49 In the closing activities, the teacher would deliver some questions on the
material they had learned. As an example, the teacher would ask the generic structure of recount text. Then, the teacher would also deliver the concluding
remark. There were some unclear activities which appeared in the developmental
activities that did not clearly explain what the teacher and the students should do. As a result, it was hard to put the activity in one of the learning objectives. The
researcher could not determine in which objectives this activity belonged. Moreover, if this lesson plan was implemented in school, there would be
misunderstanding. Let us say that the teacher who made this lesson plan could not come the class so that there should be another teacher to replace himher.
Obviously, that teacher would be confused what to do if heshe should follow the activities in the lesson plan.
2. Lesson Plan 2
In the introductory activity, the learning activities were greeting, question and answer related to the previous meeting, telling the students about the
objectives of the learning process. Then, the teacher asked the students the generic structure and language feature of procedure text. After that, the students would be
given a text in which they should identify the generic structure and the language features of that text. In the developmental activities, the students should again
identify the generic structure and language features of procedure text. After that, they should write procedure text in pairs. In the closing activities, the teacher
reviewed the learning process by asking some questions, summarizing it, telling
50 the students what they are going to learn in the next meeting, giving homework
and the last one was greeting.
3. Lesson Plan 3
To achieve the learning objectives, the participant had designed the learning activities. In the introductory activity, the participant designed two
learning activities. The first one was greeting, and the second one was question and answer related to the previous meeting. In the developmental activities, the
teacher asked the students to work in-group, identify and analyze errors of a recount text. After that, there would be class discussion. The next learning activity
was review of recount text. Then, the students were required to complete a mind map, and the last one was writing a recount text. In the closing activity, the
participants review the learning process by asking the students the generic structure and language feature of recount text. Then, the last one was greeting.
4. Lesson Plan 4
Dealing with the objectives of the teaching and learning process, the participant designed the learning activities which covered the introductory,
developmental and closing activities. In introductory activities, it was started with greeting, review the previous meeting, and short explanation about the topic.
Then, in the developmental activities, the students were given order pictures. They were asked to tell the character and tell the story orally. After that, there will be
group work in which they should write recount text based on the pictures. Then, every group should present their writing on the white board which later will be
51 discussed in the whole class. In the set closure, the teacher summarized the
material and greeted the students. From the activities listed, some of them did not present what the
participant meant. Therefore, if someone followed the steps in the activities listed, there would be miscommunication. For example, in the interview, the participant
explained that from the beginning of the main activity, the students should work in-group. However, in the lesson plan, the participant wrote group work as the
third main activity. Therefore, the researcher assumed that anything dealing with the pictures as the first and second main activity was individual work. In this case,
the participant did not give clear instruction in writing the learning activities.
5. Lesson Plan 5
