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
Dealing with the learning indicators, the participant designed some learning activities. In introductory activity, there would be greeting, question and
answer related to student activity at the weekend. In the developmental activities, students should work in-group to order jumble paragraph and identify the generic
structure. Then, the students would get a picture in which they should write recount text based on it. After that, there would be pair assessment on their
writing. In the closing activity, the teacher and the students summarized the material they have learned. The teacher also gave general feedback on students
’
writing. 6.
Lesson Plan 6
To support the learning objectives, the participant had designed some learning activities. In introductory activity, the participant wrote siswa menjawab
52 sapaan guru which means greeting. However, the next activity was siswa
menjawab pertanyaan guru and the example was “How’s your day?” It seemed
that both the first and the second activity were only greeting. There was no activity to lead the students to the learning topic, which was recount text. Then, in
the developmental activities, there were only two activities. First, the students should identify the generic structure and language feature of a recount text.
Second, they should be able to write recount text. For the closing activities, there would be question and answer on the learning material.
After conducting the interview, the researcher found that the instruction written in the learning activities was not complete since it did not represent what
the participant meant. For example, in the first main activity, the participant wrote “siswa mengidentifikasi struktur umum dan fitur bahasa dari sebuah teks
berbentuk recount yang diberikan guru ”. The researcher assumed that the teacher
would give a text which later its generic structure and language feature would be identified by the students. However, it went in the different way. The participant
explained that the teacher would ask the students to form a group. Then, every group would get jumble paragraph that they should arrange in a good order later.
After that, the teacher would use power point presentation to lead the class discussion on the generic structure and language feature used in that recount text.
In this case, the participant had made wrong instruction that might lead to misunderstanding.
53
7. Lesson Plan 7
