteria to enhance coherence among lesson plan elements. Teachers are also encouraged to integrate authentic materials, interactive media, and clear formative assessment tools including rubrics and feedback mechanisms to increase instructional effectiveness and relevance to student needs.</p><p class="p2" xss=removed> </p><p class="p2" xss=removed><br></p>
×
Penulis Utama
:
Nadya Khansa Rohimah
Penulis Tambahan
:
-
NIM / NIP
:
S892308004
Tahun
:
2025
Judul
:
A Critical Analysis of English Teachers’ Lesson Plans: a Case Study at a Junior High School in Sragen
Edisi
:
Imprint
:
Surakarta - Fak. KIP - 2025
Program Studi
:
S-2 Pendidikan Bahasa Inggris
Kolasi
:
Sumber
:
Kata Kunci
:
Keywords: ABCD framework, content analysis, English language teaching, junior high school, lesson plan, SMART framework, thematic analysis
