45 present the condition of learning. The condition of learning presented in the third
indicator, which was in pairs. Then, degree of learning did not present in all of the three indicators.
The last indicator was from psychomotor domain. I t was “students are able
to make a recount text in good order”. It presented students as the audience; make a recount text as the behavior, and in good order as the degree of learning process.
The condition of learning did not present here.
6. Lesson Plan 6
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: recount ”.
From the competence standard and the basic competence, the participant formulated three learning objectives. All of them were included both in cognitive
and psychomotor domains. They were 1 “siswa menghasilkan sebuah teks
berbentuk recount ”, 2 “diberikan sebuah teks berisi recount, siswa mampu
mengidentifikasi struktur umum dari sebuah teks berbentuk recount ” and 3
“diberikan sebuah teks berisi recount, siswa mampu mengidentifikasi fitur bahasadari sebuah teks berbentuk recount
”. None of them presented the degree
of learning. The first formulation of learning objective presented siswa as the audience and menghasilkan sebuah teks berbentuk recount as the behavior. The
46 second learning objective presented siswa as the audience mengidentifikasi
struktur umum dari sebuah teks berbentuk recount as the behavior, and diberikan sebuah teks berisi recount as the condition. The last one presented siswa as the
audience, mengidentifikasi fitur bahasadari sebuah teks berbentuk recount as the behavior, and diberikan sebuah teks berisi recount as the condition.
From the behavior presented in the first formulation of learning objective, the students were required to menghasilkan sebuah teks berbentuk recount. The
word menghasilkan means produce. Since the product expected was a recount text, produce would be best replaced with the word write. Writing required the
fifth level of cognitive domain, which was synthesis. The second and third formulation of learning objectives required the
students to mengidentifikasi or to identify. They should be able to identify the generic structure and language feature of a recount text. Here, the students should
achieve the second level of cognitive domain, which was comprehension. According to Kemp 1977, learning objectives should be stated logically,
that is from simple to advance level. After analyzing the level of cognitive domain, the researcher found that the learning objective formulated by the
participant was not from the simple to the advance one. It was from the fifth level to the second level of cognitive domain. Therefore, the first formulation of
learning objective, “siswa menghasilkan sebuah teks berbentuk recount”, should
be put in the last order of learning objectives.
47
7. Lesson Plan 7
