THE MASTERY OF MICROTEACHING CLASS STUDENTS IN FORMULATING LEARNING OBJECTIVES IN LESSON PLANS A THESIS

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

THE MASTERY OF MICROTEACHING CLASS STUDENTS IN FORMULATING LEARNING OBJECTIVES IN LESSON PLANS

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

By Leonie Irina Mutiara Student Number: 071214030

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA 2011

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In His time, God has made all things beautiful In His time, In His own time Ecclesiastes 3: 11

I dedicate this thesis as a symbol of my love for God my savior, for my beloved parents and sisters, for my grandma and late grandpa, for my lovely Surya, for myself

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ABSTRACT Mutiara, Leonie Irina. 2011. The Mastery of Microteaching Class Students in Formulating Learning Objectives in Lesson Plans. Yogyakarta: Sanata Dharma University. This research aimed to figure out how well Microteaching class students formulated learning objectives in lesson plans as well as to find out what problems might occur in their formulation. There were two research questions presented in this study: (1) How is the students’ mastery in formulating learning objectives? (2) What problems might occur in students’ learning objective formulation? To answer the research questions, the researcher conducted document analysis. The documents analyzed were students’ lesson plans which were used for their teaching practice in Microteaching class in 2010/2011 academic year. Then, the learning objectives which were found in those lesson plans were categorized based on some requirements of good learning objectives and were judged how well they were. Furthermore, the researcher would also discuss problems that might occur in the learning objectives. From the analysis, the researcher concluded that students’ mastery in formulating learning objective was various depending on the requirements. Participants’ mastery was good (76.25%) in audience element and insufficient (61.25%) in behaviour element. However, participants did not master learning objective formulation dealing with condition (7.50%) and degree element (27.50%). In another side, their mastery was very good (93.75%) in formulating learning objectives which were derived from the Basic Competence, very good (86.25%) in formulating learning objectives which were relevant with the activities, very good (96.25%) in formulating learning objectives which were relevant with the materials, and good (78.75%) in formulating learning objectives which were relevant with the assessments. Then, the researcher also found some problems in the learning objectives. The formulation was not clear, complete, and well-ordered. Other problems were also caused by the irrelevancy between the learning objectives and the Basic Competence, the learning objectives and the activities, the learning objectives and the materials, and the learning objectives and the assessments. Besides, learning objectives having no activities and assessments were also included as problems in this research. In brief, participants’ teaching preparation in Microteaching class which was presented from their lesson plans was regarded as good enough, which supported their teaching performance. They were ready to be English teachers. Then, the researcher also addressed some suggestion to lecturers, students, and future researcher. Keywords: Microteaching class, learning objectives, lesson plans

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ABSTRAK Mutiara, Leonie Irina. 2011. The Mastery of Microteaching Class Students in Formulating Learning Objectives in Lesson Plans. Yogyakarta: Universitas Sanata Dharma. Penelitian ini bertujuan untuk mengetahui seberapa baik mahasiswa kelas Pengajaran Mikro merumuskan objektif pembelajaran dalam RPP mereka dan untuk menemukan masalah yang mungkin terjadi dalam rumusan tersebut. Ada dua pertanyaan dalam penelitian ini: (1) Seberapa baik penguasaan mahasiswa dalam merumuskan objektif pembelajaran? (2) Masalah apa yang mungkin terjadi dalam rumusan objektif pembelajaran mahasiswa? Untuk mejawab pertanyaan-pertanyaan tersebut, peneliti mengadakan analisis dokumen. Dokumen yang dianalisis adalah RPP mahasiswa yang digunakan untuk praktek mengajar mereka di kelas Pengajaran Mikro tahun ajaran 2010/2011. Lalu, rumusan objektif pembelajaran yang ditemukan dalam RPP tersebut dikategorikan berdasarkan beberapa syarat objektif pembelajaran yang baik dan dinilai seberapa baik objektif pembelajaran tersebut. Selanjutnya, peneliti juga mendiskusikan masalah-masalah yang mungkin ditemukan dalam objektif pembelajaran tersebut. Dari hasil analisis, peneliti menyimpulkan bahwa penguasaan mahasiswa dalam merumuskan objektif pembelajaran berbeda-beda, tergantung syaratnya. Penguasaan peserta bagus (76.25%) dalam elemen audience dan tidak cukup (61.25%) dalam elemen behaviour. Tetapi, peserta tidak menguasai objektif pembelajaran yang berhubungan dengan elemen condition (7.50%) dan degree (27.50%). Di sisi lain, penguasaan mereka sangat bagus (93.75%) dalam merumuskan objektif pembelajaran yang diturunkan dari Kompetensi Dasar, sangat bagus dalam merumuskan objektif pembelajaran yang relevan dengan aktifitas (86.25%) dan materi (96.25%), dan bagus (78.75%) dalam merumuskan objektif pembelajaran yang relevan dengan penilaiannya. Lalu peneliti juga menemukan beberapa masalah dengan objektif pembelajaran. Rumusannya tidak jelas, komplit, dan urut. Masalah lainnya juga disebabkan oleh ketidakrelevanan antara objektif pembelajaran dan Kompetensi Dasar, objektif pembelajaran dan aktifitas, objektif pembelajaran dan materi, dan objektif pembelajaran dan penilaian. Di samping itu, masalah juga timbul karena objektif pembelajaran tidak mempunyai aktifitas pendukung dan tidak menyebutkan penilaianmya. Secara singkat, persiapan mengajar peserta di kelas Pengajaran Mikro yang direpresentasikan dari RPP yang dibuatnya, cukup baik. Hal ini mendukung performa mengajar mereka. Mereka siap menjadi calon guru bahasa Inggris. Kemudian, peneliti juga memberikan beberapa saran untuk dosen, mahasiswa, dan peneliti lainnya. Kata kunci: kelas Pengajaran Mikro, objektif pembelajaran, RPP

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ACKNOWLEDGEMENTS

First of all, I would like to express my greatest gratitude to the Almighty God for always guiding and blessing me. He always gives everything I need. I believe a bright future is prepared for me. Without Him, I will be nothing. My sincere appreciation goes to my sponsor, Caecilia Tutyandari, S.Pd., M.Pd., for guiding, giving suggestions, and supporting me during my finishing this thesis. I would like also to express my gratefulness to Microteaching lecturers, Ag. Hardi Prasetyo, S.Pd., M.A., Caecilia Tutyandari, S.Pd., M.Pd., Carla Sih Prabandari, S.Pd., M.Hum., Made Frida Yulia, S.Pd., M.Pd., Christina Kristiyani, S.Pd., M.Pd., and V. Triprihatmini, S.Pd., M.Hum., M.A., for giving permission to access the data I needed. Moreover, I thank Microteaching class students of 2010/2011 academic year for their willingness to help me copy their lesson plans. Sincere love and gratitude is also expressed to my parents, Bapak Drs. Wardani Sugiyanto, M.Pd. and Ibu Dra. Listyawati Sri Rahayuningsih, for their love, prayer, kindness, and support. I also thank my beloved sisters, Nada Dian Sejati and Intan Ayu Nugraha, for making me laugh and always cheerful. Not to forget, my great thankfulness goes to my beloved boyfriend, Surya Adi Prasetya Nugraha, for his love, time, and support. I owe much to my friends, Adaninggar Septi Subekti and Ariesty Nevryani, for their willingness to share their knowledge. My next appreciation is for Surya 180 crews for our togetherness and for Herdiansari Hayuningrum,

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Ernesa Novita, Widya Warasita, Lusia Ping, and Kudus Martha Uli for being my friends and work partner in Nuswantara English Course. At last, my deepest appreciation also goes for many other names whose names cannot be mentioned one by one. I thank them for helping and supporting me in finishing my thesis. May God bless us.

Leonie Irina Mutiara

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TABLE OF CONTENTS

Page TITLE PAGE ……………………………………………………………………. i APPROVAL PAGES ……………………………………………………............. ii DEDICATION PAGE …………………………………………………………... iv STATEMENT OF WORK’S ORIGINALITY ………………………………….. v ABSTRACT …………………………………………………………………….. vi ABSTRAK …………………………………………………………………….… vii LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI ……………………... viii ACKNOWLEDGEMENTS …………………………………………………….. ix TABLE OF CONTENTS ……………………………………………………….. xi LIST OF TABLES …………………………………………………………..… xiii LIST OF FIGURES ………………………………………………………….... xiv LIST OF APPENDICES ……………………………………………………….. xv

CHAPTER I.

INTRODUCTION A. Research Background ……………………………….. 1 B. Problem Formulation ………………………………... 3 C. Problem Limitation ………………………………..… 3 D. Research Objectives …………………………………. 3 E. Research Benefits ………………………………….... 4 F. Definitions of Terms …………………………….…... 4

CHAPTER II.

LITERATURE REVIEW A. Theoretical Description …………………………….... 7 1. Defining the Context ……………………………. 8 2. Articulating Beliefs ……………………………… 9 3. Conceptualizing Content ……………………..… 14 4. Formulating Goals and Objectives ……………... 15 5. Assessing Needs ………………………………... 18

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6. Organizing the Course ………………………..… 19 7. Developing Materials …………………………... 20 8. Adapting a Textbook …………………………… 22 9. Designing an Assessment Plan ………………..... 23 B. Theoretical Framework …………………………….. 24

CHAPTER III.

METHODOLOGY A. Research Methods ………………………………….. 26 B. Research Participants ………………………………. 26 C. Research Instruments ………………………………. 27 D. Data Gathering Technique …………………………. 29 E. Data Analysis Technique …………………………... 29 F. Research Procedure ………………………………… 33

CHAPTER IV.

RESEARCH FINDINGS AND DISCUSSION A. Microteaching Students’ Mastery ………………….. 34 B. Problems that Might Occur in Students’ Learning Objective Formulation ……… 41

CHAPTER V.

CONCLUSIONS AND SUGGESTIONS A. Conclusions ……………………………………...…. 50 B. Suggestions …………………………………...……. 52

REFERENCES …………………………………………………………………. 54

APPENDICES …………………………………………………………………. 55

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LIST OF TABLES

Table

Page

2.1: Factors to Consider in Defining the Context ……...……………...……...…. 8 2.2: Categories of Cognitive Domain …………….………………...………..…. 16 3.1: Domain and Level of Difficulty ……………………………………..…….. 30 3.2: Audience, Behaviour, Condition, Degree, and Order ……………….....….. 30 3.3: Basic Competence …………...………………………………………..…… 31 3.4: Activities …………...…………………………………………………….... 31 3.5: Material ...……………………………………………………………..….... 32 3.6: Assessment ……...……………………………...……………………..…… 32 4.1: Number of Learning Objectives ……………………………………..…….. 35 4.2: Domain and Level Distribution of Learning Objectives ……………..….… 35 4.3: Formulation of Learning Objectives …………………………………..…... 37 4.4: Set of Learning Objectives …………………………………………...….… 39 4.5: Ordered Set of Learning Objectives ………………………………….….... 39 4.6: Relevancy with Basic Competence, Activities, Materials, and Assessment………………………………………………….. 40 4.7: The Classifications of Problems ……………………………......…………. 41

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LIST OF FIGURES

Figure

Page

2.1: A Framework of Course Development Processes ………………….............. 7 2.2: Goals, Topics, General Purposes, Objectives ………...………………...…. 16 2.3: Five Aspects of Organizing a Course …………………………………...… 20

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LIST OF APPENDICES

Appendix

Page

1. Surat Permohonan Ijin Penelitian …………………………………...…….. 55 2. The Category of Learning Objectives ……………………………………… 62

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CHAPTER I INTRODUCTION

This chapter consists of six major sections. They are research background, problem formulation, problem limitation, research objectives, research benefits, and definitions of terms.

A.

Research Background English Language Education is a study program under Teachers Training

and Education Faculty in Sanata Dharma University. This study program, English Language Education Study Program (ELESP), which is known as Program Studi Pendidikan Bahasa Inggris (PBI), aims to prepare future English teachers who have four competences; professional, pedagogic, personal, and social (Panduan Akademik Program Studi PBI, 2007). The students are expected not only to use the language itself, but also to teach the language to others. They are trained and educated to be English teachers. They have to acquire the language and learn how to teach before they teach it. For the preparation, the students of ELESP are taught about English language itself to support their professional competence and how to teach it to support their pedagogic competence. Some courses in ELESP are designed to support students’ acquiring English language, such as structure, pronunciation, reading, writing, listening, speaking, vocabulary, etc. Besides, other courses are also designed to provide students theories on how to teach, especially teach

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English. Some of the courses are Approaches, Methods, and Techniques (AMT), Language Teaching Media (LTM), Instructional Design (ID), and Curriculum and Material Development (CMD). However, theories will not be enough for good English teachers. They need to apply what they have learnt. Thus, in the sixth semester, the study program offers a course called Microteaching. It is a class for students to practice teaching and apply what they have learned in the prior semesters. In that class, Microteaching students have to develop lesson plans for their teaching practice. They are expected to be able to apply the theories that they have learnt, especially on how to develop lesson plans well. In a lesson plan, a teacher should state one or more learning objectives, which are derived from general purposes (Kemp, 1977). In School-based Curriculum, they are called Basic Competence. Learning objectives, in this research referring to learning objectives themselves and learning indicators stated in lesson plans, are learning outcomes or something that students are able to demonstrate at the end of instruction to show that the learning expectation is reached (Gronlund, 1991: 3). They are to measure whether Microteaching students accomplish certain targets. Each meeting requires a lesson plan. In preparing teaching materials, activities, and assessment, teachers should base on the learning objectives. In other words, the learning objectives lead teachers to what should be taught in a meeting, how to teach it, and how to assess learners. Learning objectives become the measurement whether a teaching reaches its goal or not.

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Since learning objective is important to measure learning achievement, it must be formulated well. However, some mistakes are still found. Thus, the study of Microteaching students’ mastery on the formulation of learning objectives is conducted to know how well they master the theories to formulate good learning objectives, which is expressed through their learning objectives formulation and its relevancy with the general purpose, activities, materials, and assessment.

B.

Problem Formulation The formulation of the problems can be stated as follows:

1.

How is the students’ mastery in formulating learning objectives?

2.

What problems might occur in students’ learning objective formulation?

C.

Problem Limitation In this study, the writer analyzes the learning objectives formulated by

Microteaching class students, which are represented by 18 students. The data are taken from their lesson plans. Any mistake in grammar, spelling, and punctuation will be disregarded.

D.

Research Objectives Dealing with the two problem formulation mentioned previously, this

study is conducted to achieve these objectives: 1.

To figure out the mastery of Microteaching students in formulating learning objectives.

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2.

To find out problems that may occur in students’ learning objective formulation.

E.

Research Benefits This research is expected to give benefits to both students and lecturers.

For the students, the research shows them how well their mastery in formulating learning objectives so that they know which part should be improved. It also lets them know some common problems that may occur in their learning objectives. It is expected that by learning from their problems, students will be more careful in formulating objectives and make some improvements on it later. Also, by knowing which part of students’ difficulties in formulating learning objectives, lecturers would find it easier to teach them based on their needs and weaknesses.

F.

Definitions of Terms It is important to define some terms used in this study to avoid

misunderstanding and to lead readers to a better understanding on the topic being discussed. The terms are as follows: 1.

Mastery According to Hornby (2005: 944), mastery is a great knowledge about

something or understanding of a particular thing. In this research, mastery refers to Microteaching students’ understanding of learning objectives, which are observed through their learning objective formulation and its relevancy with the

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general purpose, activities, materials, and assessments stated in their lesson plans that they make for teaching practice in Microteaching class. Thus, students master learning objectives if they can show the relevancy between their learning objectives and the general purpose, activities, materials, and assessments in their lesson plans.

2.

Learning Objectives The next term which is important to define is ‘learning objectives’.

Gronlund (1991: 3) states that learning objectives, usually called as instructional objectives, are intended learning outcomes or something that students are able to demonstrate at the end of instruction to show that the learning expectation is reached. In this research, learning objectives refer to learning objectives themselves and learning indicators, which are considered as learning expectation or learning outcome stated in lesson plan for Microteaching class students’ teaching purpose.

3.

Microteaching Class In this research, Microteaching class refers to a class or course offered in

the sixth semester by ELESP of Sanata Dharma University. The class aims to make students understand English language teaching concepts and procedure, apply the concepts and procedure in real classroom teaching situation, and evaluate the teaching performance (Panduan Akademik Program Studi PBI, 2007: 90). The class should be taken before students do teaching practice in real

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classroom teaching situation through Program Pengalaman Lapangan (PPL), which is either in Junior, Senior, or Vocational High School.


CHAPTER II LITERATURE REVIEW

In this chapter, the writer discusses all theories proposed by some experts dealing with lesson plans, which in a bigger scope lesson plans construct a course. There are two major parts called theoretical description and theoretical framework. Those become the basis to answer the research problem formulation.

A.

Theoretical Description This research is about Microteaching class students’ mastery in

formulating learning objectives in lesson plans. Hornby (2005: 944) states that someone masters something if he has great knowledge about it or understanding of it. There are nine main parts to discuss in this part. They are parts of the stage of course development processes proposed by Graves (2000) as seen in figure 2.1.

Figure 2.1: A Framework of Course Development Processes

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There is no sequence or hierarchy in the processes. Teachers may start the process anywhere in the framework as long as it is reasonable. It depends on teachers’ beliefs and understanding, articulated or not, and the reality of the context and teachers’ knowledge about their students. However, articulating beliefs and defining the context are put on the bottom as the foundation for other processes. 1.

Defining the Context Before sketching a course design, teachers need to define the context of

the learners. Designing a course requires them to define all possible information about the context as much as they can to make decisions about the course itself (Graves, 2000: 13). Furthermore, Graves proposes various aspects of context that needs to be defined. They are people, time, physical setting, teaching resources, and nature of the course and institution.

People students how many, age, gender, culture(s), other language(s), purpose(s), education, profession, experience, other stakeholders school administrators, parents, funders, community Nature of Course and Institution type/purpose of course mandatory, open enrollment relation to current/previous courses prescribed curriculum or not required tests or not

Physical Setting location of school: convenience, setting classroom: size, furniture light, noise always same classroom?

Teaching Resources materials available required text? develop own materials? equipment: cassettes video, photocopying clerical support

Time how many hours total over what span of time how often class meets for how long each time day of week, time of day where fits in schedule of students students’ timeliness

Table 2.1: Factors to Consider in Defining the Context

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Those aspects mentioned above are used by teachers as resources and constraints to consider their decisions. It can be seen as part of pre-course needs assessment. More information about the context enables teachers to decide and plan an effective course easier. Furthermore, Richards (2001: 90) talks about the diversity of the contexts for language programs. The success of a program is often determined by the particular variables found in every specific situation. A teacher wants to design a course, for example. Before he decides the content, objectives, and so on, he needs to know how long the course will be, who the students are, what is their backgrounds knowledge, what the purpose is, where it is conducted, etc. Those are the context that helps and support the teacher in designing a course. During the observation of the context, Graves (2000: 21) says that challenges may be found. Furthermore, Graves states that more challenges are found when teachers have more information about the context. The challenges may include teacher’s lack of experience, too small class, different level of each learner, and so on. This is called problematizing. Problematizing concerns with making choices and deciding what the best solution to the challenges is. Problematizing helps teachers to design and teach a course better.

2.

Articulating Beliefs Beliefs can come from teachers’ past experience and/or beliefs about

learning and teaching that develop from and guide the experience. It can also arise from their work experience and the way that makes things successful or well-done

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(Graves 2000: 26). As cited by Graves (2000), Stern proposes four concepts in articulating teachers’ beliefs. They are view of language, view of the social context of the language, view of learning and learners, and view of teaching. a.

Beliefs about Language Teachers’ views of a language lead them to a way how they teach or how

the language should be learned and what they teach (Graves 2000: 28). According to Hutchinson and Waters (1987), there are six main stages of development of language descriptions. i.

Classical or Traditional Grammar Classical or traditional grammar view believes that all languages are

descended from Greek and Latin. Thus, the grammar of the languages should be based on the grammars of those two languages. ii.

