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All Journal Wiralodra English Journal (WEJ) NaCoLET
Raynesa Noor Emiliasari
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Education Languange, Linguistic, Communication & Media Social Sciences Other

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LESSON PLANNING IN EFL CLASSROOM: A CASE STUDY IN LESSON PLAN PREPARATION AND IMPLEMENTATION Raynesa Noor Emiliasari
Wiralodra English Journal Vol 3 No 2 (2019): Wiralodra English Journal
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (282.812 KB) | DOI: 10.31943/wej.v3i2.67

Abstract

Lesson planning is an important stage that must be done by the teacher before teaching. Through careful planning, the learning process will be more organized. However, based on preliminary studies, it is known that teachers still have difficulties in preparing learning. Even though the learning has been prepared, the learning process goes beyond the plan. This study aims to: 1) explore the teachers? preparation of teaching English; and 2) investigate the implementation of teachers? lesson plan in teaching English. As a case study, the research site was in three of secondary schools in Majalengka. Three English teachers were involved as respondents. Interview, observation, and documentation were used to collect the data. The findings showed that teachers prepared the lesson plan by: 1) reviewing the core compentence and basic competence from the syllabus; 2) searching for learning resources; 3) choosing learning media; 4) determining the material; 5) selecting learning method; 6) compiling indicators and goals. However, the activities compiled in the lesson plan were not all implemented. Some disorders occured during the learning process because of teachers behalf, such as meeting, teachers profesionalism training, and other schools? activities. If some learning activities did not implemented, the teachers made transactional decision to make up the class. Keywords : Lesson Planning, Teaching English, Preparation, Implementation.
ANALYSIS OF THEME AND RHEME ON UNIVERSITY STUDENTS’ WRITING wafda raudhatul hilyah; Rama Dwika Herdiawan; Raynesa Noor Emiliasari
National Conference on Language, Education, and Technology Proceeding Vol. 2 No. 1 (2022): December 2022
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat Universitas Muhammadiyah Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32534/nacolet.v2i1.3449

Abstract

The purpose of this study was to investigate the types of themes and describe the most dominant themes used in students' writing. The data used were from 5 students who wrote on the subject of writing introductory paragraphs and the data were analyzed based on Halliday & Matthiessen's MA K Theory (2014). This research was conducted using a discourse analysis. Data collection is done by observation and document study. Data was collected from the writings of the first semester at Majalengka University. The research found various themes: topical, textual, interpersonal, marked and unsigned themes. And the most dominant type of theme is characterized by topical themes and themes. Patterns of theme realization were found in students writing texts namely topical themes, textual-topical themes and interpersonal-topical themes. Meanwhile, only a few topical-textual interpersonal. The students use most of the topic clauses as themes starting with a word or phrase that functions as a subject and addition. All types of themes are used in writing student texts, except interpersonal themes (addition of vocative, addition of modals and limited verbal operators) and some textual themes (addition continues and continues). Therefore, in the Theme-Rheme structure of a text clause by clause, to gain insight into its texture and how the writer clarifies the nature of the fixing that completes it.
Lesson Planning in EFL Classroom: A Case Study in Lesson Plan Preparation and Implementation Raynesa Noor Emiliasari
Wiralodra English Journal Vol. 3 No. 2 (2019): Wiralodra English Journal
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v3i2.67

Abstract

Lesson planning is an important stage that must be done by the teacher before teaching. Through careful planning, the learning process will be more organized. However, based on preliminary studies, it is known that teachers still have difficulties in preparing learning. Even though the learning has been prepared, the learning process goes beyond the plan. This study aims to: 1) explore the teachers’ preparation of teaching English; and 2) investigate the implementation of teachers’ lesson plan in teaching English. As a case study, the research site was in three of secondary schools in Majalengka. Three English teachers were involved as respondents. Interview, observation, and documentation were used to collect the data. The findings showed that teachers prepared the lesson plan by: 1) reviewing the core compentence and basic competence from the syllabus; 2) searching for learning resources; 3) choosing learning media; 4) determining the material; 5) selecting learning method; 6) compiling indicators and goals. However, the activities compiled in the lesson plan were not all implemented. Some disorders occured during the learning process because of teachers behalf, such as meeting, teachers profesionalism training, and other schools’ activities. If some learning activities did not implemented, the teachers made transactional decision to make up the class. Keywords : Lesson Planning, Teaching English, Preparation, Implementation.
Co-Authors Rama Dwika Herdiawan wafda raudhatul hilyah