76 the criteria of clearly stated learning
objectives proposed by Pasch et al. 1991.
3. The learning objectives did not derive from the competence standard
2 28.57
Learning activities
1. The instruction of the learning activity was unclear
4 57.14
2. The design of learning activities did not fulfill the congruence principle
3 42.85
3. The design of learning activities did not fulfill the organization principle
3 42.85
4. The design of learning activities did not fulfill the variety principle
2 28.57
5. The design of learning activities did not fulfill the higher level of thinking
principle 2
28.57
Table 4.1: The Classification of Problems
1. Learning Objectives
The problem that was found most in the formulation of learning objectives was the learning objectives did not cover the three domains, which are cognitive,
affective, and psychomotor, as proposed by Bloom 1964. There were five lesson plans or 71.42 of the total lesson plans. Most of participants did not classify the
learning objectives in three domains. They only listed some learning objectives which most of them were in the cognitive and psychomotor domain.
There were also lesson plans in which the formulation of learning objectives did not fulfill the criteria of clearly stated learning objectives proposed by Pasch et
al. 1991. There were 4 lesson plans or 57.14 of the total number. All of the formulation of learning objectives presented the audience and the behavior of
learning. However, some of them did not present the condition and the degree of learning.
77 Another problem came from the formulation of learning objectives that were
not derived from the competence standard. There were 2 lesson plans or 28.57 of the total number. The example was the learning objective formulated in lesson
plan three. Here, the participant wrote, “students are able to complete a mind map
based on the clues given correctly”. It seemed that this formulation of learning
objective was only the objective of a certain learning activity. In other words, it is only one activity which is designed to help the students achieve the learning
objectives. That was not the essence of learning objective because every learning activity could be formulated as learning objectives then. As stated by Cooper at al.
2011 that it is called as student-oriented activity since it specify an activity designed to help the students reach a certain outcome p.24. Therefore, the
researcher tried to analyze this learning objective more. Here, the students are required to complete mind map based on the clues given. The clues could be seen
from the m aterial attached in this lesson plan. The title of the mind map was “my
weekend in last week”. From that title, the students should define “who, when, where, what, how and personal comment”. In this case, the researcher thought that
the participants tried to teach the students about the content of a recount text or what should be written in a recount text. If that was so, it was better to formulate
the learning objective by stating that students are able to describe the elements should be written in a recount text.
2. Learning Activities