Structural Linguistics According to this stage, language is about fundamental propositions

(statement, interrogative, negative, imperative, etc) and notions (time, number, gender, etc) which are carried by the syntagmatic structures. It means that sentences with different meanings can be produced through words within those structural frameworks variations. iii.

Transformational Generative Grammar In this view of language, Chomsky states that there must be two levels of

meaning; they are deep level and surface level. Deep level is about both thoughts and a surface level organization, whereas surface level is the expression of thoughts through the syntax of language. Thus, grammar of a language is seen as

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the rules enabling people to produce the surface structures from the deep level of meaning. iv.

Language Variation and Register Analysis Language varies depending on the context. So the kind of language

dealing with a specific context, such as an area of knowledge (medical English, business English, scientific English) can be identified through the language used itself then. v.

Functional/Notional Grammar This view of language sees language as a mean of communication which

conveys social function and people’s attention. Function deals with social behaviour and speaker’s/writer’s intention, like advising, warning, describing, etc. vi.

Discourse/Rhetorical Analysis The meaning of a language is concluded from the context of the sentences.

Different context causes different meaning in the same sentence.

b.

Beliefs about the Social Context of Language

i.

Sociolinguistic Issues Language should be adapted to the social context. A sentence may be

correct grammatically and lexically, but it doesn’t mean that it is acceptable in social context. Learning a language is learning how to use it in social context. In other words, it means learning how to adjust it to contextual factors such as roles and purposes.

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ii.

Sociocultural Issues Language use is associated with understanding of each language user’s

dimensions of culture. They include social values, attitudes, norms, customs, and “products” (e.g. literature, art). iii.

Sociopolitical Issues Those issues are concerned with how language used affects one’s relation

with other community or social group. Language teaching deals with teach learners how to participate in the community and get access to social systems.

c.

Beliefs about Learning and Learners Hutchinson and Waters (1987) divide theories of learning into five main

stages of development. i.

Behaviourism Language learning is seen as changing behaviour. It is a mechanical

process of habit formation in which the basic exercise technique is pattern practice, particularly drills. ii.

Mentalism Learning is not only forming habits like the previous stage does. Learning

is a process of acquiring rules in which learners’ minds formulate hypothesis through their individual experiences.

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iii.

Cognitive Code It is often called as constructivism learning. Learners construct their own

knowledge from their experience together with other people through making sense of data. Teachers’ role is as facilitator to provide learners experience. iv.

The Affective Factor Language learning will be well-done if learners have motivation since it

is an emotional experience. They must ‘want to think about something’ that they will learn. v.

Learning and Acquisition According to Krashen (1981) as cited by Graves (2000), learning and

acquisition are two different things. Learning is a conscious process, whereas acquisition is an unconscious one.

d.

Beliefs about Teaching Teaching can be viewed in some different things. It can be as knowledge

transmission from teachers to learners, knowledge and skills and methods of learning negotiation between teachers and learners, or even the decision maker of the teaching-learning activity. Teaching is also seen as providing problem solving activities, helping learners to negotiate, or a process of shared decision making. However, as it develops, it is the learners who decide the problem to be solved by themselves. Teachers are as language and culture resource.

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3.

Conceptualizing Content Conceptualizing content is about making choices. It is a process involving

thinking about what teachers want their students to learn, deciding what to include, and organizing the content in a such way that the various elements on it are related each other. The result of the conceptualizing content is in a form of syllabus. According to Hutchinson and Waters (1987), syllabus can be defined in several different ways. They are: a.

Evaluation Syllabus Evaluation Syllabus states what learners should know by the end of the

course in order to be successful. Thus, a syllabus designer should understand first what his view of language actually is. b.

Organisational Syllabus This syllabus tells about the order of what should be learnt. The nature of

language and of learning is stated implicitly here. c.

Materials Syllabus Material syllabus contains more assumptions about the nature of language,

language learning, and language which are expressed through learning activities. d.

Teacher Syllabus Teacher syllabus is seen from the teachers’ perspective. It is the teachers

who influence the clarity, intensity, and frequency of any material.

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e.

Classroom Syllabus Sometimes what is planned goes differently with what really happens in a

lesson. What is meant by classroom syllabus is what actually happens in the real class during the lesson. f.

Learner Syllabus Learner syllabus may be different in each learner. This syllabus takes

place in each learner’s mind during the lesson. It is about knowledge developing in learners’ brain and enabling them to comprehend and store the later knowledge.

4.

Formulating Goals and Objectives Goals are statements of the main purpose and intended outcomes of a

course. According to Kemp (1977), goals can be created from three sources, which are society, students, and subject areas. Goals related to society involve philosophical and ethical considerations. Goals related to students deal with students’ skill or behaviour concerning their preparation to face the working world. Goals related to subject areas have relation with competencies that enable learners to participate in society well, or may be as the bases for the understanding and skills expected by the society. Formulating goals is based on teachers’ conceptualization of content, beliefs, and/or teachers’ assessment of learners’ needs. After identifying goals, learning topics are selected based on the goals. Each topic has its own aims or purposes, which are called general purposes. Then, general purposes are broken into some sentences in which they can be measured

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and observed. Those are called objectives. Thus, objectives must be related to goals, topics, and general purposes.

Figure 2.2: Goals, Topics, General Purposes, Objectives

According to Kemp (1977), objectives indicate what teachers’ want to teach and whether the objectives are accomplished or not. There are three categories of objectives: a.

Cognitive Domain Cognitive domain includes some objectives dealing with knowledge or

information, thinking, recognizing, predicting, etc. The stage is from simple knowledge to higher levels of mental activity. They are remember, understand, apply, analyze, evaluate, and create (Anderson et al. (Eds), 2001). The details are shown in table 2.2 below.

Categories Remember Understand

Cognitive Processes Recognizing Recalling Interpreting Exemplifying Classifying Summarizing Inferring

Alternative Names Identifying Retrieving Clarifying, paraphrasing, representing, translating Illustrating, instantiating Categorizing, subsuming Abstracting, generalizing Concluding, extrapolating, interpolating, predicting

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Categories

Apply Analyze

Cognitive Processes Comparing Explaining Executing Implementing Differentiating Organizing

Evaluate

Create

Attributing Checking Critiquing Generating Planning Producing

Alternative Names Contrasting, mapping, matching Constructing models Carrying out Using Discriminating, distinguishing, focusing, selecting Finding coherence, intergrating, outlining, parsing, structuring Deconstructing Coordinating, detecting, monitoring, testing Judging Hypothesizing Designing Constructing

Table 2.2: Categories of Cognitive Domain

b.

Psychomotor Domain It is about skills dealing with physical activities. Usually, this domain is

easy to observe. The taxonomy includes gross bodily movements, finely coordinated movements, nonverbal communication, and speech behaviour. However, it is not a sequential taxonomy.

c.

Affective Domain Affective domain includes some objectives dealing with attitudes,

appreciations, values, and all emotions. According to Krathwohl (1964) as cited by Kemp (1977), the affective domain is categorized into five sequenced levels; receiving, responding, valuing, organizing, and characterizing by a value

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complex. Furthermore, Kemp states that a learning objective can involve one or more domains. Furthermore, a good formulation of learning objective should include four elements which are known as ABCD. A stands for audience, which indicates who will do the behaviour. B stands for behaviour, defining what audience should be able to do. C stands for condition, telling under what condition the audience should be able to do the behaviour. D stands for degree, indicating standard of how well the audience should be able to do the behaviour (“Developing Course Objectives,” May 20, 2011).

5.

Assessing Needs Needs assessment is a process in which teachers collecting information

about learners’ needs and preferences, interpreting the information, and deciding how the course will be in order to meet the needs. Assessing needs can be done before the start of a course to help teachers design the course (pre-course needs assessment), during the beginning stage of a course (initial needs assessment), or throughout the course (ongoing needs assessment). According to Hutchinson and Waters (1987), in assessing learners’ needs, target needs and learning needs should be paid attention. a.

Target needs Target needs are all skills, knowledge, and ability in order to be able to do

or perform well in target situation. Assessing target needs to look at learners’ necessities, lacks, and wants.

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i.

Necessities Necessities, or target proficiency, are something that learners need to

master in order to act effectively in the target situation. ii.

Lacks All that learners cannot do are called lacks. They are the gap between the

target proficiency and the existing proficiency. iii.

Wants Target needs are only seen without learners’ perspective, whereas wants

are needs from the learners’ perspective.

b.

Learning needs Having known all the target needs, including the necessities, lacks, and

wants, a course needs a tool to reach the target needs. It is needed a way how to start from the beginning until the target needs are achieved. This is called learning needs. In other words, learning needs are all that are needed to achieve the target needs.

6.

Organizing the Course Organizing a course is needed to connect the goals and objectives with the

actual lessons. It lets us to make decisions about what to study or negotiate aspects of syllabus. Organizing a course includes some processes. Figure 2.3 explains more about the process. The different arrows show that the processes do not follow a specific order.

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Figure 2.3: Five Aspects of Organizing a Course

Organizing a course is done depending on some factors. The factors are the course content, teachers’ goals and objectives, teachers’ past experience, learners’ needs, teachers’ beliefs and understanding, the method or text, and the context.

7.

Developing Materials Developing materials is making, choosing or adapting, and organizing

materials and activities in such way in which learners can reach the objectives

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enabling them to achieve the goals. There are some considerations in developing materials proposed by Graves (2000). Activities should relate with learners’ experience or current situation and be relevant to them and focus on their needs outside class. Activities should also increase learners’ confidence and involve learners in solving, discovering, and analyzing problem. Besides, activities are expected to develop learners’ specific skills and strategies and learners’ specific language and skills for their authentic communication need. They can be integration of speaking, listening, reading, and writing. Activities should help learners understand how a text is produced. They may involve cross cultural understanding, so learners can improve their social awareness. They should be as authentic as possible (texts or realia, if it is possible) and have variation of roles and groupings. They are also expected to have various types and purposes and include various materials. However, the way how teachers develop materials differs each other. It is based on their own beliefs, understandings, and experience. It also depends on their goals and objectives, the way the content is conceptualized, the way the course is organized and sequenced, and understanding about learners’ needs. Moreover, Kemp (1977: 56) also states that teachers should consider the strengths and weaknesses of certain materials and activities so that they match to learners’ characteristics and needs and the objectives formulated.

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8.

Adapting a Textbook Adapting a book needs context and type of learners, teachers’ experience,

beliefs and understanding, and type of textbook used before as considerations. What is considered as an advantage may be considered as disadvantage by others. A textbook is like a stimulus or instrument for teaching and learning. It can be adapted by changing, supplementing, eliminating, or re-sequencing the material in it. a.

Adapting the Activity Level It involves changing, supplementing, or eliminating activities. According

to Simone, as cited in Graves (2000), activities, in some ways, sometimes needs to personalize so that they will be relevant to the students. b.

Adapting the Unit Level It involves adapting textbook at the unit level. The sequence depends on

many things, for example teacher’s beliefs and understanding about how learners learn, their views of what language learners need to know, views of how the four language skills interact , and views how activities support one another. c.

Adapting the Book/Syllabus Level It involves changing, adding, or eliminating parts of syllabus used.

According to Mary, as cited in Graves (2000), there are two important things to add while adapting a textbook at the syllabus level, which are community building and cultural understanding.

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9.

Designing an Assessment Plan Assessment, or evaluation, is aimed to see improvement of a course

(formative evaluation), to get a deeper understanding about the teaching learning process (illuminative evaluation), and to find out the effectiveness and efficiency of a program (summative evaluation) (Richards, 2001). It is in line with what Graves (2000) says about the roles of assessment, which are to assess needs, assess learners’ learning, and evaluate the course itself. According to Brown (2004), there are various kinds of language assessment. a.

Informal and Formal Assessment Informal assessment refers to incidental, unplanned feedback to the

students; including comments and responses followed by coaching, whereas formal assessment refers to systematic, planned, specifically designed exercise or procedure to measure students’ achievement. b.

Formative and Summative Assessment Formative assessments are those which evaluate students’ progress in the

process of developing their competencies and skills. It aims to help them continue that process better than before. Unlike formative assessment, summative assessment aims to measure what students have grasped in the overall process of a course. It usually occurs at the end of a course, such as final exams.

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B.

Theoretical Framework Learning objectives, in this research referring to learning objectives

themselves and learning indicators stated in lesson plans, are intended learning outcomes or something that students are able to demonstrate at the end of instruction to show that the learning expectation is reached (Gronlund, 1991: 3). There are three categories of learning objectives; cognitive domain, psychomotor domain, and affective domain. Learning objectives have important roles in designing a course. Before teachers select learning activities, they need to formulate the learning objectives to define what to be taught (Kemp, 1977: 23-24). Thus, all activities during a course should refer to those objectives. Besides, teachers also need to know the strengths and weaknesses of certain materials in order to match the students’ characteristics, needs, and the objectives formulated. Furthermore, Kemp states that learning objectives also let students know what goals they must accomplish, what ideas and skills will be covered in the next instruction, and what types of behaviour students should perform during evaluation. Thus, seeing the importance of learning objectives, learning objectives must be formulated observably and measurably. Formulating objectives is developing subsequent planning steps. It requires refinements, changes, and additions as developmental activities. It shows what teacher wants to teach and determines whether it is achieved. It should be stated from simple to more complex and from concrete to more abstract mental levels (Kemp, 1977: 24-25).

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Anderson et al. (Eds) (2001) develops a sequenced taxonomy in cognitive domain to categorize objective into six levels, namely remember, understand, apply, analyze, evaluate, and create. In psychomotor domain, the taxonomy includes gross bodily movements, finely coordinated movements, nonverbal communication, and speech behaviour (Kemp, 1977), whereas according to Krathwohl (1964) as cited by Kemp (1977), the affective domain is categorized into five sequenced levels; receiving, responding, valuing, organizing, and characterizing by a value complex. Each objective should be unambiguous, meaning that everyone should have the same interpretation about it, measurable, and observable. Furthermore, another theory about learning objective proposes that good learning objective formulation includes four components which become characteristics to tell the intent (“Developing Course Objectives,” May 20, 2011). The first component is audience, which indicates who will do the behaviour. The second is behaviour, defining what audience should be able to do. The third is condition, telling under what condition the audience should be able to do the behaviour. The fourth is degree, indicating standard of how well the audience should be able to do the behaviour.


CHAPTER III METHODOLOGY

This chapter presents the research methodology covering the research method, the research participants, the research instruments, and the data analysis technique.

A.

Research Methods In particular, this research was a document analysis. Ary, Jacobs, and

Sorensen (2010: 457) stated that document analysis aimed to identify specified characteristics of written or visual materials. It was used to obtain data which was analyzed. In this research, the researcher used primary sources since the documents were written by participants who had the firsthand experience with the lesson plan development and teaching practice, especially in the learning objective formulation. The documents analyzed were participants’ lesson plans used for their teaching practices in Microteaching class.

B.

Research Participants The participants of this research were 18 students from six Microteaching

classes in ELESP of Sanata Dharma University. Three students represented each classes. They were in 2010/2011 academic year. The students who were joining Microteaching class, which was offered in the sixth semester, were those who had

26

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fulfilled the prerequisite courses; Instructional Design (ID), Approach, Method, and Technique (AMT), and Curriculum and Material Development (CMD) class as the prerequisite courses (Panduan Akademik Program Studi PBI, 2007). As they had taken those classes, they were expected to have sufficient knowledge in developing lesson plans for their teaching.

C.

Research Instruments To obtain in-depth analysis and interpretation about this research, the

researcher used two types of instruments, namely documents and interviews. Other instruments used were the researcher herself as the investigator and a proofreader. 1.

Participants’ lesson plans This research used participants’ lesson plans as the documents which were

analyzed. They were taken random, to avoid bias, but purposively, which provided complete data including general purpose (Basic Competence), indicators or objectives, material, activities, and assessment. The lesson plans did not need to be transcribed since they were already in written form. They were considered as primary sources as they were written by someone who experienced the phenomena under study directly (Ary et al., 2010: 443). The focus was on the learning objective formulation, Basic Competence, activities, materials, and assessments. Any mistake in grammar, spelling, and punctuation of the lesson plans would be disregarded.

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2.

Interview Questions Questions were delivered in forms of interviews. Interviews were done

after analyzing the documents. Interviews provided in-depth data rather quickly, including participants’ perspectives and clarification of their responses. They were also used to collect data about participants’ opinions, beliefs, and feelings about particular phenomena (Ary et al., 2010). These interviews were semi-structured. The questions delivered varied according to what information the interviewer wanted to dig from the participants’ lesson plans. Specifically, these interviews were used to cross check researcher’s understanding about the lesson plans with the participants as the writers

3.

Human as Instrument

a.

The researcher Lincoln and Guba (1985) proposed a concept of human-as-instrument in

which qualitative researcher played a unique role to capture the complexity of the human experience (as cited in Ary, 2010). The researcher herself obtained data through the documents, then analyzed and interpreted them by the support of the interviews.

b.

Proofreader To validate researcher’s judgment of the data, a proofreader was used to

recheck the raw data of the lesson plans. The researcher pointed an expert in lesson planning.

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D.

Data Gathering Technique To answer the first problem, the researcher obtained the data from the

lesson plans developed by Microteaching students in the even semester of the academic year 2010/2011. The researcher gathered the learning objectives, Basic Competence, activities, materials, and assessments stated in each lesson plan. To answer the second problem, the researcher studied more on the lesson plans, dealing with problems that occurred in participants’ learning objectives. Some questions were delivered to the participants through interviews to cross check.

E.

Data Analysis Technique The writer analyzed the learning objectives based on theories stated in the

theoretical framework in chapter 2. Based on those theories, the requirements for good learning objectives in this research were possessed. The learning objectives were analyzed then. Spelling and grammatical errors were disregarded. First of all, the researcher made six tables. The first table was about the domain and level of difficulty of each learning objective. It contained some spaces for the researcher to write any comment about the learning objectives dealing with the domain and level of difficulty. This table (table 3.1) helped the researcher to judge whether some learning objectives were ordered from the simplest or not.

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Participant

Learning Objectives

1

Cognitive 2 3 4 5

6

Domain Psychomotor 1 2 3 4

1

Affective 2 3 4

Comment: Comment: Table 3.1: Domain and Level of Difficulty

The researcher put the learning objectives formulated by each participant in the second column. Each number in the ‘domain’ column represented a level of difficulty of learning objective. The sequence was like what she had stated in chapter 2. Then, she ticked (√) which domain and level of difficulty that the learning objective belonged to, except for the psychomotor domain there was no sequence level for learning objective. The second table (table 3.2) was about audience, behaviour, condition, degree, and order. Every learning objective was put in the second column. If it contained a subject, the researcher put it on the next table and gave a tick (√) on the small column inside it. The same rule also applied for the behaviour, condition, and degree column. The researcher might also give a tick (√) in ‘order’ column if the learning objectives formulated by each participant were ordered from the simplest, which referred to table 3.1. Some spaces to write comment were also provided in the table.

Partici pant

Learning Objectives

Audience

Formulation Behaviour Condition

Degree

Order

Table 3.2 Audience, Behaviour, Condition, Degree, and Order

Com ment

5

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The third table (table 3.3) was about Basic Competence. Skill, Basic Competence, and learning objectives listed in every lesson plan were put in this table. The researcher gave a tick (√) in the fifth column if the learning objectives were relevant with the skill and Basic Competence. She might write any comment in the last column.

Participant

Skill

Basic Competence

Learning Objectives

Relevant with Basic Competence

Comment

Table 3.3 Basic Competence

The fourth table (table 3.4) was about activities. The learning objectives were put in the second column. Then, the third column was to put the activities listed in the lesson plans. A small column inside ‘activities’ column might be ticked (√) if the activities were relevant with the learning objectives. Comment could be written in the last column. The same rule also applied for table 3.5 about material and table 3.6 about assessment.

