ABILITY OF INDONESIAN TEACHERS CANDIDATES IN PREPARING A LESSON PLANS

One aspect that influences the success of learning objectives is the accuracy of the teacher in choosing learning strategies and media wherever can be known in the Lesson Plans made. This study aims to explain the ability of prospective Indonesian teacher students. This descriptive qualitative research data is in the form of lesson plans made by 18 students of the Indonesian Tadris Bahasa Indonesia in the academic year 2019/2020. Data collected by note taking and interview techniques. Instruments use guidelines for preparing lesson plans and interview guidelines. The validity of the data uses the triangulation of theories, sources, and methods. Based on the analysis, it can be concluded that 77% of the lesson plans made by students are incomplete. Incomplete components in the form of 1) basic competencies and achievement indicators, 2) learning materials, 3) learning methods, 4) learning resources, 5) learning steps, and 6) assessment of learning outcomes. The student lesson plans needs to be stressed on 1) time allocation, 2) accuracy of the material, 3) the relationship of material to life, 4) strengthening literacy, 5) strengthening character education (PPK), 6) developing higher-order thinking skills, 7) competency measurement Core, 8) internet utilization, and 9) maximizing learning resources and facilities.


INTRODUCTION
The teacher is one important component in learning. Likewise with prospective teachers (Darling-hammond, Hyler, & Gardner, 2017;Darlinghammond, Flook, Cook-harvey, Barron, & Osher, 2020). Tadris Bahasa Indonesia students are prospective Indonesian Language teachers. One aspect that influences the success of learning objectives is the accuracy of the teacher in choosing learning strategies and media (Hamdani, 2017). Both of these can be known in the Lesson Plans made. As we all know that before learning, teachers are required to prepare lesson plans. Through BAHTERA: Jurnal Pendidikan Bahasa dan Sastra, Volume 19 Nomor 2 Juli 2020 http://journal.unj.ac.id/unj/index.php/bahtera/ P-ISSN : 0853-2710 E-ISSN : 2540-8968 219 BAHTERA : Jurnal Pendidikan Bahasa dan Sastra, Volume Juli 2020 the lesson plans can be obtained an overview of the learning to be carried out.
Based on the Minister of Education and Culture Regulation No. 22 of 2016, lesson plans are a learning tool that must be made by teachers (Prastyo & Muhammad, 2015). The lesson plans are developed from a syllabus that has been established by the Ministry of Education and Culture. The lesson plans that are prepared should be in accordance with the learning targets. The preparation of the lesson plans must consider several factors, including Basic Competence (KD) to be achieved, active student involvement in learning, and the availability of facilities and infrastructure (Kustiati, 2019).
Therefore, lesson plans made by a teacher are very likely to be different and that is permissible.
Lesson plans should contain: 1) school identity, 2) subject identity, 3) class, 4) subject matter, 5) time allocation, 6) learning objectives, 7) basic competency and achievement indicators, 8) learning material, 9) method learning, 10) learning resources, 11) learning steps, and 12) assessment of learning outcomes (Kasmi, 2018). When preparing lesson plans, the teacher should pay attention to the following things. First, the lesson plans that are prepared should be able to accommodate the situation of all students in the class (Dius, 2016). That is, the teacher must know the average intellectual abilities in the classroom. Based on that knowledge, the teacher can provide exercises which for some are neither too difficult nor too easy.
Second, learning activities as outlined in the lesson plan should be student-centered so that it is expected to bring up motivation, creativity, and independence (Maolana, 2018). This concentration on students will make students active during learning. Third, the compiled lesson plan should refer to the development of writing and reading skills BAHTERA: Jurnal Pendidikan Bahasa dan Sastra, Volume 19 Nomor 2 Juli 2020 http://journal.unj.ac.id/unj/index.php/bahtera/ P-ISSN : 0853-2710 E-ISSN : 2540-8968 220 BAHTERA : Jurnal Pendidikan Bahasa dan Sastra, Volume Juli 2020 (Arman, 2016). Fourth, the lesson plan also includes follow-up as reinforcement so that students become more confident in the knowledge gained. Fifth, through the lesson plans that are made, the teacher can show students that every material learned has a connection and usefulness in life (Rosmala & Irwandy, 2017). Sixth, to facilitate student understanding, teachers can deliver material thematically (Srinadi, 2019). This will help teachers and students carry out meaningful learning. Seventh, teachers do not forget to take advantage of the existence of information technology (Rachmadi, 2017). This is while teaching students to be technology literate. Name Component 1 2 3 4 5 6 7 8 9 10 11 12 have not yet linked material with daily life. The material presented seemed to be loose or independent. Besides, the teacher also did not associate the material with previous material.  HOTS-based learning can be seen through the learning process carried out and the questions or evaluations provided. If referring to Bloom's Taxonomy, for HOTS criteria enter C4 or analyze, C5 or evaluate, and C6 or create. If the school is accustomed to achieving this level, then even outside the school, students will get used to doing the same thing.
The lesson plans made by students should include activities to analyze, evaluate, and create (Zhang, Liu, Yang, Tripp, & Shao, 2018). That is, learning is no longer limited to reading, listening, or answering questions from textbooks provided by schools. Students must be invited to think critically about a problem that is around them (Minan, Setya, Denya, & Malik, 2017).
Through learning that contains HOTS can also make students have a concern for the environment. The RPP should contain at least two assessments, namely for KI and KD. The student lesson plan has included an assessment for KD, but has not yet included an assessment for KI.
Based on interviews, students pay less attention to that aspect. Students are too focused on the KD assessment so that the KI assessment is forgotten.
However, KI assessment is very important because it is related to the character (Zhang et al., 2018). For example, to determine the ability of students to work together with other students. This assessment can be done through observation or observation during learning (Pardimin, 2018 Students are asked to pay attention to the buying and selling process in the shop while noting important things that must be considered. However, the teacher must accompany (Sutomo, 2017) and provide direction so that students do not do things outside the task or learning objectives. With direct practice like this, students will be motivated and not sleepy. Students will quickly understand the things learned because they are done right away.