23 are associated with it. This learning outcome which reflects the aimsgoals of the
learning activity itself is defined as what the learners should know or be able to do after completing the learning activity; e.g. identify, demonstrate, produce, etc.
Bott stated in RELC Journal Supplement 1979 that the goals are very important since the method, technique and procedure are derived from the goals.
Burton 1944: 423 also adds that aimspurposes, interest or other motives are the general sources from which approaches may be develop. Furthermore, according to
Burton 1944: 423-424, in planning learning activities approach or series of approach should be stated early. These approaches may be derived from the natural
on-going activities of the learners, or be developed through the arrangement of the environment and all of them differ in effectiveness with varying levels of maturity,
varying backgrounds of experience, varying socio-economic status, and other factors. The tasks involved in the learning activities may vary in type, like the
communicative type with discussing, presenting, or debating as the example. As the components of learning activities, tasks include not only the type of tasks but also the
teacher-learners interaction and their roles, resources of the materials, tools equipment applied, and the assessments.
After reviewing the components of learning activities, a planning model of learning activities is proposed by Burton 1944: 449. There are three major steps to
plan and construct learning activities, they are:
a. General preliminary planning.
In this phase, the idea of the activities is still general. First, the designer should make a general plan for a semester or other time division which considers a
24 study of the course suggested for the group. This includes listing how many meetings
available or should be prepared to conduct the learning activities sequence and the sub topics to be presented during the semester. Second, the designer should make a
study of the maturity, interest and abilities of the learners generally found in the group. This study includes obtaining and analyzing general learners’ characteristic
which can be obtained from the teacher’s data and personal interests inside the group to get some personal characteristics. Finally, the designer should also study all
documents and available aids in the school since the designer must be intimately acquainted with all available resources.
b. Planning specific units
In this phase, the designer should elaborate planning in details. First, the designer makes the overview of the units and meetings. This overview is a brief
statement of the nature and scope of the units. In general, it states the complete titling and the statement of objectives which function as a description and explanation on
the units and its place in the total course of the study. Second, the designer states the teacher’s and learners’ aims which are presented and listed in complete declarative
sentences, not in fragmentary phrases or single words. Third, the designer chooses the approach which is applicable to raise the motivation and the participation of the
pupils. This approach or series of approaches will reflect how the designer plans to get the particular teaching-learning situation under way. Fourth, the designer tries to
develop initial planning by indicating the details on how to maintain situation or atmosphere of learning and deciding whether to apply individual work or group work
25 according to the situation. Fifth, the designer prepares the evaluation techniques to
see how the objectives have been developed. Furthermore, the designer should show the steps to develop continuous and participatory evaluation from the learners
clearly. Last, the designer makes the lists of the bibliography and resources for the learning activities. In this part, the designer states the books, pictures, stories and
other instructional aids together with the location of the source clearly.
c. Planning daily sequences within a unit