Participant

Learning Objectives

Activities

Table 3.4 Activities

Comment

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Participant

Learning Objectives

Material

Comment

Table 3.5 Material

Participant

Learning Objectives

Assessment

Comment

Table 3.6 Assessment

Participants’ mastery was regarded as very good if it reached 81 percent above, while it was determined as good if it reached 71-80 percent. It was regarded as sufficient if it ranged from 61 to 70 percent, insufficient for 51 to 60 percent, and poor for 41 to 50 percent. Moreover, it could be said that students did not master learning objectives if the percentage was 40 percent below. The table containing the least mistakes was the one which the participants mastered most. While the table containing the most mistakes was the one which the participants mastered least. Then, some questions were delivered to the participants in form of interviews. Those interviews were to cross check researcher’s understanding about the lesson plans with the participants as the writers. After that, the researcher identified problems that might occur in participants’ learning objective and categorized them into some aspects of good

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learning objectives; formulation, Basic Competence, materials, activities, and assessment. Then, those problems were discussed.

F.

Research Procedure The researcher asked for permission to some lecturers teaching

Microteaching class to conduct a research in their classes. Having been given permission, she asked for permission to the students in the classes to copy their lesson plans and make them as her instruments in her research. Then, she once more asked three students of each class, whose lesson plans were selected as the research instruments, to be interviewed later. The learning objectives were put into the table made by the researcher based on some requirements; what domain they belonged to, whether audience, behaviour, condition, and degree element were found, whether they were ordered from the easiest level, whether they related with the general purposes (Basic Competence), and whether they matched with the activities, materials, and assessments. Then, the researcher analyzed the data based on some theories mentioned in the previous chapter. The data were assured by the answers of some questions delivered by the researcher through interviews to the participants and rechecked by an expert as the proofreader.


CHAPTER IV RESEARCH FINDINGS AND DISCUSSION

This chapter consists of two major sections. The first section (A) is to answer the first problem formulation, which deals with Microteaching students’ mastery in formulating learning objectives. The second section (B) concerns problems that might occur in students’ learning objective formulation, which answer the second problem formulation. Each section includes both data presentation and discussion of the research findings.

A.

Microteaching Students’ Mastery As stated in chapter 2, learning objective is important to define what

learners are able to do in the end of an instruction and to indicate that the learning expectation is reached (Gronlund, 1991: 3). Thus, learning objective, which is derived from general purposes (Basic Competence), is also important to determine what should be taught in a meeting (materials), how to teach it (activities), and how to assess the learners (assessment). The data of this research were obtained from 18 students of Microteaching classes. The researcher studied the lesson plans they made for their peer teaching practice in that class. In order to give a clear presentation of the data, some tables are shown below.

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35


Learning Objectives Number of Indicators Number of Objectives 44 36 Total: 80 Table 4.1: Number of Learning Objectives

From the lesson plans that participants made, there were 80 learning objectives. They consisted of 44 indicators and 36 objectives. The distribution of domain and level of difficulties of those learning objectives are shown in table 4.2 below.

Domain

Cognitive

Psychomotor

Affective

Level 1 2 3 4 5 6 1 2 3 4 1 2 3 4 5

Learning Objectives* Number of Number of Indicator Objective 28 24 6 4 4 6 2 2 11 10 -

Total

Percentage (%)

52 10 10 4 21 -

65.00% 12.50% 12.50% 5.00% 26.25% -

*) one learning objective may belong to more than one domain Table 4.2: Domain and Level Distribution of Learning Objectives

Most learning objectives were in the first level of cognitive domain, which was remembering. There were 52 learning objectives or 65.00% of the total

36


learning objectives belonging to this level. Most participants still focused their learning objective formulation on the easiest level, such as mengidentifikasi, menemukan, and menyebutkan. Under the first level of cognitive domain, there were 21 learning objectives or 26.25% of the total learning objectives which belonged to psychomotor domain. Those learning objectives related with speech behaviour, such as menirukan and merespon ungkapan. The second and third level of cognitive domain included 10 learning objectives each or 12.50% of the total learning objectives. The second level of cognitive domain deals with the level of understanding. Verbs that were usually used were menjelaskan, menyebutkan contoh, etc. The third level of cognitive domain is about understanding. Menggunakan ekspresi and merespon ungkapan were some of the verbs that were used to indicate this level. The least learning objectives were in the last level or the sixth level of cognitive domain. It included four learning objectives or 5.00% of the total learning objective formulation. This level is the most difficult one in cognitive domain. Verbs which were used were membuat cerita secara lisan and menyampaikan monolog secara lisan. However, there were some levels in those three domains which were not covered in participants’ learning objective formulation. There were two levels in cognitive domain, which were the forth level, dealing with analyzing, and the fifth level, dealing with evaluating. In the psychomotor domain, level number 1 to number 3 was not covered by any learning objective. Those levels concern gross bodily movements, finely coordinated movements, and nonverbal communication.

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While all levels in the affective domain were not covered by any leaning objective at all. Moreover, good learning objective formulation is indicated by the presence of the four elements. They are audience (indicating who will do the behaviour), behaviour (defining what audience should be able to do), condition (telling under what condition the audience should be able to do the behaviour), and degree (indicating standard of how well the audience should be able to do the behaviour) (“Developing Course Objectives,” May 20, 2011). The analysis of participants’ learning objective formulation is shown in table 4.3 below.

Formulation Audience Behaviour Condition Degree

Learning Objectives Number of Number of Indicators Objectives 30 31 29 20 4 2 10 12

Total

Percentage (%)

61 49 6 22

76.25% 61.25% 7.50% 27.50%

Table 4.3: Formulation of Learning Objectives

From the total number, there were 61 learning objectives (76.25%) included the audience who performed the learning objectives, which were students, within the formulation. It was regarded as good. Forty nine learning objectives or 61.25% of the total learning objectives contained the behaviour which showed what competence or skill students should able to do, for example mengidentifikasi. The percentage shows the mastery of the

38


participants in formulating behaviour within learning objective formulation was insufficient. Then the condition element was found in only six learning objectives or 7.50% of the total formulation. Condition tells in under what circumstance students should able to do the behaviour (“Developing Course Objectives,” May 20, 2011). Some of the examples were dalam konteks role playing and berdasarkan rekaman yang telah didengar. Since it was only 7.50% from the total number, it can be said that the participants did not master learning objective formulation dealing with condition element. Moreover, a good learning objective formulation should also include degree of accuracy, such as dengan tepat dan lancar, that students should reach in performing certain behaviour. Twenty two learning objectives or 27.50% of the total number contained this degree element. It means that the participants did not master learning objective formulation dealing with degree element. The next is about the order of those learning objective formulation. According to Kemp (1977) learning objectives should be stated from simple to more complex and from concrete to more abstract mental levels. However, not all learning objectives needed to order. It was because the formulation only contained single learning objective, the formulation contained more than one learning objective which belonged to the same level of cognitive domain, or the learning objectives within one set belonged to different domain.

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From the total set of learning objectives, which was 36, there were 25 sets which did not need to order. So there were only 11 sets of learning objectives to order. The table is shown in table 4.4 below.

Learning Objectives

Number of Sets 18

Indicator Objective No Need to Order No Need to Order (containing single Number (containing single indicator or belong to of Sets objective belong to different domain) different domain) 12 18 13 Total Set of Learning Objectives to Order: 11 Table 4.4: Set of Learning Objectives

There were six ordered-sets of learning objectives or 54.55% of the total set of learning objectives to order. It means that participants’ mastery in ordering learning objectives within one set was insufficient, as seen in table 4.5 below.

Sets of Learning Objectives Number of Ordered Number of Ordered Sets of Indicator Sets of Objective 3 3

Total

Percentage (%)

6

54.55%

Table 4.5: Ordered Set of Learning Objectives

The measurement of how well learning objective formulation is not only seen from the audience, behaviour, condition, and degree element within the formulation or the order of learning objectives within one set. According to Kemp (1977), a good learning objective should be relevant with the goal since the goal itself, usually called as Basic Competence, derives the learning objective. A good

40


learning objective should also have relevancy with the materials, activities, and assessment. The percentage of the relevancy of participants’ learning objectives with Basic Competence, activities, materials, and assessment is shown in table 4.6 below. Learning Objectives Percentage Relevancy Total Number of Number of (%) Indicators Objectives 41 34 75 93.75% Basic Competence 38 31 69 86.25% Activities 42 35 77 96.25% Materials 34 29 63 78.75% Assessments Table 4.6: Relevancy with Basic Competence, Activities, Materials, and Assessment

From the total learning objective formulation, 75 of them or 93.75% were relevant with the Basic Competence. The formulation was derived from the Basic Competence. Thus, participants’ mastery in formulating learning objectives which were relevant with Basic Competence was very good. Moreover, participants’ mastery in formulating learning objectives having relevancy with activities was also very good. Sixty nine learning objectives were relevant with the activities. That amount of formulation was 86.25% of the total. The same level of mastery was also acceptable for the relevancy of learning objective with materials. There were 77 learning objectives which were relevant with the materials. It was about 96.25% of the total amount. However, participants’ mastery in formulating learning objectives which were relevant with assessments was good. This achievement was lower than of the previous; Basic Competence, activities, and materials. There were 63 learning objectives or 78.75% of the total which were relevant with the activities.

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B.

Problems that might Occur in Students’ Learning Objective Formulation After knowing participants’ mastery and their strengths and weaknesses in

formulating learning objectives, it will also be important to study the problems that occured in students’ learning objective formulation more and their relevancy with the Basic Competence, activities, materials, and assessments. The researcher, then, analyzed the learning objectives which were considered having problem before. From the analysis, the researcher found some different kinds of problem in those learning objectives. The problems are presented in table 4.7 below.

No

Problems

Formulation 1. The formulation did not mention the condition. 2. The formulation did not mention the degree. 3. The formulation did not mention the audience. 4. There were more than one kinds of behaviour in one formulation. 5. The behaviour was not appropriate with what participants’ meant. 6. The behaviour had many interpretations. 7. The learning objectives were not wellordered. 8. The behaviour did not include competence or skill students should achieve. Basic Competence 1. The formulation was irrelevant with the Basic Competence. Activities 1. The formulation had no activity. 2. The formulation had irrelevant activity.

Number of Problems

Percentage (%)

74

32.31%

58

25.33%

19

8.30%

17

7.42%

14

6.11%

5

2.18%

5

2.18%

3

1.31%

5

2.18%

5 5

2.18% 2.18%

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Materials 1. The formulation had irrelevant materials. Assessments 1. The formulation had no assessment. 2. The formulation had irrelevant assessment.

3

1.31%

11 5

4.80% 2.18%

Table 4.7: The Classifications of Problems

1.

Formulation The most problem which was found in the learning objectives was that the

formulation did not mention the condition element. There were 74 problems or 32.31% of the total problem. Most of the formulation did not mention under what condition audience should be able to do the behaviour within the formulation. One of the examples is ‘Siswa dapat menyusun paragraf acak secara urut’. The formulation only includes the audience, which is siswa, the behaviour, which is menyusun paragraf acak secara urut, and the degree, which is secara urut. To be a good learning objective, certain condition should be applied, for example dengan cara berpasangan. Under the problem about the existence of condition element, there was also problem about degree element. It was found that 58 learning objectives did not mention the degree. It was about 25.33% of the total problem. Degree should be mentioned to tell the audience how well they are required to perform the behaviour. In other words, degree states a standard which audience should qualify to achieve minimum acceptable performance (“Developing Course Objectives,” May 20, 2011). The example is ‘Siswa dapat merespon tawaran/ajakan/undangan dalam konteks kehidupan sehari-hari’. It means that certain audience, which is siswa, should be able to do certain behaviour, which is merespon

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tawaran/ajakan/undangan, in a certain condition, which is dalam konteks kehidupan sehari-hari. However, the formulation does not mention how well or minimum requirement of performance the audience should perform the behaviour in order to determine that the learning objective formulation is reached. Another problem came from the existence of audience element in learning objective formulation. Nineteen problems of not mentioning audience in learning objective formulation were found. It was about 8.30% of the total problem. Audience is needed to tell who should perform certain behaviour in a learning objective, for example in the formulation ‘Menggunakan ekspresi-ekspresi dalam menerima undangan dengan intonasi yang tepat dalam konteks role playing’, the audience is not stated. It is not clear who are expected to perform the behaviour, menggunakan ekspresi-ekspresi dalam menerima undangan. Besides that, to be a good learning objective, it should have one formulation of behaviour, which contains a verb which can be seen or heard to indicate what the audience will be able to do after in the end of a lesson (“Developing Course Objectives,” May 20, 2011). However, there were some participants’ learning objectives which did not meet this requirement. Seventeen problems were found in their formulation regarding this. It was about 7.42% of the total problem. One of the examples is ‘Read a descriptive text aloud and analyze the main idea(s) of a descriptive text’. It was totally an unacceptable learning objective since it included two verbs, which were ‘read’ and ‘analyze’, in one formulation. Another example is ‘Mengidentifikasi perbendaharaan kosakata sulit yang terdapat dalam undangan resmi dan tak resmi’. Although the learning

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objective has one action verb in a formulation, it includes two kinds of behaviour, which are ‘Mengidentifikasi perbendaharaan kosakata sulit yang terdapat dalam undangan resmi’ and ‘Mengidentifikasi perbendaharaan kosakata sulit yang terdapat dalam undangan tak resmi’. It is better to separate it into two learning objectives since undangan resmi and undangan tak resmi are something different. In another side, the statements of behaviour within participants’ learning objective formulation were sometimes not in accordance with what they meant. It did not represent what participants meant the audience to do in a formulation, for example in the formulation ‘Siswa dapat menganalisa topik yang terdapat dalam rekaman yang telah didengar’, menganalisa was not something like examining the nature of a topic deeply. Menganalisa in that formulation referred to mentioning the topic of a text after listening to the recording.

“…….Jadi intinya lebih ke ide pokok secara -- surat undangan ide pokoknya apa sih, teks ini tentang apa.” (P6) (…….So the essence is on the main idea like -- what is the main idea of the invitation, what is the text about).

This problem was found in 14 learning objectives or 6.11% of the total problem. The next most problem found in participants’ learning objective formulation was that the statement of behaviour had many interpretations. This problem arose because the action verb in the behaviour was not clearly stated. It was not obvious what audience should do in order to accomplish that learning objective, for example in the formulation “To respond a dialogue in procedural

46


learning objective consisting of ‘Siswa dapat membedakan cara menerima dan membatalkan janji’, ‘Siswa dapat menyebutkan contoh kalimat menerima dan membatalkan janji’, and ‘Siswa dapat menemukan informasi penting dalam dialog menerima dan membatalkan janji’ needs to order since they are not in different domain and belong to different level of cognitive domain. The first formulation belongs to the second level, the second formulation belongs to the second level, and the third formulation belongs to the first level. So, the third formulation should be put on the first order. The least problem came from not mentioning competence or skill in the behaviour formulation. Although an action verb was stated in the behaviour, it was neither competence nor skill that audience should achieve. It was a kind of a way to measure that competence or skill. The formulation ‘Siswa mampu menjawab pertanyaan yang berhubungan dengan makna dalam suatu teks recount’ was not appropriate since menjawab pertanyaan did not represent certain competence. It should be clarified to determine what competence audience had been able to do if they could menjawab pertanyaan, for example the behaviour menjawab pertanyaan indicated that the audience was able to identify specific information. Then something that should be written as the behaviour was ‘to identify specific information’, not ‘menjawab pertanyaan’. This problem totaled 3 or 1.31% of the total problem.

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2.

Basic Competence Besides in the formulation itself, problem was also found in the relevancy

between learning objectives related and the Basic Competence. Some learning objectives did not relevant with the Basic Competence in which they derived from. One of the examples was ‘Merespon makna dalam teks monolog sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari dalam teks: recount’ as the Basic Competence. The formulation ‘Siswa dapat mengidentifikasi main idea dari rekaman teks fungsional pendek dan teks monolog sederhana berbentuk recount’ was not appropriate with the Basic Competence since the formulation dealt with ‘teks fungsional pendek’ and ‘teks monolog sederhana berbentuk recount’, whereas the Basic Competence only dealt with ‘teks monolog sederhana teks: recount’. This problem totaled 5 or 2.18% of the total problems.

3.

Activities Activities are needed to provide audience chances to learn and experience

in order to support the achieving of learning objectives. However, some learning objectives did not have any activity to support its achievement. The formulation ‘Siswa mampu menunjukkan penggunaan simple past tense dalam suatu teks recount dengan menjawab pertanyaan yang berhubungan dengan simple past tense tersebut’ (see appendix 2 table 3.4 point 2.o.b) had no activity dealing with simple past tense. The activities stated only dealt with the other learning

45


form titled How to make fruit salad”. That formulation did not clearly mention an observable, measurable action verb which had certain measurement.

“…….Respond tu ya -- maksudnya ngerti dan tau maksudnya isi teksnya itu.” (P11) (…….Respond is -- is to know and to understand the content of the text).

According to participant 11, ‘To respond a dialogue’ was to know and to understand what it was in a text. If that so, there was no clear statement of behaviour to determine whether audience knew and understood the text or not. The formulation still had many interpretations about how to measure if the audience knew or understood the text and what kind of ‘respond’ it was. It could be ‘identify the meaning of difficult words’, ‘identify the main idea of the dialogue’, ‘identify the steps of making fruit salad’, ‘produce another dialogue to continue the previous dialogue’, or many other alternatives. This kind of problem totaled 5 or 2.18% of the total problem. The same amount of problem also transpired for not well-ordered learning objectives problem. It was 2.18% of the total problem. A set of learning objectives that should be ordered are those which have more than one learning objective and they are in the different level (except for psychomotor domain). Learning objectives in the different domain do not need to order. For example, a set of learning objective consists of some formulation like ‘merespon ungkapan mengundang/menawarkan’

and

‘merespon

ungkapan

menyetujui

ajakan/tawaran/undangan’. Those two learning objectives do not need to order because they belong to the same level of cognitive domain. Unless, the set of

48


objectives, which were about reading comprehension. This problem totaled 5 or 2.18% of the total problems. The same amount of problem also happened to the relevancy of learning objectives with the activities. Five problems of their irrelevancy were found. It was about 2.18% of the total problem. The formulation ‘Siswa dapat menyebutkan lima contoh kalimat menerima dan membatalkan janji dengan benar rekaman yang didengar’ (see appendix 2 table 3.4 point 8.o.b) was categorized in this kind of problem since the activity stated was about discussion of text meaning which dealt with listening comprehension. There was no statement of activity for the behaviour ‘menyebutkan lima contoh kalimat menerima dan membatalkan janji’.

4.

Materials Besides activities, materials are also needed to enable audience to achieve

learning objectives through some sequenced activities. However, problem was also found in the relevancy of learning objectives with the materials. There were three problems of their irrelevancy or 1.31% of the total problem. One of the examples was the formulation ‘Siswa dapat membedakan cara menerima dan membatalkan janji’. The material needed for that formulation was actually recording about accepting and canceling appointment. However, material that was provided was a recording about making and canceling appointment. Thus, it did not match with the need of audience to reach the learning objective.

49


5.

Assessments The next problem came from the absence of assessment for learning

objective formulation. This problem totaled 11 or 4.80% of the total problem. The formulation ‘Menganalisa topik yang terdapat dalam rekaman yang telah didengar’ (see appendix 2 table 3.6 point 9.i.a) did not have any assessment to measure how well it was accomplished. Assessment should exist to assess audience’s learning and later to help them accomplish the learning objective. In addition, most learning objectives had had their own assessment, but they were irrelevant. The formulation ‘The students are able to respond and give information’ was irrelevant with the assessment since the assessment was about greeting. Greeting does not have any connection with responding to nor giving information. This problem totaled 5 or 2.18% of the total problem.


CHAPTER V CONCLUSIONS AND SUGGESTIONS

This chapter consists of two sections, which are conclusions and suggestions. The first section includes research findings which answer the problem formulation of this research. The second section gives suggestion for other parties who may be interested in this topic of research.

A.

