The instrument is constructed by refering to the Permendikbud No.

22/2016 on
Learning Process and Permendiknas No. 16/2007 on Standard of Academic Qualification and
Teacher Competences.
Document Analysis Guideline
to Assess Planning Competence

Teacher’s Planning Competence

Term of : Teacher, Class :

Planning

Lesson Plan No : Date of Teaching :

Aspect Indicator Score Description of Planning

1. Formulating 1. Learning indicators are relevant
objectives with basic competence
and/or
indicators
2. The number of indicators is
sufficient
3. Objectives are relevant to
indicators
4. Objectives are achievable,
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
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 apropriate scoring rubric
for assessing knowledge
8. Preparing apropriate 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
enrinchment 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 : 4.3 = 100
 Observation Guideline
to Assess Implementing Competence
Teacher’s Implementing Competence

Term of : Teacher, Class :

Teaching

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 planed
activities and facilitate the achievement of
learning goals
2. Activities are learner centred

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 ilustration
11. Teacher models good behaviour
 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 in the closing stage
2. Teacher facilitates students to make
reflection in the closing stage
3. Teacher checks students’
understanding
4. Teacher informs what to learn
and/or gives assignments for the
coming learning
Total Score: 38 indicators x100 = 380
Max. Score 380 : 3.8 = 100
 Observation Guideline
to Assess Assessing and Evaluating Competence
Teacher’s Assessing and Evaluating Competence

Term of : Teacher, Class :

Teaching

Lesson Plan No : Date of Teaching :

Aspect Indicator Score Description of Assessment

and Evaluation
1. Assessing 1. Teacher assesses students’ spiritual
attitudes, 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 targetted knowledge
7. Teacher assesses students’ skill
8. Teacher gives descriptive feedback
to reach the targetted 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 map
processing the student qualification
results
2. Teacher reports the score
3. Making Teacher interprets the score
interpretation, classification to identify the need for
determining the enrichment and remedial program
correlated
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 x 1.7 = 100

Questionnaire Assessing the Teachers’ Feeling of Preparedness

The feeling of preparedness 1, 2, 3, 4 represents the following criteria:
4) very well prepared 3) moderately well prepared
2) somewhat well prepared 1) not at all prepared

No Indicator 1 2 3 4 Note

1 Modelling the use of appropriate English in

front of my students
2 Maintaining content standard in every single
of learning (functional expressions and text)
3 Accommodating the core competence and the
basic competence
4 Accommodating learning goals and indicators

5 Choosing learning materials based on

students’ levels
6 Developing materials creatively in order to
meet the students’ development level
7 Considering physical, intellectual, social,
cultural, emotional, moral, and spiritual
characteristics of students
8 Grading the exercises to my students’ levels

9 Identifying students’ prior knowledge

10 Identying students’ difficulties

11 Implementing varied and appropriate media

and methods
12 Arranging appropriate assessment instruments
and procedures
13 Making use of information and
communication technology
14 Communicating effectively, emphatically, and
politely
15 Involving students in the reflection stage

16 Administering process and product

assessment
17 Using assessment for the purpose of remedial
and enrichment program
18 Communicating the assessment and the
evaluation to stakeholders
19 Conducting remedial and enrichment program

20 Conducting CAR or reflective teaching to

improve the quality of learning