Appendix 1.

Document Analysis Guide Used to Assess Planning Competence

Teacher’s Planning Competence

Term of : Teacher, Class :

Planning

Lesson Plan No : Date of Teaching :

Aspect Indicator Scor Description of Plan

e
1. Formulating 1. Learning indicators are
objectives relevant with basic
and/or competence
indicators
2. The number of indicators is
sufficient
3. Objectives are relevant to
indicators
4. Objectives are achievable and
measurable
5. Objectives are sufficient
6. Objectives comprise ABCD
components (Audience,
Behavior, Condition, Degree
7. Objectives use operational
verbs
2. Preparing 1. Preparing materials for regular
materials learning.
2. Preparing materials for
enrichment learning
3. Preparing materials for
remedial learning
4. Materials are appropriate with
students’ cognitive
development
5. Materials are appropriate with
students’ emotional
development
6. Materials are sufficient for
language exposure
7. Materials are conceptually
correct
8. Materials are linguistically
accurate
9. Materials are presented in
context
10. Materials integrate Indonesian
values and cultures
3. Planning the 1. The main activities implement
 activities scientific approach, project-
based learning, problem-based
learning, inquiry/discovery
learning, genre-based
approach, task-based
instruction, etc.
2. The main activities are graded
appropriately
3. Activities are learner centred
4. Activities are relevant with the
chosen method
5. Activities are relevant with
students’ characteristics
6. Activities are sufficient to
achieve the objectives of
learning
4. Determining 1. Using relevant multi sources of
learning learning
sources, media
2. Employing IT-based learning
media
3. Media are appropriate with
objectives
4. Media are appropriate with
materials
5. Designing 1. Assessment techniques are
assessment and appropriate with indicators
evaluation
instruments
2. Assessment instruments are
appropriate with indicators
3. Designing instruments for
assessing attitudes
4. Designing instruments for
assessing knowledge
5. Designing instruments for
assessing skills
6. Preparing appropriate scoring
rubric for assessing attitude
7. Preparing appropriate scoring
rubric for assessing
knowledge
8. Preparing appropriate scoring
rubric for assessing skill
9. The instruments for assessing
knowledge comprise LOTS
10. The instruments for assessing
knowledge comprise HOTS
11. There are clear instructions

6. Allocating time There is a proportional

 distribution of time in the pre,
main, and post activities
7. Remedial and 1. Remedial program is planned
enrichment appropriately
program
2. Enrichment program is planned
appropriately
8. Overall 1. The lesson plan meets the
arrangement standardized components
2. The lesson plan is arranged
based on Basic Competence
and school context
Total Score: 43 indicators x 10 = 430
Max. Score: 430 : 43 = 10
Appendix 2. Observation Guide Used to Assess Implementing Competence

Teacher’s Implementing Competence

Term of Teaching : Teacher, Class :

Lesson Plan No : Date of Teaching :

Aspect Indicator Score Description

of Learning Process
1. Opening a 1. Teacher motivates and makes
lesson students ready to learn

2. Teacher explains the learning

goals
3. Teachers explains how the
presented material is related
to the previous one
4. Teacher informs the coverage
of the materials
5. Teacher explains the
techniques and the stages of
learning
6. Teacher informs the scope of
assessment
7. Teacher informs the technique
of assessment
8. Teacher gets information about
the level of students’
understanding of the lesson
2. Organizing the 1. Activities are systematically
activities implemented and facilitate the
achievement of learning goals
2. Activities are learner centered

3. Activities facilitate the learning

of knowledge
4. Activities facilitate the learning
of skill
5. Activities develop students’
collaboration skill
6. Activities develop students’
critical thinking skill
7. Activities develop students’
creativity
8. Activities develop students’
spiritual attitude
9. Activities develop students’
social attitude
 10. Teacher uses concrete
examples and illustration
11. Teacher models good
behavior
12. Teacher implements varied
kinds of activities and/or
interaction patterns
13. Teacher plays a variety of
roles
3. Using media 1. Teacher uses varied kinds of
media
2. Teacher implements the media
appropriately
3. The implemented media
engage students in the learning
process
4. Using 1. Teacher uses comprehensible
communicative language
language
2. Teacher uses correct language
(word choice, grammar)
3. Teacher uses appropriate
language
4. Teacher uses correct spelling,
pronunciation, stress, and
intonation
5. Motivating 1. Teacher is enthusiastic
students
2. Teacher employs classroom
setting which supports
learning
3. Teacher guides students to
understand a concept or to
involve in thinking of the
concept
4. Teacher ensures students about
the doability of every task
through clear example and
instruction
5. Teacher provides a chance of
asking and giving questions
6. Using time Teacher manages time
effectively effectively to implement every
stage of learning
7. Closing a lesson 1. Teacher facilitates students to
make conclusion
2. Teacher facilitates students to
make reflection
3. Teacher checks students’
understanding
4. Teacher informs what to learn
and/or gives assignments for
the coming learning
Total Score: 38 indicators x 100 = 380
Max. Score 380 : 38 = 10
Appendix 3. Observation Guide Used to Assess Assessing and Evaluating Competence
Teacher’s Assessing and Evaluating Competence

Term of Teaching : Teacher, Class :

Lesson Plan No : Date of Teaching :

Aspect Indicator Score Description of

Assessment and
Evaluation
1. Assessing 1. Teacher assesses students’
attitudes, spiritual attitude
knowledge, and
skills

2. Teacher gives descriptive

feedback to reach the spiritual
attitude
3. Teacher assesses students’
social attitude
4. Teacher gives descriptive
feedback to reach the social
attitude
5. Teacher assesses students’
knowledge
6. Teacher gives descriptive
feedback to reach the targeted
knowledge
7. Teacher assesses students’ skill
8. Teacher gives descriptive
feedback to reach the targeted
skill
9. Teacher uses HOTS questions
to assess students’ knowledge
10. Teacher uses LOTS questions
to assess students’ knowledge
11. Teacher uses appropriate
assessment rubrics
2. Classifying and 1. Teacher classifies the score to
processing the map student qualification
results
2. Teacher reports the score
3. Making Teacher interprets the score
interpretation, classification to identify the
determining the need for enrichment and
correlated remedial program
problems
4. Identifying the 1. Teacher conducts remedial and
needs for enrichment programs
follow-up,
carrying out
follow-up,
analyzing the
results of
evaluation
2. Teacher identifies room for
improvement for teaching the
same materials in the future
3. Teacher sets up teaching
policies for the next class
Total Score: 17 indicators x 100 = 170
Max. Score: 170 : 17 = 10