Conclusions To answer the problem formulation, the researcher analyzed the lesson

plans made by the participants, especially the learning objectives. In accordance with the first problem formulation, it was found that participants’ mastery in formulating learning objectives was various depending on some requirements. Participants’ mastery was good (76.25%) in audience element and insufficient (61.25%) in behaviour element. The degree of insufficient was also acceptable for participants’ mastery in ordering a set of learning objectives (54.55%). However, participants did not master learning objective formulation dealing with condition (7.50%) and degree element (27.50%). In addition, their mastery was very good (93.75%) in formulating learning objectives which were derived from the Basic Competence, very good (86.25%) in formulating learning objectives which were relevant with the activities, very good (96.25%) in formulating learning objectives which were relevant with the materials, and good (78.75%) in formulating learning objectives which were relevant with the assessments.

50

51


Then, to answer the second problem formulation, the researcher analyzed the lesson plans deeper to find out what kinds of problems existing in the learning objectives. From the analysis, it was found that problems were found in every requirement of good learning objectives. From the elements of learning objective formulation itself, there were some problems. 1.

The formulation did not mention the condition.

2.

The formulation did not mention the degree.

3.

The formulation did not mention the audience.

4.

There were more than one kinds of behaviour in one formulation.

5.

The behaviour was not appropriate with what participants’ meant.

6.

The behaviour had many interpretations.

7.

The learning objectives were not well-ordered.

8.

The behaviour did not include competence or skill students should achieve. Other problems came from the irrelevancy between the learning objectives

and the Basic Competence, the learning objectives and the activities, the learning objectives and the materials, and the learning objectives and the assessments. Besides, learning objectives having no activities and assessments were also included as problems in this research. Finally, participants’ teaching preparation in Microteaching class was regarded as good enough. Most of them were able to formulate learning objectives which were derived from Basic Competence and relevant with activities, materials, and assessment. However, they still needed improvement in the clarity

52


and completeness of the components of good learning objective formulation. In brief, participants were ready to be future English teachers in term of their teaching planning and preparation.

B.

Suggestions Based on the research findings, the researcher suggests some suggestions

for lecturers, students, and future researchers. 1.

For lecturers Knowing that some problems were still found in participants’ lesson plans,

lecturers should pay more attention to every participant’s lesson plan and give useful, deep feedback for students dealing with their weaknesses in their learning objectives. Revision can also be done many times based on every student’s needs in order to improve his/her formulation. It aims to provide students chance not only to understand theories of good learning objectives, but also to practice formulating good learning objectives. In a bigger scope, lesson plans are very important since it deals with teacher’s teaching preparation which influences their teaching performance later. Thus, lecturers can conduct a seminar in developing good lesson plans to provide students chance to learn how to develop good lesson plans more.

2.

For students Realizing that some problems were still found in students’ learning

objectives, students are encouraged to learn theories on how to formulate good

53


learning objectives more. It should also be better for them to read examples of lesson plans containing good learning objectives. After that, to have better understanding, practice should be done. The researcher suggests them to have lesson plan consultation with their lecturers. Knowing some problems may occur in their lesson plans, they can revise it in order to have good learning objectives. Peer evaluation can also be done to evaluate other lesson plans. By doing peer evaluation, students are expected to have more knowledge and experience on good learning objectives. They can also learn from others’ strengths and weaknesses. By doing so, they are expected to be able to prepare their teaching performance better.

3.

For future researchers Since this research only deals with learning objectives stated in lesson

plans as the planning and preparation of an instructional design, the researcher recommends other scholars to conduct researches about relevancy of learning objectives with the activities, materials, and assessments in a teaching and learning process. Besides, the researcher also suggests researching on how well the activities, materials, and assessment which are used in the teaching and learning process.










APENDIX 2 The Category of Learning Objectives

62


Participant

Learning Objectives 1

1

2

3

Cognitive 2 3 4 5

6


i. Indicator: a. Siswa dapat menjelaskan langkah retorika dalam teks berbentuk recount. √ b. Siswa dapat mengurutkan paragraf acak sesuai dengan langkah √ retorikanya. c. Siswa dapat mengidentifikasi langkah retorika dalam teks recount. √ d. Siswa dapat menemukan contoh language features dalam teks recount. √ o. Objective: a. Siswa dapat menjelaskan langkah retorika teks recount secara urut. √ b. Siswa dapat menyusun paragraf acak secara urut. √ c. Siswa dapat mengidentifikasi langkah retorika dalam paragraf yang √ sudah disusun dengan benar. d. Siswa dapat menemukan contoh adverb of time and place, chronological √ conjunction, dan simple past tense dalam teks recount berjudul “Joining the Traditional Dance Competition” dengan benar. Comment: According to participant 1, menjelaskan means giving definition and being able to explain the sequence of the rhetorical step. i. Indicator: a. Merespon makna dalam teks recount dengan menjawab pertanyaan√ pertanyaan yang berhubungan dengan teks tersebut. o. Objective: a. Siswa mampu menjawab pertanyaan yang berhubungan dengan makna √ dalam suatu teks recount dengan akurasi 70%. b. Siswa mampu menunjukkan penggunaan simple past tense dalam suatu √ teks recount dengan menjawab pertanyaan yang berhubungan dengan simple past tense tersebut. Comment: According to participant 2, merespon makna means to be able to answer questions. i. Indicator: a. Siswa dapat menyebutkan ungkapan-ungkapan yang digunakan dalam √ mengundang/menawarkan.

63

1

Affective 2 3 4

5


Participant

Learning Objectives 1 √

4

5

Cognitive 2 3 4 5

b. Siswa dapat menyebutkan ungkapan-ungkapan yang digunakan dalam menyetujui ajakan/tawaran/undangan. c. Siswa dapat menirukan kembali dengan tepat dan lancar ungkapanungkapan yang digunakan dalam mengundang/menawarkan berdasarkan rekaman yang telah didengar. d. Siswa dapat menirukan kembali dengan tepat dan lancar ungkapanungkapan yang digunakan dalam menyetujui ajakan/tawaran/undangan berdasarkan rekaman yang telah didengar. o. Objective: a. Merespon ungkapan mengundang/menawarkan √ b. Merespon ungkapan menyetujui ajakan/tawaran/undangan √ Comment: According to participant 3, merespon means giving answer when somebody invites or offers. i. Indicator: a. Menyebutkan ekspresi-ekspresi dalam menerima √ tawaran/ajakan/undangan b. Merespon tawaran/ajakan/undangan dalam konteks role playing √ c. Menggunakan ekspresi-ekspresi dalam menerima undangan dengan √ intonasi yang tepat dalam konteks role playing o. Objective: a. Siswa dapat menyebutkan ekspresi-ekspresi dalam menerima √ tawaran/ajakan/undangan b. Siswa dapat merespon tawaran/ajakan/undangan dalam konteks √ kehidupan sehari-hari c. Siswa dapat menggunakan ekspresi-ekspresi menerima √ undangan/ajakan/tawaran dalam kehidupan sehari-hari Comment: According to participant 4, merespon means to be able to give answer when someone invites or offers. i. Indicator: a. Siswa dapat mengidentifikasi main idea dari rekaman teks fungsional √

64

6

Domain Psychomotor 1 2 3 4 √ √

√ √

√ √ √ √ √ √

1

Affective 2 3 4

5


Participant

6


pendek dan teks monolog sederhana berbentuk recount. b. Siswa dapat merespon makna dari teks fungsional pendek dan teks √ monolog sederhana berbentuk recount dengan menjawab pertanyaanpertanyaan yang berhubungan dengan teks tersebut. o. Objective: a. Siswa mampu mengidentifikasi main idea dari rekaman teks fungsional √ pendek dan teks monolog sederhana berbentuk recount. b. Siswa mampu merespon makna dari teks fungsional pendek dan teks √ monolog sederhana berbentuk recount dengan menjawab pertanyaanpertanyaan yang berhubungan dengan teks tersebut. Comment: According to participant 5, a student can give respond if he can answer questions. i. Indicator: a. Mengidentifikasi perbendaharaan kosakata sulit yang terdapat dalam √ undangan tertulis b. Menganalisa ide pokok yang terdapat dalam undangan tertulis √ c. Menganalisa informasi penting yang terdapat dalam undangan tertulis √ o. Objective: a. Siswa dapat mengidentifikasi perbendaharaan kosakata sulit yang √ terdapat dalam undangan resmi dan tak resmi b. Siswa dapat menganalisa ide pokok yang terdapat dalam undangan resmi √ dan tak resmi c. Siswa dapat menganalisa informasi penting yang terdapat dalam √ undangan resmi dan tak resmi Comment: According to participant 6, menganalisa means to search for and identify main idea and important information. i. Indicator: a. Siswa mampu mengidentifikasi generic structure dari teks recount √ dengan benar. b. Siswa mampu membuat cerita recount secara lisan dari gambar yang √

√


6

7

65

Cognitive 2 3 4 5

1

Affective 2 3 4

5


Participant


8

9

disediakan. o. Objective: a. Mengidentifikasi generic structure dari teks recount dengan benar. b. Membuat cerita recount secara lisan dari gambar yang disediakan. Comment: i. Indicator: a. Siswa dapat membedakan cara menerima dan membatalkan janji. b. Siswa dapat menyebutkan contoh kalimat menerima dan membatalkan janji. c. Siswa dapat menemukan informasi penting dalam dialog menerima dan membatalkan janji. o. Objective: a. Siswa dapat membedakan cara menerima dan membatalkan janji dengan tepat dalam rekaman yang didengar. b. Siswa dapat menyebutkan lima contoh kalimat menerima dan membatalkan janji dengan benar rekaman yang didengar. c. Siswa dapat menemukan informasi penting dalam dialog dalam rekaman menerima dan membatalkan janji dengan tepat. Comment: i. Indicator: a. Menganalisa topik yang terdapat dalam rekaman yang telah didengar b. Menganalisa informasi penting yang terdapat dalam rekaman yang telah didengar o. Objective: a. Siswa dapat menganalisa topik yang terdapat dalam rekaman b. Siswa dapat menganalisa informasi penting yang terdapat dalam rekaman Comment:

66

Cognitive 2 3 4 5

6


√

√

√

√ √ √ √ √ √

√ √ √ √

1

Affective 2 3 4

5


Participant


10

11

Cognitive 2 3 4 5

1

Affective 2 3 4

5 According to participant 9, menganalisa means to be able to identify. i. Indicator: a. Students are able to read a descriptive text aloud with 10% error in √ pronunciation, stress, and intonation. b. Students are able to identify the meaning of difficult words found in √ texts by matching the words with the pictures illustrating them. c. Students are able to identify the antonym of words by matching the √ words with the antonym. d. Students are able to identify the main idea(s) of a descriptive text by √ answering the questions about the texts correctly with less than 10% error. o. Objective: a. The students are able to read a descriptive text aloud with good √ √ pronunciation and analyze the main idea(s) of a descriptive text. Comment: Participant 10 makes mistake in typing the learning objectives. She means descriptive, not narrative (indicator d and objective a). She also states that what she means by analyze is identify or recognize. i. Indicator: a. To respond a dialogue in procedural form titled “How to make fruit salad” appropriately b. To complete the missing words in the procedure text “How to make fruit √ salad” by listening the passage. c. To identify the ingredients which are used in making fruit salad. √ d. To identify the steps in making fruit salad. √ o. Objective: a. In the end of the lesson the students are able to complete the procedure √ text “How to make fruit salad” and to identify the ingredients and steps in making fruit salad. Comment: According to participant 11, respond means understanding the meaning of text in recording.

67

6



Participant


12

13

14

Cognitive 2 3 4 5

i. Indicator: a. The students are able to respond and give information. √ o. Objective: a. Students can respond the greeting of friend and stranger √ Comment: According to participant 12, respond means giving answer when somebody greets. i. Indicator: a. Siswa mampu menjelaskan makna kosakata dalam teks Recount. √ b. Siswa mampu menemukan persamaan kata yang tepat dari kosakata √ dalam teks Recount. c. Siswa mampu menyebutkan informasi penting yang terdapat dalam teks √ Recount. d. Siswa mampu menjelaskan ide pokok dalam teks Recount. √ o. Objective: a. Siswa mampu menjelaskan makna kosakata dalam teks Recount. √ b. Siswa mampu menemukan persamaan kata yang tepat dari kosakata √ dalam teks Recount. c. Siswa mampu menyebutkan informasi penting yang terdapat dalam teks √ Recount. d. Siswa mampu menjelaskan ide pokok dalam teks Recount. √ Comment: According to participant 13, menjelaskan in indicator a and objective a means to identify meaning. i. Indicator: a. Siswa dapat mengidentifikasi informasi umum dan spesifik dari teks √ recount yang didengar. o. Objective: a. Di akhir proses pembelajaran, siswa diharapkan dapat mengidentifikasi √ informasi umum dan spesifik dari teks recount berjudul “Visiting Bali” yang telah didengar. Comment:

68

6

Domain Psychomotor 1 2 3 4 √ √

1

Affective 2 3 4

5


Participant


15

16

17

i. Indicator: a. Siswa dapat menyampaikan teks monolog secara lisan berbentuk recount dengan akurat sesuai dengan struktur yang benar, pemilihan kata yang tepat, ucapan atau lafal yang benar, dan ekspresi yang sesuai. o. Objective: a. Siswa dapat menyampaikan teks monolog secara lisan berbentuk recount dengan akurat sesuai dengan struktur yang benar, pemilihan kata yang tepat, ucapan atau lafal yang benar, dan ekspresi yang sesuai. Comment: i. Indicator: a. Siswa mampu menyebutkan ungkapan yang digunakan dalam undangan tertulis. b. Siswa mampu menyebutkan informasi yang terdapat dalam undangan tertulis. o. Objective: a. Siswa mampu menyebutkan informasi yang terdapat dalam undangan tertulis dengan cara menjawab pertanyaan yang sesuai dengan teks undangan. Comment: i. Indicator: a. Siswa mampu menyebutkan ekspresi yang digunakan dalam menyetujui ajakan/ tawaran/ undangan dengan cara memasangkan ekspresi menyetujui ajakan yang sudah di sediakan oleh guru b. Siswa mampu menggunakan ekspresi menyetujui ajakan/ tawaran/ undangan dalam percakapan dengan cara mempraktikkan secara berpasangan o. Objective:

69

Cognitive 2 3 4 5

6


√

√

√

√

√ √ √

√

√ √

√

1

Affective 2 3 4

5


Participant


18

a. Menggunakan ekspresi menyetujui ajakan/ tawaran/ undangan dalam percakapan dengan partner di dalam kelas Comment: i. Indicator: a. Mampu menemukan informasi penting dari teks yang diperdengarkan. o. Objective: a. Siswa mampu menemukan informasi dari teks yang diperdengarkan dengan mencari ekspresi menyetujui ajakan/tawaran/undangan dalam rekaman yang diperdengarkan b. Siswa mampu menemukan informasi dari teks yang diperdengarkan dengan melengkapi tabel sesuai rekaman yang diperdengarkan. Comment: -

Cognitive 2 3 4 5 √

6

Domain Psychomotor 1 2 3 4 √

1

Affective 2 3 4

5

√ √ √

Table 3.1 Domain and Level of Difficulty

Participant

1

Learning Objectives

Audience

i. Indicator: a. Siswa dapat menjelaskan langkah retorika dalam teks berbentuk recount. b. Siswa dapat mengurutkan paragraf acak sesuai dengan langkah retorikanya. c. Siswa

dapat

Formulation Condition

Behaviour

a. siswa

√

b. siswa

√

c. siswa

√

Degree

a. menjelaskan √ langkah retorika dalam teks berbentuk recount b. mengurutkan √ paragraf acak

a. -

x

b. -

x

c. mengidentifikasi

c. -

x

√

70

a. -

b. sesuai dengan langkah retorikany a c. -

Order x

√

x

x

Comment The indicators are not wellordered. Indicators b, c and d are easier than indicators a. They are in the same level and indicator a is the most difficult.


Participant

Learning Objectives mengidentifikasi langkah retorika dalam teks recount. d. Siswa dapat menemukan contoh language features dalam teks recount. o. Objective: a. Siswa dapat menjelaskan langkah retorika teks recount secara urut. b. Siswa dapat menyusun paragraf acak secara urut. c. Siswa dapat mengidentifikasi langkah retorika dalam paragraf yang sudah disusun dengan benar. d. Siswa dapat menemukan contoh adverb of time and place, chronological conjunction, dan simple past tense dalam teks recount berjudul “Joining the Traditional Dance Competition” dengan benar.

2

Audience

Behaviour langkah retorika dalam teks recount


Degree

Order

d. siswa

√

d. menemukan contoh √ language features dalam teks recount

d. -

x

d. -

x

a. siswa

√

a. menjelaskan √ langkah retorika teks recount

a. -

x

a. secara urut

√

b. siswa

√

b. menyusun paragraf √ acak

b. -

x

b. secara urut

√

c. mengidentifikasi √ langkah retorika dalam paragraf yang sudah disusun

c. -

d. menemukan contoh adverb of time and √ place, chronological conjunction, dan simple past tense dalam teks recount berjudul “Joining the Traditional Dance Competition”

d. -

c. siswa

d. siswa

√

√

i. Indicator:

x

c. dengan benar

√

x x

d. dengan benar

√

Comment

The objectives are not wellordered. Objective b, c and d are easier than objective a. They are in the same level and objective a is the most difficult.

There is only

71


Participant

Learning Objectives a. Merespon makna dalam teks recount dengan menjawab pertanyaanpertanyaan yang berhubungan dengan teks tersebut.

3

o. Objective: a. Siswa mampu menjawab pertanyaan yang berhubungan dengan makna dalam suatu teks recount dengan akurasi 70%. b. Siswa mampu menunjukkan penggunaan simple past tense dalam suatu teks recount dengan menjawab pertanyaan yang berhubungan dengan simple past tense tersebut. i. Indicator: a. Siswa dapat menyebutkan

Audience a. x

a. siswa

√

b. siswa

√

a. siswa

√

Behaviour a. merespon makna x dalam teks recount dengan menjawab pertanyaanpertanyaan yang berhubungan dengan teks tersebut

Formulation Condition a. -

Degree x

a. -

x

x

a. dengan akurasi 70%

√

Order -

a. menjawab x pertanyaan yang berhubungan dengan makna dalam suatu teks recount b. menunjukkan √ penggunaan simple past tense dalam suatu teks recount dengan menjawab pertanyaan yang berhubungan dengan simple past tense tersebut

a. -

b. -

x

b. -

x

√

a. menyebutkan ungkapan-

a. -

x

a. -

x

-

√

72

Comment one formulation. No need to order. However, participant 2 makes mistake in putting his idea into word. What he means by merespon makna is to give answer.

The objectives are wellordered. Objective a is easier than objective b. However, objective a doesn’t tell what skill students should show.

Indicator a and b belong to


Participant

Learning Objectives ungkapan-ungkapan yang digunakan dalam mengundang/menawark an. b. Siswa dapat menyebutkan ungkapan-ungkapan yang digunakan dalam menyetujui ajakan/tawaran/undang an. c. Siswa dapat menirukan kembali dengan tepat dan lancar ungkapanungkapan yang digunakan dalam mengundang/menawark an berdasarkan rekaman yang telah didengar. d. Siswa dapat menirukan kembali dengan tepat dan lancar ungkapanungkapan yang digunakan dalam menyetujui ajakan/tawaran/undang an berdasarkan rekaman yang telah didengar. o. Objective: a. Merespon ungkapan

Audience

b. siswa

√

c. siswa

√

d. siswa

√

a. -

x

Behaviour ungkapan yang digunakan dalam mengundang/mena warkan b. menyebutkan √ ungkapanungkapan yang digunakan dalam menyetujui ajakan/tawaran/und angan c. menirukan kembali √ ungkapanungkapan yang digunakan dalam mengundang/mena warkan


b. -

Degree

x

b. -

Order

different domain with indicators c and d. However, indicators a and b do not need to be ordered since they are in the same level, so are indicators c and d.

x

c. berdasarkan √ rekaman yang telah didengar

c. dengan √ tepat dan lancar

d. menirukan kembali √ ungkapanungkapan yang digunakan dalam menyetujui ajakan/tawaran/und angan

d. berdasarkan √ rekaman yang telah didengar

d. dengan √ tepat dan lancar

a. merespon ungkapan √

a. -

a. -

-

73

x

x

Comment

The objectives are in the same


Participant

4

Learning Objectives mengundang/menawark an b. Merespon ungkapan menyetujui ajakan/tawaran/undang an i. Indicator: a. Menyebutkan ekspresiekspresi dalam menerima tawaran/ajakan/undang an b. Merespon tawaran/ajakan/undang an dalam konteks role playing c. Menggunakan ekspresiekspresi dalam menerima undangan dengan intonasi yang tepat dalam konteks role playing o. Objective: a. Siswa dapat menyebutkan ekspresiekspresi dalam menerima tawaran/ajakan/undang an b. Siswa dapat merespon tawaran/ajakan/undang an dalam konteks

Audience b. -

x

a. -

x

b. -

x

Behaviour mengundang/mena warkan b. merespon ungkapan √ menyetujui ajakan/tawaran/und angan


Degree

Order

b. -

x

b. -

x

a. menyebutkan √ ekspresi-ekspresi dalam menerima tawaran/ajakan/und angan b. merespon √ tawaran/ajakan/und angan

a. -

x

a. -

x

b. dalam konteks √ role playing

b. -

x

c. -

x

c. menggunakan √ ekspresi-ekspresi dalam menerima undangan

c. dalam konteks √ role playing

c. dengan intonasi yang tepat

√

a. siswa

√

a. menyebutkan √ ekspresi-ekspresi dalam menerima tawaran/ajakan/und angan

a. -

a. -

x

b. merespon tawaran/ajakan/und angan

b. dalam konteks √ kehidupan sehari-hari

b. siswa

√

74

√

x

b. -

x

Comment level and domain. They don’t need to be ordered.

