Lesson plan 4 The Formulation of the Learning Objectives

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4. Lesson plan 4

The competence standard of this lesson plan 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: narrative ”. From the competence standard and basic competence, the participants formulated three learning objectives. The participants did not classify the learning objectives based on the domain. However, the researcher could determine that the learning objectives included in both cognitive and psychomotor domain. It means that the formulation of learning objectives had not completed yet since there was no learning objective from affective domain. For the first formulation of learning objective, the participant wrote “diberikan kumpulan- kumpulan gambar, siswa dapat menyusun gambar yang ada dalam teks narrative ”. This learning objective was not clearly stated since the degree of learning was not presented there. It only presented siswa as the audience, menyusun gambar yang ada dalam teks narrative as the behavior, and diberikan kumpulan- kumpulan gambar as the condition of learning. From this learning objective, the researcher assumed that the students were required to arrange series of pictures based on narrative story. Therefore, it seemed that it could not be formulated as the learning objectives. It was only one of the learning activities that were designed to support the learning outcomes. As stated by 42 Tenbrink 2006, it is called as student-oriented activity since it only specifies a certain activity to reach some outcome” p.24. For the second formulation of learning objective, the participant wrote “diberikan kumpulan – kumpulan gambar, siswa dapat mengidentifikasi makna dan langkah-langkah retorika pada gambar dalam teks narrative ”. This learning objective also did not fulfill the criteria of clearly stated learning objectives since the degree of learning was not presented. It only presented siswa as the audience, mengidentifikasi makna dan langkah-langkah retorika pada gambar dalam teks narrative as the behavior and diberikan kumpulan – kumpulan gambar as the condition. In this case, actually the participant had written two learning behaviors. The first one was mengidentifikasi makna pada gambar dalam teks narrative and the second one was mengidentifikasi langkah-langkah retorika pada gambar dalam teks narrative. It would be better if the participants separated this learning behavior and formulated two learning objectives since makna and langkah- langkah retorika were two different things. Moreover, to identify the meaning and generic structure of pictures was still confusing since it seems that those behaviors have nothing to do with writing skill. The last learning objective formulated was “siswa dapat menulis teks narrative sesuai dengan gambar ”. It could be seen that this learning objective did not present the condition of learning. It only presented siswa as the audience menulis teks narrative as the behavior and sesuai dengan gambar as the degree of learning. This learning objective was in the fifth level of taxonomy, which was synthesis. 43

5. Lesson Plan 5