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D. The Application of Six Principles Proposed By Pasch et al. 1991 In
Designing the Learning Activities
To achieve the learning objectives, there should be appropriate learning activities so that the students would experience how the processes of learning lead
them to achieve the goal of learning. In designing appropriate learning activities, there were six principles to follow as what had been proposed by Pasch et al.
1991. They were congruence, organization and clarity, variety, active processing, experience based learning, and higher level thinking principle.
1. Lesson Plan 1
From the congruence principle, there should be a match between learning objectives and learning activities. The participant had designed the activities to
support the learning objectives stated in the cognitive domain. To support the first learning objective, the students got the chance to write recount text based on their
experience. Then, the second learning objective supported by the activity in which the students should arrange jumble paragraph in a good order. The last learning
objective formulated in the cognitive domain had the supporting learning activity too. The students got the experience of determining the generic structure of
recount text. In affective domain, the third formulation of learning objective in which
the students were expected to give feedback to their friends’ writing composition did not appear in the learning activities. There was no statement of activity for that
behavioral objective. From the interview conducted, the researcher found out that actually there was learning activity designed for that learning objective. The
55 participant explained that after the students had made the draft of recount text,
some of them should write it on white board. After that, the teacher would ask other students to give comment on their friends’ writing. In this case, the
researcher still concluded that there was no activity designed for this behavioral objective because the participant did not write the activity in the lesson plan. It
meant that there was no learning activity which supported the learning objective. For the learning objective formulated in the psychomotor domain, the
participant had designed appropriate learning activities to help the students achieve the expected behavior. Here, the expected behavior was that students
should be able to write recount text systematically. In the learning activities, the students had the opportunity to experience writing recount text and use finely
coordinated movements. From the organization principle, the learning activities designed by the
participant were well organized. The participant let the students share their experience based on the picture first to let them know how that related to the topic
they were going to learn. Then, the teacher relates the activity with one of the concepts of recount text by recognizing the generic structure of a paragraph. This
would help them before composing their draft of recount text. The learning activities designed by the participant had fulfilled the variety
principle. The participant had designed the activities that let the students work both in a group and individually. This would avoid the students from boredom.
Even though this lesson plan was for writing class which required most verbal, it also provided the visual aid which was pictures. This would make the class more
56 interesting for the students. Moreover, it was provided in the introductory activity.
It would gain the attention of the students. The learning activities designed had also fulfilled the active processing
principle. In the introductory activities, the students shoul d answer teacher’s
question related to the previous meeting which was also recount text. The assumption was in the previous meeting, the students had learned recount text
which focused on reading skills. From that assumption, the students should have acquired knowledge related to recount text. That was why the teacher did question
and answer session in the introductory activity so that the students would recall their knowledge. After that, the students were encouraged in the process of
learning new material, which was writing. One of the learning activities designed by the participant was the students
should share their experience related to the picture shown in the introductory activity. The pictures chosen were those that presented some events in the real
world situation. Another learning activity was the students should write a draft of recount text based on their experience. This learning experience involved the
students in the real world situation in which they should write their experience. It means that experience based learning principle had been fulfilled.
This lesson plan focused on writing skills. Therefore, the level of thinking demanded was also high. The students should produce recount text based on their
experience. To do that, the students needed to understand the concept of recount text, such as the generic structure, language feature and also anything dealing with
the writing technique. They did not merely recall their memory.
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2. Lesson Plan 2
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