39 there. It only presented the audience, behavior and condition of learning. The
audience was siswa for all of those three learning objectives. The behavior was different for each learning objective. They were mengidentifikasi generic structure
yang terdapat pada teks, mengidentifikasi fitur bahasa yang terdapat pada teks, menulis sebuah teks baru berbentuk procedure for the first, second and third
learning objectives. For the condition of learning, the participant wrote diberikan sebuah teks contoh berbentuk procedure for all the three learning objectives.
From the behavior presented, the first and second learning objectives required the students to identify. Identify was included in the level of
comprehension so that it was in the second level of taxonomy. Then, the last learning objective required the students to write. In Bloom Taxonomy, this
learning objective was in the high level of thinking. Writing was included in the category of synthesis which was in the level 5.
3. Lesson plan 3
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
”. Then, 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 that competence standard and basic competence, the participants formulated two learning objectives. The first one was “after the meeting, students
are able to complete a mind map based on the clues given correctly”. Then, the
40 second learning objective was “after the meeting, students are able to write a
recount text with appropriate verbs, a good organization and correct spelling and appropriate punctuation correctly”. Those two learning objectives belonged to
both in cognitive and psychomotor domain. As what Kemp 1977 stated, “a
single objective can involve learning in two or more domains ” p.27.
The first formulation of learning objective, “after the meeting, students are able to complete a mind map based on the clues given correctly” was clearly
stated. It presented students as the audience; complete a mind map as the behavior, based on the clues given as the condition and correctly as the degree.
However, this learning objective might be questioned since it did not show the relation with the standard competence or basic competence or even writing skill.
The second formulation of learning objective, “after the meeting, students
are able to write a recount text with appropriate verbs, a good organization and correct spelling and appropriate punctuation correctly” was clearly stated. It
presented students as the audience; write a recount text as the behavior, after the meeting as the condition and appropriate verbs, a good organization and correct
spelling and appropriate punctuation correctly as the degree of learning. From the behavior, this learning objective required high level of thinking which was in the
level 5, synthesis. Then, from the degree of learning, it was more obvious that the teaching and learning process focused on teaching writing especially the content
of recount text.
41
4. Lesson plan 4