√

The objectives are wellordered.

√

The objectives are wellordered.


Participant

5

Learning Objectives kehidupan sehari-hari c. Siswa dapat menggunakan ekspresiekspresi menerima undangan/ajakan/tawar an dalam kehidupan sehari-hari i. Indicator: a. Siswa dapat mengidentifikasi main idea dari rekaman teks fungsional pendek dan teks monolog sederhana berbentuk recount. b. Siswa dapat merespon makna dari teks fungsional pendek dan teks monolog sederhana berbentuk recount dengan menjawab pertanyaanpertanyaan yang berhubungan dengan teks tersebut. o. Objective: a. Siswa mampu mengidentifikasi main idea dari rekaman teks fungsional pendek dan teks monolog

Audience


Behaviour

c. siswa

√

c. menggunakan ekspresi-ekspresi menerima undangan/ajakan/ta waran

a. siswa

√

b. siswa

a. siswa

√

√

Order

c. dalam kehidupan sehari-hari

√

c. -

x

a. mengidentifikasi √ main idea dari rekaman teks fungsional pendek dan teks monolog sederhana berbentuk recount b. merespon makna x dari teks fungsional pendek dan teks monolog sederhana berbentuk recount dengan menjawab pertanyaanpertanyaan yang berhubungan dengan teks tersebut

a. -

x

a. -

x

a. mengidentifikasi √ main idea dari rekaman teks fungsional pendek dan teks monolog

a. -

75

√

Degree

b. -

x

x

b. -

a. -

Comment

-

Participant 5 makes mistake in putting his idea into word. What he means by merespon makna is to give answer.

-

Participant 5 What he means by merespon makna is to give answer.

x

x


Participant

Learning Objectives sederhana berbentuk recount. b. Siswa mampu merespon makna dari teks fungsional pendek dan teks monolog sederhana berbentuk recount dengan menjawab pertanyaanpertanyaan yang berhubungan dengan teks tersebut. i. Indicator: a. Mengidentifikasi perbendaharaan kosakata sulit yang terdapat dalam undangan tertulis b. Menganalisa ide pokok yang terdapat dalam undangan tertulis

Audience b. siswa

√

a. -

x

b. -

x

c. -

x

a. siswa

√

6 c. Menganalisa informasi penting yang terdapat dalam undangan tertulis o. Objective: a. Siswa dapat mengidentifikasi perbendaharaan

Behaviour sederhana berbentuk recount b. merespon makna x dari teks fungsional pendek dan teks monolog sederhana berbentuk recount dengan menjawab pertanyaanpertanyaan yang berhubungan dengan teks tersebut


Degree

Order

b. -

x

b. -

x

a. mengidentifikasi √ perbendaharaan kosakata sulit yang terdapat dalam undangan tertulis b. menganalisa ide x pokok yang terdapat dalam undangan tertulis c. menganalisa x informasi penting yang terdapat dalam undangan tertulis

a. -

x

a. -

x

b. -

x

b. -

x

c. -

x

c. -

x

a. mengidentifikasi perbendaharaan kosakata sulit yang

a. -

x

a. -

x

76

√

-

-

Comment

The terms kosakata sulit (difficult vocabulary) in the first formulation cannot be judged as the same for one another. Each student has his own measurement. A vocabulary may be difficult for a student, but easy for another.


Participant

7

Learning Objectives kosakata sulit yang terdapat dalam undangan resmi dan tak resmi b. Siswa dapat menganalisa ide pokok yang terdapat dalam undangan resmi dan tak resmi c. Siswa dapat menganalisa informasi penting yang terdapat dalam undangan resmi dan tak resmi i. Indicator: a. Siswa mampu mengidentifikasi generic structure dari teks recount dengan benar. b. Siswa mampu membuat cerita recount secara lisan dari gambar yang disediakan. o. Objective: a. Mengidentifikasi generic structure dari teks recount dengan benar. b. Membuat cerita recount secara lisan dari gambar yang

Audience


Behaviour terdapat dalam undangan resmi dan tak resmi

b. siswa

√

c. siswa

√

a. siswa

√

Degree

Order

b. menganalisa ide x pokok yang terdapat dalam undangan resmi dan tak resmi c. menganalisa x informasi penting yang terdapat dalam undangan resmi dan tak resmi

b. -

x

b. -

x

c. -

x

c. -

x

a. mengidentifikasi generic structure dari teks recount

a. -

x

a. dengan benar

√

√

Moreover, participant 6 makes mistake in putting his idea into word. What he means is identify, but he writes it as analyze.

√ b. siswa

√

b. membuat cerita recount secara lisan dari gambar yang disediakan

√

b. -

x

b. -

x

a. -

x

a. mengidentifikasi √ generic structure dari teks recount

a. -

x

a. dengan benar

√

b. membuat cerita √ recount secara lisan dari gambar yang

b. -

b. -

x

77

√ x

b. -

x

Comment

The learning objectives are formulated well. It begins with the easiest one then moves to the more difficult one.


Participant

8

Learning Objectives disediakan. i. Indicator: a. Siswa dapat membedakan cara menerima dan membatalkan janji. b. Siswa dapat menyebutkan contoh kalimat menerima dan membatalkan janji. c. Siswa dapat menemukan informasi penting dalam dialog menerima dan membatalkan janji. o. Objective: a. Siswa dapat membedakan cara menerima dan membatalkan janji dengan tepat dalam rekaman yang didengar. b. Siswa dapat menyebutkan lima contoh kalimat menerima dan membatalkan janji dengan benar rekaman yang didengar. c. Siswa dapat menemukan informasi penting dalam dialog

Audience


Behaviour disediakan

Degree

Order

a. siswa

√

a. membedakan cara x menerima dan membatalkan janji

a. -

x

a. -

x

b. siswa

√

b. menyebutkan √ contoh kalimat menerima dan membatalkan janji c. menemukan √ informasi penting dalam dialog menerima dan membatalkan janji

b. -

x

b. -

x

c. -

x

c. -

x

a. membedakan cara √ menerima dan membatalkan janji dalam rekaman yang didengar

a. -

x

a. dengan tepat

√

c. siswa

√

a. siswa

√

x

b. siswa

√

b. menyebutkan lima √ contoh kalimat menerima dan membatalkan janji rekaman yang didengar

b. -

x

b. dengan benar

√

c. siswa

√

c. menemukan √ informasi penting dalam dialog dalam

c. -

x

c. dengan tepat

√

78

x

Comment

The indicators are not ordered well. Indicator c is the easiest.

The objectives are not ordered well. Objective c is the easiest and objective a is the most difficult. Objective b is between them.


Participant

Learning Objectives dalam rekaman menerima dan membatalkan janji dengan tepat. i. Indicator: a. Menganalisa topik yang terdapat dalam rekaman yang telah didengar

9

10

b. Menganalisa informasi penting yang terdapat dalam rekaman yang telah didengar o. Objective: a. Siswa dapat menganalisa topik yang terdapat dalam rekaman b. Siswa dapat menganalisa informasi penting yang terdapat dalam rekaman i. Indicator: a. Students are able to read a descriptive text aloud with 10% error in pronunciation, stress, and intonation. b. Students are able to identify the meaning of

Audience

Behaviour rekaman menerima dan membatalkan janji

a. -

x

b. -

x

a. siswa

√

b. siswa

√

a. studen ts

√

b. studen ts

√


Degree

Order

a. Menganalisa topik x yang terdapat dalam rekaman yang telah didengar b. Menganalisa x informasi penting yang terdapat dalam rekaman yang telah didengar

a. -

x

a. -

x

b. -

x

b. -

x

a. menganalisa topik x yang terdapat dalam rekaman b. menganalisa x informasi penting yang terdapat dalam rekaman

a. -

x

a. -

x

b. -

x

b. -

x

a. read a descriptive √ text aloud

a. -

x

a. with 10% error in pronunciat ion, stress, and intonation b. -

√

b. identify the √ meaning of difficult

79

b. -

x

-

-

x x

Comment

The learning objectives are in the same level and domain. No need to order. However, participant 9 makes mistake in putting his idea into word. What he means is identify or recognize, but he writes it as menganalisa. Indicator a belongs to different domain with indicator a, b, and c. However, the order of indicator a, b,


Participant

Learning Objectives

Audience

difficult words found in texts by matching the words with the pictures illustrating them. c. Students are able to identify the antonym of words by matching the words with the antonym. d. Students are able to identify the main idea(s) of a descriptive text by answering the questions about the texts correctly with less than 10% error. o. Objective: a. The students are able to read a descriptive text aloud with good pronunciation and analyze the main idea(s) of a narrative text.

c. studen ts

√

d. studen ts

√

a. the studen ts

√

Behaviour words found in texts by matching the words with the pictures illustrating them c. identify the √ antonym of words by matching the words with the antonym d. identify the main √ idea(s) of a descriptive text by answering the questions about the texts a. read a descriptive x text aloud and analyze the main idea(s) of a narrative text


Degree

Order

and c is wrong. Indicator c is the easiest of those three. c. -

x

c. -

x

d. -

x

d. correctly with less than 10% error

√

a. -

x

a. with good pronunciat ion

√

-

80

Comment

This objective contains more two action verbs. It needs to be separated into two objectives containing an action verb each. Moreover, participant 10 makes mistake in putting his


Participant

11

Learning Objectives

i. Indicator: a. To respond a dialogue in procedural form titled “How to make fruit salad” appropriately b. To complete the missing words in the procedure text “How to make fruit salad” by listening the passage. c. To identify the ingredients which are used in making fruit salad. d. To identify the steps in making fruit salad.

Audience


Behaviour

Degree

Order

a. -

x

a. respond a dialogue x in procedural form titled “How to make fruit salad”

a. -

x

a. appropriat ely

√

b. -

x

b. complete the x missing words in the procedure text “How to make fruit salad” by listening the passage c. identify the √ ingredients which are used in making fruit salad d. identify the steps in √ making fruit salad

b. -

x

b. -

x

c. -

x

d. -

x

81

c. -

x

c. -

x

d. -

x

d. -

x

Comment idea into word. What he means is identify or recognize, but he writes it as analyze. However, there is no need to order it since there is only one objective. No need to order. They are in the same level. However, participant 11 makes mistake in formulating indicator a. What he means by respond is to understand. So, there is no assessment to measure whether students can respond and understand or not. And for indicator b, participant 11


Participant

Learning Objectives

o. Objective: a. In the end of the lesson the students are able to complete the procedure text “How to make fruit salad” and to identify the ingredients and steps in making fruit salad.

Audience

a. the studen ts


Behaviour

√

a. complete the x procedure text “How to make fruit salad” and to identify the ingredients and steps in making fruit salad

a. -

Degree

x

a. -

Order

x

-

12

i. Indicator: a. The students are able to respond and give information.

a. the studen ts

√

a. respond and give x information

a. -

x

a. -

x -

82

Comment does not mention what skill students should show. This objective contains more than one action verb. It should be separated into two objectives containing one action verb each. However, there is no need to order it since there is only one objective. And for indicator b, participant 11 does not mention what skill students should show. This indicator contains two action verbs. It should be separated into two indicators


Participant

Learning Objectives

o. Objective: a. Students can respond the greeting of friend and stranger

13

i. Indicator: a. Siswa mampu menjelaskan makna kosakata dalam teks Recount. b. Siswa mampu menemukan persamaan kata yang tepat dari kosakata dalam teks Recount.

Audience


Behaviour

a. studen ts

√

a. siswa

b. siswa

Degree

a. respond the √ greeting of friend and stranger

a. -

√

a. menjelaskan makna x kosakata dalam teks Recount

a. -

x

a. -

x

√

b. menemukan √ persamaan kata dari kosakata dalam teks Recount

b. -

x

b. yang tepat

√

83

x

a. -

Order

x -

-

Comment containing one action verb each. Moreover, participant 12 makes mistake in formulating indicator a. What he means by respond is to answer greeting. However, there is no need to order it since there is only one indicator. There is only one formulation. No need to order. Participant 13 makes mistake in formulating indicator a, d and objective a, d. What he means by menjelaskan is to identify meaning.


Participant

14

Learning Objectives c. Siswa mampu menyebutkan informasi penting yang terdapat dalam teks Recount. d. Siswa mampu menjelaskan ide pokok dalam teks Recount. o. Objective: a. Siswa mampu menjelaskan makna kosakata dalam teks Recount. b. Siswa mampu menemukan persamaan kata yang tepat dari kosakata dalam teks Recount. c. Siswa mampu menyebutkan informasi penting yang terdapat dalam teks Recount. d. Siswa mampu menjelaskan ide pokok dalam teks Recount. i. Indicator: a. Siswa dapat mengidentifikasi informasi umum dan spesifik dari teks recount yang didengar.

Audience c. siswa √

Behaviour c. menyebutkan √ informasi penting yang terdapat dalam teks Recount d. menjelaskan ide x pokok dalam teks Recount

Formulation Condition c. -

Degree

Order

x

c. -

x

d. -

x

d. -

x

d. siswa

√

a. siswa

√

a. menjelaskan makna x kosakata dalam teks Recount

a. -

x

a. -

x

b. siswa

√

b. menemukan √ persamaan kata dari kosakata dalam teks Recount

b. -

x

b. yang tepat

√

c. menyebutkan √ informasi penting yang terdapat dalam teks Recount d. menjelaskan ide x pokok dalam teks Recount

c. -

x

c. -

x

d. -

x

d. -

x

a. mengidentifikasi x informasi umum dan spesifik dari teks recount yang didengar

a. -

x

a. -

x

c. siswa

√

d. siswa

√

a. siswa

√

84

Comment

-

-

There is only one formulation. No need to order. However, the indicator


Participant

Learning Objectives

Audience


Behaviour

Degree

Order

Comment should be separated into two since it contains two different things; informasi umum dan spesifik.

o. Objective: a. Di akhir proses pembelajaran, siswa diharapkan dapat mengidentifikasi informasi umum dan spesifik dari teks recount berjudul “Visiting Bali” yang telah didengar.

15

i. Indicator: a. Siswa dapat menyampaikan teks monolog secara lisan berbentuk recount dengan akurat sesuai

a. siswa

√

a. mengidentifikasi x informasi umum dan spesifik dari teks recount berjudul “Visiting Bali” yang telah didengar

a. -

x

a. -

x

-

a. siswa

√

a. menyampaikan teks √ monolog secara lisan berbentuk recount

85

a. -

x

a. dengan akurat sesuai dengan struktur

√ -

There is only one formulation. No need to order. However, the objective should be separated into two since it contains two different things; informasi umum dan spesifik. There is only one formulation. No need to order.


Participant

Learning Objectives

Audience


Behaviour

Degree yang benar, pemilihan kata yang tepat, ucapan atau lafal yang benar, dan ekspresi yang sesuai

dengan struktur yang benar, pemilihan kata yang tepat, ucapan atau lafal yang benar, dan ekspresi yang sesuai.

o. Objective: a. Siswa dapat menyampaikan teks monolog secara lisan berbentuk recount dengan akurat sesuai dengan struktur yang benar, pemilihan kata yang tepat, ucapan atau lafal yang benar, dan ekspresi yang sesuai.

16

i. Indicator: a. Siswa

mampu

a. siswa

a. siswa

√

√

a. menyampaikan teks √ monolog secara lisan berbentuk recount

a. menyebutkan

√

86

a. -

a. -

x

x

Order

a. dengan akurat sesuai dengan struktur yang benar, pemilihan kata yang tepat, ucapan atau lafal yang benar, dan ekspresi yang sesuai

√

a. -

x

-

-

Comment

There is only one formulation. No need to order.

What participant


Participant

Learning Objectives menyebutkan ungkapan yang digunakan dalam undangan tertulis. b. Siswa mampu menyebutkan informasi yang terdapat dalam undangan tertulis. o. Objective: a. Siswa mampu menyebutkan informasi yang terdapat dalam undangan tertulis dengan cara menjawab pertanyaan yang sesuai dengan teks undangan.

17

i. Indicator: a. Siswa mampu menyebutkan ekspresi yang digunakan dalam menyetujui ajakan/ tawaran/ undangan dengan cara memasangkan ekspresi menyetujui ajakan yang sudah di sediakan oleh guru b. Siswa mampu menggunakan ekspresi menyetujui ajakan/

Audience

b. siswa

√

a. siswa

√

a. siswa

b. siswa

√

√

Behaviour ungkapan yang digunakan dalam undangan tertulis b. menyebutkan √ informasi yang terdapat dalam undangan tertulis


Degree

Order

means by ungkapan is vocabulary. b. -

x

b. -

x

a. menyebutkan √ informasi yang terdapat dalam undangan tertulis dengan cara menjawab pertanyaan yang sesuai dengan teks undangan

a. -

x

a. -

x

a. menyebutkan √ ekspresi yang digunakan dalam menyetujui ajakan/ tawaran/ undangan dengan cara memasangkan ekspresi menyetujui ajakan yang sudah di sediakan oleh guru b. menggunakan √ ekspresi menyetujui ajakan/ tawaran/

a. -

87

Comment

-

x

a. -

x

√

b. -

x

b. -

There is only one formulation. No need to order.

x

The objectives are formulated well. It begins with the easiest one then moves to the more difficult one.


Participant

Learning Objectives tawaran/ undangan dalam percakapan dengan cara mempraktikkan secara berpasangan o. Objective: a. Menggunakan ekspresi menyetujui ajakan/ tawaran/ undangan dalam percakapan dengan partner di dalam kelas i. Indicator: a. Mampu menemukan informasi penting dari teks yang diperdengarkan.

18

o. Objective: a. Siswa mampu menemukan informasi dari teks yang diperdengarkan dengan mencari ekspresi menyetujui ajakan/tawaran/undang an dalam rekaman yang diperdengarkan b. Siswa

mampu

Audience

a. -

a. -

a. siswa

b. siswa

Behaviour undangan dalam percakapan dengan cara mempraktikkan secara berpasangan x

x

√

√


a. menggunakan √ ekspresi menyetujui ajakan/ tawaran/ undangan dalam percakapan dengan partner di dalam kelas

a. -

a. menemukan √ informasi penting dari teks yang diperdengarkan

a. -

a. menemukan √ informasi dari teks yang diperdengarkan dengan mencari ekspresi menyetujui ajakan/tawaran/und angan dalam rekaman yang diperdengarkan b. menemukan √

a. -

88

Degree

x

a. -

Order

x -

x

a. -

x -

x

a. -

x

b. -

There is only one formulation. No need to order. There is only one formulation. No need to order.

x

-

b. -

Comment

x

The objectives are formulated well. It begins with the easiest one then moves to the more difficult one.


