This study analyzes the competence of English Language Education
students in designing readability-focused lesson plans using the Pre-During-Post
(PDP) framework. Effective lesson planning plays a vital role in ensuring quality
instruction, particularly in fostering reading comprehension. However, despite
exposure to theoretical principles, students often face challenges in translating these
into practical, coherent lesson plans. This qualitative research employed content
analysis on 68 lesson plans developed by fourth-semester students who had
completed the Methodology course at Antasari State Islamic University.
Additionally, in-depth interviews with 21 students were conducted to explore their
experiences and difficulties. The findings revealed that while students generally
understood the procedural structure of the PDP framework, many struggled with
applying its conceptual components—especially in the pre- and during-reading
phases. Common issues included the inability to differentiate task types, lack of
alignment between learner levels and learning objectives, and high dependence on
lecturer guidance or external tools like AI. Readability in student lesson plans was
affected not only by content clarity but also by formatting inconsistencies and the
improper use of PDP terminology. The study concludes that a significant theory
practice gap exists in lesson plan design, emphasizing the need for more targeted
training, practical modeling, and structured feedback in teacher education
programs. This research provides insights for curriculum developers and educators
to enhance students’ pedagogical competence in designing effective, student
centered reading lessons.