38 domain, the participant wrote diberikan waktu 10 menit when in the psychomotor
domain, the participant wrote diberikan waktu 15 menit. It would be a problem since a lesson plan should help the teacher to manage the time. This case could
create misunderstanding for those who applied this lesson plan. When the researcher confirmed about this case, the participant directly laughed and said that
the condition of time given should be 10 minutes.
2. Lesson plan 2
The competence standard was “mengungkapkan makna dalam teks tulis
fungsional pendek dan esei sederhana berbentuk recount, narrative, dan procedure dalam
konteks kehidupan
sehari-hari. ” The basic competence was
“mengungkapkan makna dan langkah-langkah retorika secara akurat, lancar dan berterima dengan menggunakan ragam bahasa tulis
dalam konteks kehidupan sehari-hari dalam teks berbentuk: procedure
”. The participant formulated three learning objectives based on the
competence standard and basic competence. All of them were included in both cognitive and psychomotor domain. The first learning objective was
“diberikan sebuah teks cohntoh berbentuk procedure, siswa mampu mengidentifikasi generic
structure yang terdapat pada teks tersebut ”. The second learning objective was
“diberikan sebuah teks contoh berbentuk procedure, siswa mampu mengidentifikasi fitur bahasa yang terdapat pada teks tersebut
”. The last one was “diberikan sebuah teks contoh berbentuk procedure, siswa mampu menulis sebuah
teks baru berbentuk procedure ”. Those three learning objectives did not fulfill the
criteria of clearly stated learning objectives since the degree was not presented
39 there. It only presented the audience, behavior and condition of learning. The
audience was siswa for all of those three learning objectives. The behavior was different for each learning objective. They were mengidentifikasi generic structure
yang terdapat pada teks, mengidentifikasi fitur bahasa yang terdapat pada teks, menulis sebuah teks baru berbentuk procedure for the first, second and third
learning objectives. For the condition of learning, the participant wrote diberikan sebuah teks contoh berbentuk procedure for all the three learning objectives.
From the behavior presented, the first and second learning objectives required the students to identify. Identify was included in the level of
comprehension so that it was in the second level of taxonomy. Then, the last learning objective required the students to write. In Bloom Taxonomy, this
learning objective was in the high level of thinking. Writing was included in the category of synthesis which was in the level 5.
3. Lesson plan 3