Participant

Learning Objectives

Audience

menemukan informasi dari teks yang diperdengarkan dengan melengkapi tabel sesuai rekaman yang diperdengarkan.

Behaviour informasi dari teks yang diperdengarkan dengan melengkapi tabel sesuai rekaman yang diperdengarkan


Degree

Order

Comment

Table 3.2 Audience, Behaviour, Condition, Degree, and Order Participant

1

Skill

Membaca

Basic Competence

Merespon makna dan langkah retorika teks tulis esei secara akurat, lancar dan berterima dalam konteks kehidupan seharihari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk recount.

Learning Objectives i. Indicator: a. Siswa dapat menjelaskan langkah retorika dalam teks berbentuk recount. b. Siswa dapat mengurutkan paragraf acak sesuai dengan langkah retorikanya. c. Siswa dapat mengidentifikasi langkah retorika dalam teks recount. d. Siswa dapat menemukan contoh language features dalam teks recount. o. Objective: a. Siswa dapat menjelaskan langkah retorika teks recount secara urut. b. Siswa dapat menyusun paragraf acak secara urut. c. Siswa dapat mengidentifikasi langkah retorika dalam paragraph yang sudah disusun dengan benar. d. Siswa dapat menemukan contoh adverb of time and place, chronological conjunction,

89


Comment

√ √ √ √ √ √ √ √

The learning objectives are relevant with the Basic Competence.


Participant

2

3

Skill

Membaca

Mendengarka n

Basic Competence

Merespon makna dan langkah retorika teks tulis esei secara akurat, lancar dan berterima dalam konteks kehidupan seharihari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk: recount, narrative, dan procedure

Merespon makna yang terdapat dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi yang menggunakan ragam bahasa lisan sederhana secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan melibatnkan tindak tutur: mengundang/menawarkan, menyetujui ajakan/tawaran/undangan

Learning Objectives dan simple past tense, dalam teks recount berjudul “Joining the Traditional Dance Competition” dengan benar. i. Indicator: a. Merespon makna dalam teks recount dengan menjawab pertanyaan-pertanyaan yang berhubungan dengan teks tersebut. o. Objective: a. Siswa mampu menjawab pertanyaan yang berhubungan dengan makna dalam suatu teks recount dengan akurasi 70%. b. Siswa mampu menunjukkan penggunaan simple past tense dalam suatu teks recount dengan menjawab pertanyaan yang berhubungan dengan simple past tense tersebut. i. Indicator: a. Siswa dapat menyebutkan ungkapanungkapan yang digunakan dalam mengundang/menawarkan. b. Siswa dapat menyebutkan ungkapanungkapan yang digunakan dalam menyetujui ajakan/tawaran/undangan. c. Siswa dapat menirukan kembali dengan tepat dan lancar ungkapan-ungkapan yang digunakan dalam mengundang/menawarkan berdasarkan rekaman yang telah didengar. d. Siswa dapat menirukan kembali dengan tepat dan lancar ungkapan-ungkapan yang digunakan dalam menyetujui ajakan/tawaran/undangan berdasarkan

90


Comment

√

√ √

Simple past tense is used in recount text. So the learning objectives are relevant with the Basic Competence.

√ √ √

√



Participant

Skill

Basic Competence

Learning Objectives


Comment

rekaman yang telah didengar.

4

5

Berbicara

Mendengarka n

Mengungkapkan makna dalam percakapan interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancer dan berterima dengan menggunakan ragam bahasa lisan sederhana dalam konteks kehidupan seharihari dan melibatkan tindak tutur: menyetujui ajakan/tawaran/undangan

Merespon makna dalam teks monolog sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar dan

o. Objective: a. Merespon ungkapan mengundang/menawarkan b. Merespon ungkapan menyetujui ajakan/tawaran/undangan i. Indicator: a. Menyebutkan ekspresi-ekspresi dalam menerima tawaran/ajakan/undangan b. Merespon tawaran/ajakan/undangan dalam konteks role playing c. Menggunakan ekspresi-ekspresi dalam menerima undangan dengan intonasi yang tepat dalam konteks role playing o. Objective: a. Siswa dapat menyebutkan ekspresiekspresi dalam menerima tawaran/ajakan/undangan b. Siswa dapat merespon tawaran/ajakan/undangan dalam konteks kehidupan sehari-hari c. Siswa dapat menggunakan ekspresiekspresi menerima undangan/ajakan/tawaran dalam kehidupan sehari-hari i. Indicator: a. Siswa dapat mengidentifikasi main idea dari rekaman teks fungsional pendek dan teks monolog sederhana berbentuk

91

√ √ √ √ √

√


√ √

x

The learning objective formulation includes teks fungsional pendek, whereas teks fungsional pendek is not


Participant

Skill

Basic Competence berterima dalam berbagai konteks kehidupan sehari-hari dalam teks: recount.

6

Membaca

Merespon makna dalam teks tulis fungsional pendek dalam bentuk undangan resmi dan tak resmi secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan.

Learning Objectives recount. b. Siswa dapat merespon makna dari teks fungsional pendek dan teks monolog sederhana berbentuk recount dengan menjawab pertanyaan-pertanyaan yang berhubungan dengan teks tersebut. o. Objective: a. Siswa mampu mengidentifikasi main idea dari rekaman teks fungsional pendek dan teks monolog sederhana berbentuk recount. b. Siswa mampu merespon makna dari teks fungsional pendek dan teks monolog sederhana berbentuk recount dengan menjawab pertanyaan-pertanyaan yang berhubungan dengan teks tersebut. i. Indicator: a. Mengidentifikasi perbendaharaan kosakata sulit yang terdapat dalam undangan tertulis b. Menganalisa ide pokok yang terdapat dalam undangan tertulis c. Menganalisa informasi penting yang terdapat dalam undangan tertulis o. Objective: a. Siswa dapat mengidentifikasi perbendaharaan kosakata sulit yang terdapat dalam undangan resmi dan tak resmi b. Siswa dapat menganalisa ide pokok yang terdapat dalam undangan resmi dan tak resmi c. Siswa dapat menganalisa informasi penting

92

Relevant with Basic Competence x

Comment discussed in the Competence stated.

Basic

x

x

√ √ √ √

√ √



Participant

Skill

Basic Competence

Learning Objectives


Comment

yang terdapat dalam undangan resmi dan tak resmi

7

8

Berbicara

Mendengarka n

Mengungkapkan makna dalam teks monolog sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari dalam teks berbentuk: recount.

Merespon makna yang terdapat dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi yang menggunakan ragam bahasa lisan sederhana secara akurat, lancer dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: berkenalan, bertemu/berpisah, menyetujui ajakan/tawaran/undangan, menerima janji, dan membatalkan janji.

i. Indicator: a. Siswa mampu mengidentifikasi generic structure dari teks recount dengan benar. b. Siswa mampu membuat cerita recount secara lisan dari gambar yang disediakan. o. Objective: a. Mengidentifikasi generic structure dari teks recount dengan benar. b. Membuat cerita recount secara lisan dari gambar yang disediakan. i. Indicator: a. Siswa dapat membedakan cara menerima dan membatalkan janji. b. Siswa dapat menyebutkan contoh kalimat menerima dan membatalkan janji. c. Siswa dapat menemukan informasi penting dalam dialog menerima dan membatalkan janji. o. Objective: a. Siswa dapat membedakan cara menerima dan membatalkan janji dengan tepat dalam rekaman yang didengar. b. Siswa dapat menyebutkan lima contoh kalimat menerima dan membatalkan janji dengan benar rekaman yang didengar. c. Siswa dapat menemukan informasi penting dalam dialog dalam rekaman menerima dan membatalkan janji dengan tepat.

93

√ √ √


√ √ √ √

√ √ √



Participant

9

10

Skill

Mendengarka n

Membaca

Basic Competence

Merespon makna dalam teks monolog sederhana yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari dalam teks berbentuk: recount.

a. Students are able to read aloud simple essays in form of descriptive text that is related to the context of daily life with acceptable pronunciation, stress, and intonation. b. Students are able to respond to rhetoric meaning and step in short simple essays accurately, fluently, and acceptably related to the context of daily life in form of descriptive text.

Learning Objectives i. Indicator: a. Menganalisa topik yang terdapat dalam rekaman yang telah didengar b. Menganalisa informasi penting yang terdapat dalam rekaman yang telah didengar o. Objective: a. Siswa dapat menganalisa topik yang terdapat dalam rekaman b. Siswa dapat menganalisa informasi penting yang terdapat dalam rekaman i. Indicator: a. Students are able to read a descriptive text aloud with 10% error in pronunciation, stress, and intonation. b. Students are able to identify the meaning of difficult words found in texts by matching the words with the pictures illustrating them. c. Students are able to identify the antonym of words by matching the words with the antonym. d. Students are able to identify the main idea(s) of a descriptive text by answering the questions about the texts correctly with less than 10% error. o. Objective: a. The students are able to read a descriptive text aloud with good pronunciation and analyze the main idea(s) of a descriptive text.

94


Comment

√ √ The learning objectives are relevant with the Basic Competence. √ √ √ √

√ √

√



Participant

11

12

Skill

Mendengarka n

Mendengarka n

Basic Competence

Responding the meaning in a simple short dialogue, using oral language accurately, fluently, and acceptable to interact with the closest environment in form of procedure texts.

Learning Objectives i. Indicator: a. To respond a dialogue in procedural form titled “How to make fruit salad” appropriately b. To complete the missing words in the procedure text “How to make fruit salad” by listening the passage. c. To identify the ingredients which are used in making fruit salad. d. To identify the steps in making fruit salad. o. Objective: a. In the end of the lesson the students are able to complete the procedure text “How to make fruit salad” and to identify the ingredients and steps in making fruit salad. i. Indicator: a. The students are able to respond and give information.

a. To respond the meaning in speaking of transactional (to get things done) and interpersonal (socializing) simple with accurately, fluently, and acceptable to interact to the environment with speaking; asking and giving the truth and also revealing and responding o. Objective: the doubt. a. Students can respond the greeting of friend b. To respond idea’s and stranger meaning in the functional verbal text which acceptable to the other.

95


Comment

√ √ √


√ √

x

√

The indicator is not relevant with the Basic Competence. The Basic Competence is not talking about giving and responding to information. Moreover, it is not stated clear enough what kind of information students should respond and give. However, participant 12 states that information means greeting. Greeting is included in functional text. The objective is relevant with the Basic Competence.


Participant

13

14

Skill

Membaca

Mendengarka n

Basic Competence

Merespon makna dan langkah retorika teks tulis esei secara akurat, lancar dan berterima dalam konteks kehidupan seharihari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk: recount.

Merespon makna dalam teks monolog sederhana yang menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima dalam berbagai konteks kehidupan sehari-hari dalam teks: recount.

Learning Objectives i. Indicator: a. Siswa mampu menjelaskan makna kosakata dalam teks Recount. b. Siswa mampu menemukan persamaan kata yang tepat dari kosakata dalam teks Recount. c. Siswa mampu menyebutkan informasi penting yang terdapat dalam teks Recount. d. Siswa mampu menjelaskan ide pokok dalam teks Recount. o. Objective: a. Siswa mampu menjelaskan makna kosakata dalam teks Recount. b. Siswa mampu menemukan persamaan kata yang tepat dari kosakata dalam teks Recount. c. Siswa mampu menyebutkan informasi penting yang terdapat dalam teks Recount. d. Siswa mampu menjelaskan ide pokok dalam teks Recount. i. Indicator: a. Siswa dapat mengidentifikasi informasi umum dan spesifik dari teks recount yang didengar. o. Objective: a. Di akhir proses pembelajaran, siswa diharapkan dapat mengidentifikasi informasi umum dan spesifik dari teks recount berjudul “Visiting Bali” yang telah didengar.

96


Comment

√ √ √ √ √


√ √ √

√ The learning objectives are relevant with the Basic Competence. √


Participant

15

16

17

Skill

Berbicara

Membaca

Berbicara

Basic Competence

Mengungkapkan makna dalam konteks monolog dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: recount.

Merespon makna dalam teks fungsional pendek misalnya undangan resmi dan tak resmi secara akurat, lancar dan berterima yang menggunakan ragam bahasa tulis dalam konteks kehidupan sehari-hari. Mengungkap makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancar, dan berterima dengan menggunakan ragam bahasa lisan dan sederhana dalam konteks kehidupan seharihari dan melibatkan tindak tutur:

Learning Objectives i. Indicator: a. Siswa dapat menyampaikan teks monolog secara lisan berbentuk recount dengan akurat sesuai dengan struktur yang benar, pemilihan kata yang tepat, ucapan atau lafal yang benar, dan ekspresi yang sesuai. o. Objective: a. Siswa dapat menyampaikan teks monolog secara lisan berbentuk recount dengan akurat sesuai dengan struktur yang benar, pemilihan kata yang tepat, ucapan atau lafal yang benar, dan ekspresi yang sesuai. i. Indicator: a. Siswa mampu menyebutkan ungkapan yang digunakan dalam undangan tertulis. b. Siswa mampu menyebutkan informasi yang terdapat dalam undangan tertulis. o. Objective: a. Siswa mampu menyebutkan informasi yang terdapat dalam undangan tertulis dengan cara menjawab pertanyaan yang sesuai dengan teks undangan. i. Indicator: a. Siswa mampu menyebutkan ekspresi yang digunakan dalam menyetujui ajakan/ tawaran/ undangan dengan cara memasangkan ekspresi menyetujui ajakan yang sudah di sediakan oleh guru b. Siswa mampu menggunakan ekspresi menyetujui ajakan/ tawaran/ undangan dalam percakapan dengan cara

97


Comment


√ √ √




Participant

Basic Competence

Skill

Learning Objectives

mengundang/ menawarkan, menyetujui ajakan/ tawaran/ undangan.

18

Mendengarka n


Comment

mempraktikkan secara berpasangan

o. Objective: a. Menggunakan ekspresi menyetujui ajakan/ tawaran/ undangan dalam percakapan dengan partner di dalam kelas Merespon makna yang terdapat i. Indicator: a. Mampu menemukan informasi penting dari dalam percakapan transaksional teks yang diperdengarkan. (to get things done) dan interpersonal (bersosialisasi) o. Objective: resmi dan tak resmi yang a. Siswa mampu menemukan informasi dari menggunakan ragam bahasa lisan teks yang diperdengarkan dengan mencari sederhana secara akurat, lancar ekspresi menyetujui dan berterima dalam konteks ajakan/tawaran/undangan dalam rekaman kehidupan sehari-hari dan yang diperdengarkan melibatkan tindak tutur: b. Siswa mampu menemukan informasi dari mengundang/menawarkan, teks yang diperdengarkan dengan menyutujui melengkapi tabel sesuai rekaman yang ajakan/tawaran/undangan. diperdengarkan.

√

√

√


√

Table 3.3 Basic Competence Participant

1

Learning Objectives i. Indicator: a. Siswa dapat menjelaskan langkah retorika dalam teks berbentuk recount.

Activities a. - Guru membagikan handout yang berisi penjelasan langkah retorika dan teks recount dari pelajaran sebelumnya berjudul “My Holiday in Bali” yang sudah diidentifikasi langkah retorikanya sabagai contoh. - Guru menjelaskan langkah retorika dalam teks recount dan

98

Comment √

The activities are relevant with the learning objectives.


Participant

Learning Objectives

b. Siswa dapat mengurutkan paragraf acak sesuai dengan langkah retorikanya.

c. Siswa dapat mengidentifikasi langkah retorika dalam teks recount.

Activities memberikan contoh dari teks recount berjudul “My Holiday in Bali”. - Guru memberi instruksi kepada siswa untuk membentuk kelompok (3 orang per kelompok). - Guru menyuruh siswa untuk mengurutkan paragraf acak yang berjudul “Joining the Traditional Dance Competition” sesuai dengan urutan langkah retorikanya. - Guru memimpin diskusi untuk mengecek jawaban siswa dengan melakukan tanya jawab langsung. b. - Guru membagikan handout yang berisi penjelasan langkah retorika dan teks recount dari pelajaran sebelumnya berjudul “My Holiday in Bali” yang sudah diidentifikasi langkah retorikanya sabagai contoh. - Guru menjelaskan langkah retorika dalam teks recount dan memberikan contoh dari teks recount berjudul “My Holiday in Bali”. - Guru memberi instruksi kepada siswa untuk membentuk kelompok (3 orang per kelompok). - Guru menyuruh siswa untuk mengurutkan paragraf acak yang berjudul “Joining the Traditional Dance Competition” sesuai dengan urutan langkah retorikanya. - Guru memimpin diskusi untuk mengecek jawaban siswa dengan melakukan tanya jawab langsung. c. - Guru membagikan handout yang berisi penjelasan langkah retorika dan teks recount dari pelajaran sebelumnya berjudul “My Holiday in Bali” yang sudah diidentifikasi langkah retorikanya sabagai contoh. - Guru menjelaskan langkah retorika dalam teks recount dan memberikan contoh dari teks recount berjudul “My Holiday in Bali”. - Guru memberi instruksi kepada siswa untuk membentuk kelompok (3 orang per kelompok). - Guru menyuruh siswa untuk mengurutkan paragraf acak yang berjudul “Joining the Traditional Dance Competition” sesuai dengan urutan langkah retorikanya. - Guru memimpin diskusi untuk mengecek jawaban siswa dengan melakukan tanya jawab langsung.

99

Comment

√

√


Participant

Learning Objectives d. Siswa dapat menemukan contoh language features dalam teks recount.

o. Objective: a. Siswa dapat menjelaskan langkah retorika teks recount secara urut.

b. Siswa dapat menyusun paragraf acak secara urut.

Activities

Comment

d. - Guru membagikan handout yang berisi penjelasan langkah retorika dan teks recount dari pelajaran sebelumnya berjudul “My Holiday in Bali” yang sudah diidentifikasi langkah retorikanya sabagai contoh. - Guru menjelaskan langkah retorika dalam teks recount dan memberikan contoh dari teks recount berjudul “My Holiday in Bali”. - Guru memimpin diskusi untuk mengecek jawaban siswa dengan melakukan tanya jawab langsung.

√

a. - Guru membagikan handout yang berisi penjelasan langkah retorika dan teks recount dari pelajaran sebelumnya berjudul “My Holiday in Bali” yang sudah diidentifikasi langkah retorikanya sabagai contoh. - Guru menjelaskan langkah retorika dalam teks recount dan memberikan contoh dari teks recount berjudul “My Holiday in Bali”. - Guru memberi instruksi kepada siswa untuk membentuk kelompok (3 orang per kelompok). - Guru menyuruh siswa untuk mengurutkan paragraf acak yang berjudul “Joining the Traditional Dance Competition” sesuai dengan urutan langkah retorikanya. - Guru memimpin diskusi untuk mengecek jawaban siswa dengan melakukan tanya jawab langsung. b. - Guru membagikan handout yang berisi penjelasan langkah retorika dan teks recount dari pelajaran sebelumnya berjudul “My Holiday in Bali” yang sudah diidentifikasi langkah retorikanya sabagai contoh. - Guru menjelaskan langkah retorika dalam teks recount dan memberikan contoh dari teks recount berjudul “My Holiday in Bali”. - Guru memberi instruksi kepada siswa untuk membentuk kelompok (3 orang per kelompok). - Guru menyuruh siswa untuk mengurutkan paragraf acak yang berjudul “Joining the Traditional Dance Competition” sesuai dengan urutan langkah retorikanya. - Guru memimpin diskusi untuk mengecek jawaban siswa dengan melakukan tanya jawab langsung.

√

100

√


Participant

Learning Objectives c. Siswa dapat mengidentifikasi langkah retorika dalam paragraf yang sudah disusun dengan benar.

