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
The design of learning activities had fulfilled the congruence principle. All of the indicators in cognitive domain had the supporting learning activities. The
students got the opportunity to write recount text based on the picture they got as what expected from the indicator in the cognitive and psychomotor domain. They
also experienced to identify the function, the generic structure of recount text and mention the topic of recount text through the jumble paragraph they had arranged.
They also experienced to use language feature of recount text through the process of writing recount text.
The learning indicators formulated in the affective domain also appear in the learning activities. The students required to mention the value of their writing.
Then, they also got the chance to respond to teacher’s explanation in the
introductory activity. As the supporting activity for the last indicator in affective domain, the students should cooperate in pairs when doing peer assessment.
The design of learning activities had fulfilled the organization principle. In introductory activity, the students could tell their experience first. After that, they
were going to learn about recount text. They got the chance to learn identifying the generic structure and language feature first. By doing that, they could compose
recount text easier. They also had the chance to evaluate their friends’ writing and to get feedback. By knowing the mistakes, they could improve their writing
ability.
66 The participant also designed the learning activities based on the active
processing principle. In introductory activity, the students shared their weekend experience. Here, the teacher would relate the students experience with the
discussion of recount text. After that, they should apply their understanding to identify the generic structure and language feature of recount text. Then, they
should practice to write recount text based on the picture they got. After they had finished their writing, they participate in doing peer assessment.
The learning activities designed also relate to everyday life. The participant explained that the picture used as the media of writing recount text
were those which the students might experience. For example, the teacher provided the picture of accident or a person who is falling down. The students
should compile story based on the picture which they might have experienced also. Therefore, this design of learning activity had fulfilled the experience based
learning principle. The learning activities designed had fulfilled higher level thinking
principle. The students required to write recount text. Here, the students need to apply their understanding of the technique of writing, apply the concept of recount
text and use their logic in writing the story. In doing this, the students were required to use their higher level of thinking. Another learning activity that also
required higher level of thinking was peer assessment. Here, the students should evaluate writing product.
67
6. Lesson Plan 6
