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3. Lesson Plan 3
Based on the congruence principle, both of the learning objectives listed in this lesson plan had its supporting learning activities. The first learning objective
reflected the expected behavior that the teaching and learning activities should make the students be able to complete a mind map. Then, the activity designed
was the students do activity one, completing mind map. After that, the students should develop a recount text from the mind map they had made. This activity
was designed to support the second learning objective which was students were able to write a recount text.
From the second formulation of objectives, the researcher also found some degree element. It explained the minimum requirement of the behavior that the
students should perform to determine whether the objective was achieved. The formulation of the objective was “students are able to write a recount text with
appropriate verbs, a good organization and correct spelling and appropriate punctuation correctly”. The degree elements of that objective were appropriate
verbs, a good organization and correct spelling and appropriate punctuation. Therefore, there should be learning activities that help the students learn about
that before they came up to the writing activities. The researcher found that the participants had designed the appropriate learning activities. The activity was
asking the students to work in-group to identify and analyze errors in a paragraphs dealing with recount text. By doing this, the students would learn about grammar,
diction, punctuation or organization of text.
60 From the list of learning activities, the researcher could see that there was
one activity that did not fulfill the organize principle. In the main activity, the students would work in-group to identify and analyze errors in a recount text. The
learning activity design after that was the teacher review a recount text. It was better to put review in the first activity since it would be useless and waste too
much time if the review was held after the students had worked on recount text. Without reviewing it, they should have recalled their memory on recount text by
doing the previous learning activity. From the interview conducted, the participant explained, the activity was designed to make sure that the students knew the
generic structure of recount text before they compose it. If that was so, it would be the same as the activity in the introductory activity since the teacher had reviewed
about generic structure of a recount text. The variety principle had been applied well in this design of learning
activities. The learning process involved both group and individual work. In the individual work, the students should complete mind map. It should be interesting
for them since this activity helps them to visualize the content of recount text easier.
The participant had designed learning activities based on active processing principle. In the introductory activity, the students were reminded again about
Joni’s diary. Here, they should recall their knowledge on the definition of recount text and the generic structure of it. After that, they would learn more deeply about
the content of recount text by analyzing error of a paragraph before coming up to writing.
61 The learning activities had applied the experience based learning principle.
In the introductory activity, the teacher had delivered some question about diary. Diary was something close to the students’ real life. The students themselves
might directly think that when they wrote diary, they had written recount text. It would make the learning process easier for the students. Another activity designed
from the real world situation was writing recount text based on the mind map they had made. The mind map entitled my weekend last week. It meant that it required
the students ’ experience, especially what they experience in their weekend.
One of the learning activities designed by the participant was the students should work in-group to identify and analyze error of a recount text. This activity
required the students to use the higher level of thinking which is included in the category of analysis in the fourth level of Taxonomy. Here, the students should
also use their knowledge not only recall their memory. The knowledge was used to analyze whether a certain word, sentence was correct or not. By knowing the
error, the students should also know the correct pattern. This process showed problem solving as what it needed in the higher level of thinking principle.
4. Lesson Plan 4
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