2

d. Siswa dapat menemukan contoh adverb of time and place, chronological conjunction, dan simple past tense dalam teks recount berjudul “Joining the Traditional Dance Competition” dengan benar. i. Indicator: a. Merespon makna dalam teks recount dengan menjawab pertanyaan-pertanyaan yang berhubungan dengan teks tersebut.

o. Objective: a. Siswa

mampu

menjawab

Activities

Comment

c. - Guru membagikan handout yang berisi penjelasan langkah retorika dan teks recount dari pelajaran sebelumnya berjudul “My Holiday in Bali” yang sudah diidentifikasi langkah retorikanya sabagai contoh. - Guru menjelaskan langkah retorika dalam teks recount dan memberikan contoh dari teks recount berjudul “My Holiday in Bali”. - Guru memberi instruksi kepada siswa untuk membentuk kelompok (3 orang per kelompok). - Guru menyuruh siswa untuk mengurutkan paragraf acak yang berjudul “Joining the Traditional Dance Competition” sesuai dengan urutan langkah retorikanya. - Guru memimpin diskusi untuk mengecek jawaban siswa dengan melakukan tanya jawab langsung. d. - Guru membagikan handout yang berisi penjelasan langkah retorika dan teks recount dari pelajaran sebelumnya berjudul “My Holiday in Bali” yang sudah diidentifikasi langkah retorikanya sabagai contoh. - Guru menjelaskan langkah retorika dalam teks recount dan memberikan contoh dari teks recount berjudul “My Holiday in Bali”. - Guru memimpin diskusi untuk mengecek jawaban siswa dengan melakukan tanya jawab langsung.

√

a. - Guru membagikan contoh teks recount kepada siswa. - Guru meminta siswa secara bergiliran untuk membacakan paragraf demi paragraf yang ada dalam teks tersebut. - Guru meminta siswa untuk menjawab pertanyaan (merespon makna) sehubungan dengan teks recount. - Guru memberi satu contoh lain dari teks recount. - Guru meminta siswa untuk menjawab pertanyaan (merespon makna) sehubungan dengan teks recount secara tertulis. - Guru bersama siswa mendiskusikan jawaban dari pertanyaan.

√

a. - Guru membagikan contoh teks recount kepada siswa.

√

101

√

The activities are relevant with the learning objective.

There is no activity for objective b.


Participant

Learning Objectives pertanyaan yang berhubungan dengan makna dalam suatu teks recount dengan akurasi 70%.

b. Siswa mampu menunjukkan penggunaan simple past tense dalam suatu teks recount dengan menjawab pertanyaan yang berhubungan dengan simple past tense tersebut. i. Indicator: a. Siswa dapat menyebutkan ungkapan-ungkapan yang digunakan dalam mengundang/menawarkan.

3

b. Siswa dapat menyebutkan ungkapan-ungkapan yang digunakan dalam menyetujui ajakan/tawaran/undangan.

c. Siswa

dapat

menirukan

Activities - Guru meminta siswa secara bergiliran untuk membacakan paragraf demi paragraf yang ada dalam teks tersebut. - Guru meminta siswa untuk menjawab pertanyaan (merespon makna) sehubungan dengan teks recount. - Guru memberi satu contoh lain dari teks recount. - Guru meminta siswa untuk menjawab pertanyaan (merespon makna) sehubungan dengan teks recount secara tertulis. - Guru bersama siswa mendiskusikan jawaban dari pertanyaan. b. -

a. - Guru membagikan dialog teks pendek yang memuat kompetensi dasar mengundang/menawarkan, menyetujui ajakan/tawaran/undangan. - Guru meminta dua orang siswa untuk menjadi model membaca dialog di depan kelas. Guru menjelaskan tentang bagaimana cara mengundang/menawarkan, menyetujui ajakan/tawaran/undangan dengan kalimat dan kosakata yang benar. b. - Guru membagikan dialog teks pendek yang memuat kompetensi dasar mengundang/menawarkan, menyetujui ajakan/tawaran/undangan. - Guru meminta dua orang siswa untuk menjadi model membaca dialog di depan kelas. Guru menjelaskan tentang bagaimana cara mengundang/menawarkan, menyetujui ajakan/tawaran/undangan dengan kalimat dan kosakata yang benar. c. - Guru membagikan dialog teks pendek yang memuat kompetensi

102

Comment

x

√

√

√



Participant

Learning Objectives kembali dengan tepat dan lancar ungkapan-ungkapan yang digunakan dalam mengundang/menawarkan berdasarkan rekaman yang telah didengar.

d. Siswa dapat menirukan kembali dengan tepat dan lancar ungkapan-ungkapan yang digunakan dalam menyetujui ajakan/tawaran/undangan berdasarkan rekaman yang telah didengar.

o. Objective: a. Merespon ungkapan mengundang/menawarkan

Activities dasar mengundang/menawarkan, menyetujui ajakan/tawaran/undangan. - Guru meminta dua orang siswa untuk menjadi model membaca dialog di depan kelas. Guru menjelaskan tentang bagaimana cara mengundang/menawarkan, menyetujui ajakan/tawaran/undangan dengan kalimat dan kosakata yang benar. - Guru membagikan kertas soal untuk menguji pemahaman siswa terhadap materi yang dijelaskan. - Guru menginstruksikan kepada murid untuk mendengarkan rekaman untuk kemudian menjawab soal yang telah diberikan d. - Guru membagikan dialog teks pendek yang memuat kompetensi dasar mengundang/menawarkan, menyetujui ajakan/tawaran/undangan. - Guru meminta dua orang siswa untuk menjadi model membaca dialog di depan kelas. Guru menjelaskan tentang bagaimana cara mengundang/menawarkan, menyetujui ajakan/tawaran/undangan dengan kalimat dan kosakata yang benar. - Guru membagikan kertas soal untuk menguji pemahaman siswa terhadap materi yang dijelaskan. - Guru menginstruksikan kepada murid untuk mendengarkan rekaman untuk kemudian menjawab soal yang telah diberikan. a. - Guru membagikan dialog teks pendek yang memuat kompetensi dasar mengundang/menawarkan, menyetujui ajakan/tawaran/undangan. - Guru meminta dua orang siswa untuk menjadi model membaca dialog di depan kelas. Guru menjelaskan tentang bagaimana cara mengundang/menawarkan, menyetujui ajakan/tawaran/undangan dengan kalimat dan kosakata yang benar.

103

Comment

√

√


Participant

Learning Objectives b. Merespon ungkapan menyetujui ajakan/tawaran/undangan

i. Indicator: a. Menyebutkan ekspresiekspresi dalam menerima tawaran/ajakan/undangan

b. Merespon tawaran/ajakan/undangan dalam konteks role playing 4 c. Menggunakan ekspresiekspresi dalam menerima undangan dengan intonasi yang tepat dalam konteks role playing o. Objective: a. Siswa dapat menyebutkan ekspresi-ekspresi dalam

Activities

Comment

b. - Guru membagikan dialog teks pendek yang memuat kompetensi dasar mengundang/menawarkan, menyetujui ajakan/tawaran/undangan. - Guru meminta dua orang siswa untuk menjadi model membaca dialog di depan kelas. Guru menjelaskan tentang bagaimana cara mengundang/menawarkan, menyetujui ajakan/tawaran/undangan dengan kalimat dan kosakata yang benar.

√

a. - Guru memberikan model of conversation. - Guru menjelaskan model of conversation - Guru memberikan hand out tentang ekspresi-ekspresi yang biasa digunakan dalam menerima tawaran/ajakan/undangan. - Siswa berlatih menggunakan ekspresi dalam menerima dan merespon tawaran/ajakan/undangan. b. - Guru memberikan model of conversation. - Guru menjelaskan model of conversation - Guru memberikan hand out tentang ekspresi-ekspresi yang biasa digunakan dalam menerima tawaran/ajakan/undangan. - Siswa berlatih menggunakan ekspresi dalam menerima dan merespon tawaran/ajakan/undangan - Siswa menampilkan role playing. c. - Guru memberikan model of conversation. - Guru menjelaskan model of conversation - Guru memberikan hand out tentang ekspresi-ekspresi yang biasa digunakan dalam menerima tawaran/ajakan/undangan. - Siswa berlatih menggunakan ekspresi dalam menerima dan merespon tawaran/ajakan/undangan - Siswa menampilkan role playing.

√

a. - Guru memberikan model of conversation. - Guru menjelaskan model of conversation

√

104

√

The activities are relevant with the learning objectives. √


Participant

Learning Objectives menerima tawaran/ajakan/undangan b. Siswa dapat merespon tawaran/ajakan/undangan dalam konteks kehidupan sehari-hari

c. Siswa dapat menggunakan ekspresi-ekspresi menerima undangan/ajakan/tawaran dalam kehidupan sehari-hari

i. Indicator: a. Siswa dapat mengidentifikasi main idea dari rekaman teks fungsional pendek dan teks monolog sederhana berbentuk recount. 5 b. Siswa dapat merespon makna dari teks fungsional pendek dan teks monolog sederhana berbentuk recount dengan menjawab pertanyaan-

Activities - Guru memberikan hand out tentang ekspresi-ekspresi yang biasa digunakan dalam menerima tawaran/ajakan/undangan. - Siswa berlatih menggunakan ekspresi dalam menerima dan merespon tawaran/ajakan/undangan. b. - Guru memberikan model of conversation. - Guru menjelaskan model of conversation - Guru memberikan hand out tentang ekspresi-ekspresi yang biasa digunakan dalam menerima tawaran/ajakan/undangan. - Siswa berlatih menggunakan ekspresi dalam menerima dan merespon tawaran/ajakan/undangan - Siswa menampilkan role playing. c. - Guru memberikan model of conversation. - Guru menjelaskan model of conversation - Guru memberikan hand out tentang ekspresi-ekspresi yang biasa digunakan dalam menerima tawaran/ajakan/undangan. - Siswa berlatih menggunakan ekspresi dalam menerima dan merespon tawaran/ajakan/undangan - Siswa menampilkan role playing. a. - Memperdengarkan rekaman tentang teks recount 2 kali, 3 kali jika dibutuhkan. - Mengingatkan siswa untuk membuat catatan dari rekaman teks recount di balik lembar latihan jika diperlukan. - Meminta siswa mengerjakan tugas yang diberikan pada lembar latihan, siswa boleh berdiskusi. - Memberi waktu seperlunya saja untuk siswa untuk menyelesaikan tugas pada lembar latihan sambil membuka sesi konsultasi. b. - Memperdengarkan rekaman tentang teks recount 2 kali, 3 kali jika dibutuhkan. - Mengingatkan siswa untuk membuat catatan dari rekaman teks recount di balik lembar latihan jika diperlukan. - Meminta siswa mengerjakan tugas yang diberikan pada lembar

105

Comment

√

√

√

The activities are relevant with the learning objectives. √


Participant

Learning Objectives pertanyaan yang berhubungan dengan teks tersebut. o. Objective: a. Siswa mampu mengidentifikasi main idea dari rekaman teks fungsional pendek dan teks monolog sederhana berbentuk recount.

b. Siswa mampu merespon makna dari teks fungsional pendek dan teks monolog sederhana berbentuk recount dengan menjawab pertanyaanpertanyaan yang berhubungan dengan teks tersebut. i. Indicator: a. Mengidentifikasi perbendaharaan kosakata sulit yang terdapat dalam undangan tertulis 6

Activities

Comment

latihan, siswa boleh berdiskusi. - Memberi waktu seperlunya saja untuk siswa untuk menyelesaikan tugas pada lembar latihan sambil membuka sesi konsultasi. a. - Memperdengarkan rekaman tentang teks recount 2 kali, 3 kali jika dibutuhkan. - Mengingatkan siswa untuk membuat catatan dari rekaman teks recount di balik lembar latihan jika diperlukan. - Meminta siswa mengerjakan tugas yang diberikan pada lembar latihan, siswa boleh berdiskusi. - Memberi waktu seperlunya saja untuk siswa untuk menyelesaikan tugas pada lembar latihan sambil membuka sesi konsultasi. b. - Memperdengarkan rekaman tentang teks recount 2 kali, 3 kali jika dibutuhkan. - Mengingatkan siswa untuk membuat catatan dari rekaman teks recount di balik lembar latihan jika diperlukan. - Meminta siswa mengerjakan tugas yang diberikan pada lembar latihan, siswa boleh berdiskusi. - Memberi waktu seperlunya saja untuk siswa untuk menyelesaikan tugas pada lembar latihan sambil membuka sesi konsultasi.

√

a. - Guru membagi siswa dalam kelompok. Masing-masing kelompok terdiri dari 2 orang. - Guru membagikan handout pertama tentang “formal and informal invitation letter” kepada masing-masing siswa. - Guru memulai diskusi terbuka untuk membahas handout pertama tentang “formal and informal invitation letter”. - Setelah itu, guru membagikan handout kedua tentang “exercise on formal and informal invitation letter” kepada siswa. - Guru menyuruh siswa secara individu untuk mengerjakan handout kedua tentang “exercise on formal and informal invitation letter”. - Guru membahas hasil pekerjaan siswa mengenai “exercise on

√

106

√



Participant

Learning Objectives b. Menganalisa ide pokok yang terdapat dalam undangan tertulis

c. Menganalisa informasi penting yang terdapat dalam undangan tertulis

o. Objective: a. Siswa dapat mengidentifikasi perbendaharaan kosakata sulit yang terdapat dalam undangan resmi dan tak resmi

Activities formal and informal invitation letter” dalam diskusi terbuka. b. - Guru membagi siswa dalam kelompok. Masing-masing kelompok terdiri dari 2 orang. - Guru membagikan handout pertama tentang “formal and informal invitation letter” kepada masing-masing siswa. - Guru memulai diskusi terbuka untuk membahas handout pertama tentang “formal and informal invitation letter”. - Setelah itu, guru membagikan handout kedua tentang “exercise on formal and informal invitation letter” kepada siswa. - Guru menyuruh siswa secara individu untuk mengerjakan handout kedua tentang “exercise on formal and informal invitation letter”. - Guru membahas hasil pekerjaan siswa mengenai “exercise on formal and informal invitation letter” dalam diskusi terbuka. c. - Guru membagi siswa dalam kelompok. Masing-masing kelompok terdiri dari 2 orang. - Guru membagikan handout pertama tentang “formal and informal invitation letter” kepada masing-masing siswa. - Guru memulai diskusi terbuka untuk membahas handout pertama tentang “formal and informal invitation letter”. - Setelah itu, guru membagikan handout kedua tentang “exercise on formal and informal invitation letter” kepada siswa. - Guru menyuruh siswa secara individu untuk mengerjakan handout kedua tentang “exercise on formal and informal invitation letter”. - Guru membahas hasil pekerjaan siswa mengenai “exercise on formal and informal invitation letter” dalam diskusi terbuka. a. - Guru membagi siswa dalam kelompok. Masing-masing kelompok terdiri dari 2 orang. - Guru membagikan handout pertama tentang “formal and informal invitation letter” kepada masing-masing siswa. - Guru memulai diskusi terbuka untuk membahas handout pertama tentang “formal and informal invitation letter”.

107

Comment √

√

√


Participant

Learning Objectives

Activities

b. Siswa dapat menganalisa ide pokok yang terdapat dalam undangan resmi dan tak resmi

c. Siswa dapat menganalisa informasi penting yang terdapat dalam undangan resmi dan tak resmi

7

i. Indicator: a. Siswa

mampu

- Setelah itu, guru membagikan handout kedua tentang “exercise on formal and informal invitation letter” kepada siswa. - Guru menyuruh siswa secara individu untuk mengerjakan handout kedua tentang “exercise on formal and informal invitation letter”. - Guru membahas hasil pekerjaan siswa mengenai “exercise on formal and informal invitation letter” dalam diskusi terbuka. b. - Guru membagi siswa dalam kelompok. Masing-masing kelompok terdiri dari 2 orang. - Guru membagikan handout pertama tentang “formal and informal invitation letter” kepada masing-masing siswa. - Guru memulai diskusi terbuka untuk membahas handout pertama tentang “formal and informal invitation letter”. - Setelah itu, guru membagikan handout kedua tentang “exercise on formal and informal invitation letter” kepada siswa. - Guru menyuruh siswa secara individu untuk mengerjakan handout kedua tentang “exercise on formal and informal invitation letter”. - Guru membahas hasil pekerjaan siswa mengenai “exercise on formal and informal invitation letter” dalam diskusi terbuka. c. - Guru membagi siswa dalam kelompok. Masing-masing kelompok terdiri dari 2 orang. - Guru membagikan handout pertama tentang “formal and informal invitation letter” kepada masing-masing siswa. - Guru memulai diskusi terbuka untuk membahas handout pertama tentang “formal and informal invitation letter”. - Setelah itu, guru membagikan handout kedua tentang “exercise on formal and informal invitation letter” kepada siswa. - Guru menyuruh siswa secara individu untuk mengerjakan handout kedua tentang “exercise on formal and informal invitation letter”. - Guru membahas hasil pekerjaan siswa mengenai “exercise on formal and informal invitation letter” dalam diskusi terbuka. a. -

Comment

√

√

x

108

There is no activity for indicator a and objective a.


Participant

Learning Objectives mengidentifikasi generic structure dari teks recount dengan benar. b. Siswa mampu membuat cerita recount secara lisan dari gambar yang disediakan. o. Objective: a. Mengidentifikasi generic structure dari teks recount dengan benar. b. Membuat cerita recount secara lisan dari gambar yang disediakan. i. Indicator: a. Siswa dapat membedakan cara menerima dan membatalkan janji.

8

b. Siswa dapat menyebutkan contoh kalimat menerima dan membatalkan janji. c. Siswa dapat menemukan informasi penting dalam dialog menerima dan membatalkan janji. o. Objective: a. Siswa dapat membedakan cara menerima dan membatalkan

Activities

Comment

b. - Guru membagi siswa dalam kelompok yang masing-masing terdiri dari dua siswa. - Guru meminta tiap siswa di dalam kelompok menceritakan secara lisan cerita recount dari gambar yang telah disediakan

√

a. -

x

b. - Guru membagi siswa dalam kelompok yang masing-masing terdiri dari dua siswa. - Guru meminta tiap siswa di dalam kelompok menceritakan secara lisan cerita recount dari gambar yang telah disediakan

√

a. - Guru memutar rekaman tentang menerima janji (recording-task 1). - Guru memimpin diskusi mengenai isi rekaman yang telah diputar. - Guru memutar rekaman tentang menolak janji (recording-task 2). - Guru memimpin diskusi mengenai isi rekaman yang telah diputar. b. - Guru memutar rekaman tentang menerima janji (recording-task 1). - Guru memimpin diskusi mengenai isi rekaman yang telah diputar. - Guru memutar rekaman tentang menolak janji (recording-task 2). - Guru memimpin diskusi mengenai isi rekaman yang telah diputar. c. - Guru memutar rekaman tentang menolak janji (recording-task 3). - Guru memimpin diskusi mengenai isi rekaman yang telah diputar.

√

a. - Guru memutar rekaman tentang menerima janji (recording-task 1). - Guru memimpin diskusi mengenai isi rekaman yang telah diputar.

√

109

x

√

The activities for indicator b and objective b are not relevant.


Participant

9

10

Learning Objectives janji dengan tepat dalam rekaman yang didengar. b. Siswa dapat menyebutkan lima contoh kalimat menerima dan membatalkan janji dengan benar rekaman yang didengar. c. Siswa dapat menemukan informasi penting dalam dialog dalam rekaman menerima dan membatalkan janji dengan tepat. i. Indicator: a. Menganalisa topik yang terdapat dalam rekaman yang telah didengar b. Menganalisa informasi penting yang terdapat dalam rekaman yang telah didengar o. Objective: a. Siswa dapat menganalisa topik yang terdapat dalam rekaman b. Siswa dapat menganalisa informasi penting yang terdapat dalam rekaman i. Indicator: a. Students are able to read a descriptive text aloud with 10% error in pronunciation, stress, and intonation. b. Students are able to identify the meaning of difficult words

Activities - Guru memutar rekaman tentang menolak janji (recording-task 2). - Guru memimpin diskusi mengenai isi rekaman yang telah diputar. b. - Guru memutar rekaman tentang menerima janji (recording-task 1). - Guru memimpin diskusi mengenai isi rekaman yang telah diputar. - Guru memutar rekaman tentang menolak janji (recording-task 2). - Guru memimpin diskusi mengenai isi rekaman yang telah diputar. c. - Guru memutar rekaman tentang menolak janji (recording-task 3). - Guru memimpin diskusi mengenai isi rekaman yang telah diputar.

