VOL. 02 NO. 02, DECEMBER 2020 21 APPLYING A LESSON PLAN FOR A DIGITAL CLASSROOM: CHALLENGES AND BENEFITS Ahmad Sugianto Universitas Pendidikan Indonesia ahmadsugianto@upi.edu Abstract A lesson plan is one of the essential parts that may lead English teachers to gain the expected learning outcome. Nevertheless, to implement the lesson plan so that the expected outcome can be met might be challenging if conducted in a digital classroom. This study was aimed to unravel the way a lesson plan was implemented in a digital classroom. A case study was employed and the collected data from interview, classroom observation, and document were analysed through an interactive model. Findings revealed that both strength and weakness as a result of implementing the lesson plan for a digital classroom were perceived by the subjects. This study reached a conclusion that the lesson plan was categorised as good, i.e. it conforms 86.9% to the components of the curriculum 2013. Moreover, the challenges consisted of the aspects of the network connection, preparation, and students‟ familiarity with the use of the technology; meanwhile, the benefits covered the aspects of the resources, students‟ skills and participation, and efficiency. Keywords: curriculum 2013, digital classroom, lesson plan INTRODUCTION A lesson plan is one of the essential components that English teachers require to take into account. It is used as a guide line through which the teachers‟ instructions lead to the expected outcome. Furthermore, the instruction process conducted by them are embedded in it comprising the objectives, topics, materials, time allotment, level, type of the used method, activities, and the way the assessment is conducted (Brown, 2001; Nesari and Heidari, 2014; Permendikbud No. 65, 2013). Moreover, studying a lesson plan is important due to the fact that the way teachers construct and deliver their instruction is included in a lesson plan. According to the Teaching Excellence in Adult Literacy (TEAL) Center (2010), a lesson plan is a planning tool which is considered as a detailed description of a teacher‟s instruction of a lesson through which the learning objectives can be attained by learners; also, it covers the explanations related to the lessons and the assessments, contents, materials, time, instructional strategies, and assistance strategies in the classroom. From this notion, the key issue related to the definition of a lesson plan is that a lesson plan is associated with a tool used to achieve a particular objective created and employed by teachers. Moreover, Richards and Bohlke (2011) point out that a lesson plan constitutes the decision that teachers have made; this are reflected into goals, activities, sequencing or the order of the ways a classroom is employed, such as opening and closing, the spent time (timing) for different activities, grouping (if the class will be taught as unity and students will work in pairs or group, and resources or the materials will be employed such as textbook, worksheet, and DVDs. Based on the notions advocated by Richards and Bohlke and TEAL above, a lesson plan is considered helpful and useful to make the learning and teaching process runs as it is supposed to be or in line with the goal; nevertheless, in Richard‟s and Bohlke‟ notions, there is no an emphasis or at least e xplicitly it mentions that in a lesson plan there should be an assessment included. Furthermore, Department of Education of Tasmania Government (2014) brings up that a lesson plan is a description about the lesson that will be taught and the assessment in a certain time; besides, a lesson plan is considered to have an association to the pedagogy and curriculum as well as the student‟s needs; also, a lesson plan has to do with the specific phases of a lesson comprising: 1) the introduction refers to the activity in which new concepts