Theoretical Framework LITERATURE REVIEW

B. Theoretical Framework

Learning objectives, in this research referring to learning objectives themselves and learning indicators stated in lesson plans, are intended learning outcomes or something that students are able to demonstrate at the end of instruction to show that the learning expectation is reached Gronlund, 1991: 3. There are three categories of learning objectives; cognitive domain, psychomotor domain, and affective domain. Learning objectives have important roles in designing a course. Before teachers select learning activities, they need to formulate the learning objectives to define what to be taught Kemp, 1977: 23-24. Thus, all activities during a course should refer to those objectives. Besides, teachers also need to know the strengths and weaknesses of certain materials in order to match the students’ characteristics, needs, and the objectives formulated. Furthermore, Kemp states that learning objectives also let students know what goals they must accomplish, what ideas and skills will be covered in the next instruction, and what types of behaviour students should perform during evaluation. Thus, seeing the importance of learning objectives, learning objectives must be formulated observably and measurably. Formulating objectives is developing subsequent planning steps. It requires refinements, changes, and additions as developmental activities. It shows what teacher wants to teach and determines whether it is achieved. It should be stated from simple to more complex and from concrete to more abstract mental levels Kemp, 1977: 24-25. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI Anderson et al. Eds 2001 develops a sequenced taxonomy in cognitive domain to categorize objective into six levels, namely remember, understand, apply, analyze, evaluate, and create. In psychomotor domain, the taxonomy includes gross bodily movements, finely coordinated movements, nonverbal communication, and speech behaviour Kemp, 1977, whereas according to Krathwohl 1964 as cited by Kemp 1977, the affective domain is categorized into five sequenced levels; receiving, responding, valuing, organizing, and characterizing by a value complex. Each objective should be unambiguous, meaning that everyone should have the same interpretation about it, measurable, and observable. Furthermore, another theory about learning objective proposes that good learning objective formulation includes four components which become characteristics to tell the intent “Developing Course Objectives,” May 20, 2011. The first component is audience, which indicates who will do the behaviour. The second is behaviour, defining what audience should be able to do. The third is condition, telling under what condition the audience should be able to do the behaviour. The fourth is degree, indicating standard of how well the audience should be able to do the behaviour. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

CHAPTER III METHODOLOGY

This chapter presents the research methodology covering the research method, the research participants, the research instruments, and the data analysis technique.

A. Research Methods

In particular, this research was a document analysis. Ary, Jacobs, and Sorensen 2010: 457 stated that document analysis aimed to identify specified characteristics of written or visual materials. It was used to obtain data which was analyzed. In this research, the researcher used primary sources since the documents were written by participants who had the firsthand experience with the lesson plan development and teaching practice, especially in the learning objective formulation. The documents analyzed were participants’ lesson plans used for their teaching practices in Microteaching class.

B. Research Participants

The participants of this research were 18 students from six Microteaching classes in ELESP of Sanata Dharma University. Three students represented each classes. They were in 20102011 academic year. The students who were joining Microteaching class, which was offered in the sixth semester, were those who had 26 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI