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
To analyze the congruence principle of the learning activities, the researcher needed to know and to understand each of the learning objectives. The
first learning objective required the students to arrange a picture. The expected behavior of this objective was the students were able to arrange a series of
pictures into a good order to create a recount story. The participant explained that this objective achieved through the first developmental activities. Here, the
62 participant wrote
“siswa diberikan kumpulan gambar-gambar yang telah terpadu dan sesuai dengan langkah-langkah retorika dari teks narrative
”. The phrase gambar yang telah terpadu had interpretation that the pictures had been in a good
organization and form a unity. Therefore, the learning objective had not been fulfilled yet. When the researcher confirmed about it, the participant was confused
in answering it. However, finally the participant said that the pictures were not in order and the students should determine the good order.
For the second learning objectives, the participants wrote “siswa dapat
mengidentifikasi makna dan langkah-langkah retorika pada gambar dalam teks narrative
”. The participant explained that mengidentifikasi makna means that the students identify the character in the pictures. The supporting activities appeared
in the second main activitiy, “siswa menyebutkan tokoh-tokoh dan menceritakan
secara lisan tentang gambar ”. In fact, it has not fulfilled the learning objectives
yet since the learning objectives also required the students to identify the generic structure of the pictures. Then, the participant confirmed that the students had
identified the generic structure after they present their writing on white board. Here, the class was divided into four groups. Every group had to compose writing
based on the picture they got. Every group got different pictures. Therefore, there would be group who got the orientation, crisis or re-orientation part. Every group
would present their writing on the white board. Then, there would be class discussion on the generic structure of the writing presented. In this case, again, it
means that the learning activities written in the lesson plan did not give clear instruction so that it might cause misunderstanding.
63 The last learning objective was from the fifth level of cognitive domain in
Taxonomy, which was synthesis. This formulation of learning objective required the students to be able to write narrative text based on the picture. However, the
learning activities designed only help the students require the level of comprehension. They experience how to arrange series of picture, tell the story
orally, and write a paragraph based on a certain picture. It meant that the students did not experience writing narrative text. It would not be called as narrative text if
it only presented the orientation, the crisis or the re-orientation only. It seemed that this activity designed only help the students to describe the picture. Therefore,
it could not be stated that the students had the opportunity or learning experience to write narrative text. In this case, there was mismatch between the leaning
objective and learning activities. This lesson plan focused on writing skill. However, in the developmental
activities, the students were required to tell the story based on the picture they got orally. It might be difficult for them since speaking was a productive skill which
was same as writing skill. It would be better if the developmental activities involved listening or reading skills, which were receptive skill. By doing that, the
students would get the example and description about narrative text so that it would be easier for them to compose writing. In this case, the participant did not
fulfill the organization principle. In this lesson plan, the variety principle had not been fulfilled yet. All of
the class activities were done in group. It would be better if there were individual work also. However, the participant had varied the learning activities by providing
64 picture as the visual aid. The participants used picture cued in order to let the
students gain more idea. Moreover, the participant also gave some clue for every picture.
The learning activities designed by the participant had fulfilled the active processing principle. In the introductory activity, there would be question and
answer session related to the previous material. It helped the students to recall their memory about narrative text. Then, they would relate their memory with the
new information through the process of learning. They were required to participate actively in discussing the story of pictures. They would get many
benefits from giving and getting feedback on their writing. In this lesson plan, the participant designed an activity in which the
students were dealing with picture. They tried to use their imagination to describe the story of the picture. Here, the students experienced learning through
observation and learning through abstractions. This activity showed that the participant had applied experience based learning principle.
This lesson plan focused on writing narrative text. In the learning objective, it was stated that after the meeting, the students should be able to write
narrative text. In the process of writing, the students needed to consider many things such as the word choice, the sentence formulation, punctuation, the
language feature or generic structure used in writing narrative text. Therefore, the learning activities should give the opportunity to experience how to write the
complete recount text. However, in the learning activities the researcher did not find that kind of activity. The students only write part of recount text. Some of
65 them might write the orientation, the crisis or the re-orientation. Here, the
participant did not apply the higher level thinking principle well.
5. Lesson Plan 5