Comment

x

√

a. -

x

b. - Siswa mendengarkan rekaman. - Siswa mengisi/mengerjakan soal yang terdapat pada lembar kerja.

√

a. -

x

b. - Siswa mendengarkan rekaman. - Siswa mengisi/mengerjakan soal yang terdapat pada lembar kerja.

√

a. - Teacher asks the students to pay attention to the text (The Giraffe). - Teacher asks some students to read the story loudly. - Teacher corrects students’ pronunciation if they still make some mistakes. b. - Teacher distributes the worksheet of descriptive text. - Teacher asks the students to look at the vocabulary exercises in the

√

110

There is no activity for indicator a and objective a.

The activities for indicator d and objective a are not relevant. √


Participant

Learning Objectives found in texts by matching the words with the pictures illustrating them. c. Students are able to identify the antonym of words by matching the words with the antonym. d. Students are able to identify the main idea(s) of a descriptive text by answering the questions about the texts correctly with less than 10% error. o. Objective: a. The students are able to read a descriptive text aloud with good pronunciation and analyze the main idea(s) of a descriptive text.

11

i. Indicator: a. To respond a dialogue in procedural form titled “How to make fruit salad” appropriately b. To complete the missing words in the procedure text “How to make fruit salad” by listening the passage. c. To identify the ingredients which are used in making fruit salad.

Activities worksheet. - Teacher and students discuss the first part of the vocabulary exercises together in a whole class. c. - Teacher asks students to work in pair to do the second part of the vocabulary exercises. - Teacher discusses the second part of the vocabulary exercises together with students d. - Teacher asks the students to answer the questions about the text. - Teacher and students discuss the answer of the questions together.

Comment

√

x

a. - Teacher asks the students to pay attention to the text (The Giraffe). - Teacher asks some students to read the story loudly. - Teacher corrects students’ pronunciation if they still make some mistakes. - Teacher asks the students to answer the questions about the text. - Teacher and students discuss the answer of the questions together.

x

a. - The teacher plays the recording “How to make fruit salad” twice if necessary.

x

b. - The teacher gives the worksheet of Activity 1 to the students. - The teacher explains about the listening exercise. - The teacher plays the recording “How to make fruit salad” twice if necessary. - The teacher and the students discuss the answer. c. - The teacher gives the worksheet of Activity 2 and explains the instruction to the students. - The teacher and the students discuss the answer.

√

111

There is no activity for indicator a. √


Participant

Learning Objectives d. To identify the steps in making fruit salad. o. Objective: a. In the end of the lesson the students are able to complete the procedure text “How to make fruit salad” and to identify the ingredients and steps in making fruit salad. i. Indicator: a. The students are able to respond and give information.

12

13

o. Objective: a. Students can respond the greeting of friend and stranger

i. Indicator: a. Siswa mampu menjelaskan makna kosakata dalam teks Recount. b. Siswa mampu menemukan persamaan kata yang tepat dari kosakata dalam teks Recount.

Activities

Comment

d. - The teacher gives the worksheet of Activity 2 and explains the instruction to the students. - The teacher and the students discuss the answer.

√

a. - The teacher gives the worksheet of Activity 1 to the students. - The teacher explains about the listening exercise. - The teacher plays the recording “How to make fruit salad” twice if necessary. - The teacher and the students discuss the answer. - The teacher gives the worksheet of Activity 2 and explains the instruction to the students. - The teacher and the students discuss the answer.

√

a. - Teacher gives review by asking the students orally - Teacher plays the recording in a dialogue and students listen and after that the teacher asks some questions. - The students fill the dialogue to respond the expression. - The students fill the sentence appropriate with the response.

x

a. - Teacher gives review by asking the students orally - Teacher plays the recording in a dialogue and students listen and after that the teacher asks some questions. - The students fill the dialogue to respond the expression. - The students fill the sentence appropriate with the response.

√

a. - Siswa diberi handout tentang Recount Text. - Siswa diminta secara individu untuk mengerjakan soal-soal latihan dan membahas hasil pekerjaan mereka. b. - Siswa diberi handout tentang Recount Text. - Siswa diminta secara individu untuk mengerjakan soal-soal latihan dan membahas hasil pekerjaan mereka.

√

112


The activities are not relevant with the learning objective.

The activities are relevant with the learning objective.

√



Participant

Learning Objectives c. Siswa mampu menyebutkan informasi penting yang terdapat dalam teks Recount. d. Siswa mampu menjelaskan ide pokok dalam teks Recount. o. Objective: a. Siswa mampu menjelaskan makna kosakata dalam teks Recount. b. Siswa mampu menemukan persamaan kata yang tepat dari kosakata dalam teks Recount. c. Siswa mampu menyebutkan informasi penting yang terdapat dalam teks Recount. d. Siswa mampu menjelaskan ide pokok dalam teks Recount. i. Indicator: a. Siswa dapat mengidentifikasi informasi umum dan spesifik dari teks recount yang didengar.

14

o. Objective: a. Di akhir proses pembelajaran,

Activities

Comment

c. - Siswa diberi handout tentang Recount Text. - Siswa diminta secara individu untuk mengerjakan soal-soal latihan dan membahas hasil pekerjaan mereka. d. - Siswa diberi handout tentang Recount Text. - Siswa diminta secara individu untuk mengerjakan soal-soal latihan dan membahas hasil pekerjaan mereka.

√

a. - Siswa diberi handout tentang Recount Text. - Siswa diminta secara individu untuk mengerjakan dan membahas hasil pekerjaan mereka. b. - Siswa diberi handout tentang Recount Text. - Siswa diminta secara individu untuk mengerjakan dan membahas hasil pekerjaan mereka. c. - Siswa diberi handout tentang Recount Text. - Siswa diminta secara individu untuk mengerjakan dan membahas hasil pekerjaan mereka. d. - Siswa diberi handout tentang Recount Text. - Siswa diminta secara individu untuk mengerjakan dan membahas hasil pekerjaan mereka.

√

√

soal-soal latihan √ soal-soal latihan √ soal-soal latihan √ soal-soal latihan

a. - Siswa mendengarkan cerita dalam bentuk teks recount dan mencatat informasi spesifik (untuk menjawab pertanyaan) yang ada dalam cerita teks recount berdasarkan pertanyaan yang diberikan. - Siswa mengidentifikasi informasi dalam teks recount dengan menjawab soal trus/false. - Siswa mendiskusikan jawaban pertanyaan dan isi cerita secara bersama-sama (dalam 1 kelas). - Siswa menyebutkan informasi umum (generic structure secara sederhana) tentang teks recount.

√

a. - Siswa mendengarkan cerita dalam bentuk teks recount dan mencatat

√

113



Participant

Learning Objectives siswa diharapkan dapat mengidentifikasi informasi umum dan spesifik dari teks recount berjudul “Visiting Bali” yang telah didengar.

15

16

i. Indicator: a. Siswa dapat menyampaikan teks monolog secara lisan berbentuk recount dengan akurat sesuai dengan struktur yang benar, pemilihan kata yang tepat, ucapan atau lafal yang benar, dan ekspresi yang sesuai. o. Objective: a. Siswa dapat menyampaikan teks monolog secara lisan berbentuk recount dengan akurat sesuai dengan struktur yang benar, pemilihan kata yang tepat, ucapan atau lafal yang benar, dan ekspresi yang sesuai. i. Indicator: a. Siswa mampu menyebutkan ungkapan yang digunakan dalam undangan tertulis.

Activities

Comment

informasi spesifik (untuk menjawab pertanyaan) yang ada dalam cerita teks recount berdasarkan pertanyaan yang diberikan. - Siswa mengidentifikasi informasi dalam teks recount dengan menjawab soal trus/false. - Siswa mendiskusikan jawaban pertanyaan dan isi cerita secara bersama-sama (dalam 1 kelas). - Siswa menyebutkan informasi umum (generic structure secara sederhana) tentang teks recount. a. - Siswa diminta untuk memikirkan salah satu contoh pengalaman. - Siswa diminta untuk menceritakan pengalaman yang paling berkesan di depan kelas. - Siswa diminta untuk membuat kelompok beranggotakan 4-5 orang. - Siswa diminta untuk menyusun gambar. - Siswa diminta untuk menceritakan gambar yang sudah mereka susun dengan benar.

√

The activities are relevant with the learning objectives. a. - Siswa diminta untuk memikirkan salah satu contoh pengalaman. - Siswa diminta untuk menceritakan pengalaman yang paling berkesan di depan kelas. - Siswa diminta untuk membuat kelompok beranggotakan 4-5 orang. - Siswa diminta untuk menyusun gambar. - Siswa diminta untuk menceritakan gambar yang sudah mereka susun dengan benar.

√

a. - Siswa membaca contoh undangan tertulis. - Siswa menyebutkan ekspresi-ekspresi dan perbedaan yang ada pada undangan tertulis resmi dan tidak resmi. - Siswa mengerjakan soal-soal kosakata tentang undangan.

√

114

√



Participant

Learning Objectives b. Siswa mampu menyebutkan informasi yang terdapat dalam undangan tertulis.

17

o. Objective: a. Siswa mampu menyebutkan informasi yang terdapat dalam undangan tertulis dengan cara menjawab pertanyaan yang sesuai dengan teks undangan. i. Indicator: a. Siswa mampu menyebutkan ekspresi yang digunakan dalam menyetujui ajakan/ tawaran/ undangan dengan cara memasangkan ekspresi menyetujui ajakan yang sudah di sediakan oleh guru b. Siswa mampu menggunakan ekspresi menyetujui ajakan/ tawaran/ undangan dalam percakapan dengan cara mempraktikkan secara berpasangan o. Objective: a. Menggunakan ekspresi menyetujui ajakan/ tawaran/ undangan dalam percakapan dengan partner di dalam kelas

Activities

Comment

b. - Siswa membaca contoh undangan tertulis. - Siswa menyebutkan ekspresi-ekspresi dan perbedaan yang ada pada undangan tertulis resmi dan tidak resmi. - Siswa mengerjakan soal-soal yang diberikan tentang isi undangan. a. - Siswa membaca contoh undangan tertulis. - Siswa menyebutkan ekspresi-ekspresi dan perbedaan yang ada pada undangan tertulis resmi dan tidak resmi. - Siswa mengerjakan soal-soal yang diberikan tentang isi undangan.

√

a. - Siswa berinteraksi dengan guru mengenai materi yang dipelajari - Siswa menjawab pertanyaan-pertanyaan yang berhubungan dengan materi secara lisan sesuai dengan pertanyaan yang diberikan guru - Siswa memasangkan statements dan responses ajakan/ tawaran/ undangan di papan tulis. - Siswa dan guru membahas materi bersama (handout).

√

b. - Siswa berinteraksi dengan guru mengenai materi yang dipelajari - Siswa menjawab pertanyaan-pertanyaan yang berhubungan dengan materi secara lisan sesuai dengan pertanyaan yang diberikan guru - Siswa memasangkan statements dan responses ajakan/ tawaran/ undangan di papan tulis. - Siswa dan guru membahas materi bersama (handout). - Siswa mengerjakan tugas secara berpasangan. - Guru memberikan wash back.

√

a. - Siswa berinteraksi dengan guru mengenai materi yang dipelajari - Siswa menjawab pertanyaan-pertanyaan yang berhubungan dengan materi secara lisan sesuai dengan pertanyaan yang diberikan guru - Siswa memasangkan statements dan responses ajakan/ tawaran/

√

115



Participant

Learning Objectives

Activities

Comment

undangan di papan tulis. - Siswa dan guru membahas materi bersama (handout). - Siswa mengerjakan tugas secara berpasangan. - Guru memberikan wash back. i. Indicator: a. Mampu menemukan informasi penting dari teks yang diperdengarkan.

18

o. Objective: a. Siswa mampu menemukan informasi dari teks yang diperdengarkan dengan mencari ekspresi menyetujui ajakan/tawaran/undangan dalam rekaman yang diperdengarkan b. Siswa mampu menemukan informasi dari teks yang diperdengarkan dengan melengkapi tabel sesuai rekaman yang diperdengarkan.

a. - Siswa berdiskusi mengenai materi. - Siswa mendengarkan contoh menerima ajakan/tawaran/undangan dari rekaman yang diperdengarkan. - Siswa mengerjakan Exercise 1. - Siswa mendiskusikan jawaban Exercise 1. - Siswa mengerjakan Exercise 2. - Siswa mendiskusikan jawaban Exercise 2.

√

a. - Siswa berdiskusi mengenai materi. - Siswa mendengarkan contoh menerima ajakan/tawaran/undangan dari rekaman yang diperdengarkan. - Siswa mengerjakan Exercise 1. - Siswa mendiskusikan jawaban Exercise 1.

√

b. -. Siswa berdiskusi mengenai materi. - Siswa mendengarkan contoh menerima ajakan/tawaran/undangan dari rekaman yang diperdengarkan. - Siswa mengerjakan Exercise 2. - Siswa mendiskusikan jawaban Exercise 2.

√

Table 3.4 Activities

116



Participant

Learning Objectives

1

i. Indicator: a. Siswa dapat menjelaskan langkah retorika dalam teks berbentuk recount. b. Siswa dapat mengurutkan paragraf acak sesuai dengan langkah retorikanya. c. Siswa dapat mengidentifikasi langkah retorika dalam teks recount. d. Siswa dapat menemukan contoh language features dalam teks recount. o. Objective: a. Siswa dapat menjelaskan langkah retorika teks recount secara urut. b. Siswa dapat menyusun paragraf acak secara urut. c. Siswa dapat mengidentifikasi langkah retorika dalam paragraf yang sudah disusun dengan benar. d. Siswa dapat menemukan contoh adverb of time and place, chronological conjunction, dan simple past tense dalam teks recount berjudul “Joining the Traditional Dance Competition” dengan benar.

Material

Comment

a. - a handout entitled RECOUNT TEXT - a recount text entitled My Holiday in Bali - a recount text entitled Joining the Traditional Dance Competition b. - a recount text entitled Joining the Traditional Dance Competition

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c. - a handout entitled RECOUNT TEXT - a recount text entitled My Holiday in Bali - a recount text entitled Joining the Traditional Dance Competition d. - a handout entitled RECOUNT TEXT - a recount text entitled My Holiday in Bali - a recount text entitled Joining the Traditional Dance Competition

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a. - a handout entitled RECOUNT TEXT - a recount text entitled My Holiday in Bali - a recount text entitled Joining the Traditional Dance Competition b. - a recount text entitled Joining the Traditional Dance Competition

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c. - a handout entitled RECOUNT TEXT - a recount text entitled My Holiday in Bali - a recount text entitled Joining the Traditional Dance Competition

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d. - a handout entitled RECOUNT TEXT - a recount text entitled My Holiday in Bali - a recount text entitled Joining the Traditional Dance Competition

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117

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The materials are relevant with the learning objectives.


Participant

2

3

Learning Objectives i. Indicator: a. Merespon makna dalam teks recount dengan menjawab pertanyaan-pertanyaan yang berhubungan dengan teks tersebut. o. Objective: a. Siswa mampu menjawab pertanyaan yang berhubungan dengan makna dalam suatu teks recount dengan akurasi 70%. b. Siswa mampu menunjukkan penggunaan simple past tense dalam suatu teks recount dengan menjawab pertanyaan yang berhubungan dengan simple past tense tersebut. i. Indicator: a. Siswa dapat menyebutkan ungkapan-ungkapan yang digunakan dalam mengundang/menawarkan. b. Siswa dapat menyebutkan ungkapan-ungkapan yang digunakan dalam menyetujui ajakan/tawaran/undangan. c. Siswa dapat menirukan kembali dengan tepat dan lancar ungkapan-ungkapan yang digunakan dalam mengundang/menawarkan

Material

Comment

a. - a recount text entitled My Adventure at Leang-leang Cave - a recount text entitled My Holiday in Bali

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a. - a recount text entitled My Adventure at Leang-leang Cave - a recount text entitled My Holiday in Bali

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b. - a recount text entitled My Adventure at Leang-leang Cave - a recount text entitled My Holiday in Bali

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a. - a handout entitled UNIT 1: OFFERING AND INVITING

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b. - a handout entitled UNIT 1: OFFERING AND INVITING

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The materials are relevant with the learning objectives. c. - a dialogue between Charlotte and Max in form of recording

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Participant

4

Learning Objectives berdasarkan rekaman yang telah didengar. d. Siswa dapat menirukan kembali dengan tepat dan lancar ungkapan-ungkapan yang digunakan dalam menyetujui ajakan/tawaran/undangan berdasarkan rekaman yang telah didengar. o. Objective: a. Merespon ungkapan mengundang/menawarkan b. Merespon ungkapan menyetujui ajakan/tawaran/undangan i. Indicator: a. Menyebutkan ekspresiekspresi dalam menerima tawaran/ajakan/undangan b. Merespon tawaran/ajakan/undangan dalam konteks role playing c. Menggunakan ekspresiekspresi dalam menerima undangan dengan intonasi yang tepat dalam konteks role playing o. Objective: a. Siswa dapat menyebutkan ekspresi-ekspresi dalam

Material

Comment

d. - a dialogue between Charlotte and Max in form of recording

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a. - a handout entitled UNIT 1: OFFERING AND INVITING

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b. - a handout entitled UNIT 1: OFFERING AND INVITING

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a. - a handout entitled Model of conversation, Example of accepting invitation or an offer, Some expressions of accepting an offer in dialogue, Some expressions of accepting invitation in dialogue b. - a handout entitled Model of conversation, Example of accepting invitation or an offer, Some expressions of accepting an offer in dialogue, Some expressions of accepting invitation in dialogue c. - a handout entitled Model of conversation, Example of accepting invitation or an offer, Some expressions of accepting an offer in dialogue, Some expressions of accepting invitation in dialogue

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a. - a handout entitled Model of conversation, Example of accepting invitation or an offer, Some expressions of accepting an offer in

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Participant

5

Learning Objectives menerima tawaran/ajakan/undangan b. Siswa dapat merespon tawaran/ajakan/undangan dalam konteks kehidupan sehari-hari c. Siswa dapat menggunakan ekspresi-ekspresi menerima undangan/ajakan/tawaran dalam kehidupan sehari-hari i. Indicator: a. Siswa dapat mengidentifikasi main idea dari rekaman teks fungsional pendek dan teks monolog sederhana berbentuk recount. b. Siswa dapat merespon makna dari teks fungsional pendek dan teks monolog sederhana berbentuk recount dengan menjawab pertanyaanpertanyaan yang berhubungan dengan teks tersebut. o. Objective: a. Siswa mampu mengidentifikasi main idea dari rekaman teks fungsional pendek dan teks monolog sederhana berbentuk recount. b. Siswa mampu merespon makna dari teks fungsional pendek dan teks monolog

Material

Comment

dialogue, Some expressions of accepting invitation in dialogue b. - a handout entitled Model of conversation, Example of accepting invitation or an offer, Some expressions of accepting an offer in dialogue, Some expressions of accepting invitation in dialogue

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c. - a handout entitled Model of conversation, Example of accepting invitation or an offer, Some expressions of accepting an offer in dialogue, Some expressions of accepting invitation in dialogue

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a. - a recount text entitled Visiting Bali in form of recording

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b. - a recount text entitled Visiting Bali in form of recording

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The materials are relevant with the learning objectives. a. - a recount text entitled Visiting Bali in form of recording

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b. - a recount text entitled Visiting Bali in form of recording

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120


Participant

6

7

Learning Objectives sederhana berbentuk recount dengan menjawab pertanyaanpertanyaan yang berhubungan dengan teks tersebut. i. Indicator: a. Mengidentifikasi perbendaharaan kosakata sulit yang terdapat dalam undangan tertulis b. Menganalisa ide pokok yang terdapat dalam undangan tertulis c. Menganalisa informasi penting yang terdapat dalam undangan tertulis o. Objective: a. Siswa dapat mengidentifikasi perbendaharaan kosakata sulit yang terdapat dalam undangan resmi dan tak resmi b. Siswa dapat menganalisa ide pokok yang terdapat dalam undangan resmi dan tak resmi c. Siswa dapat menganalisa informasi penting yang terdapat dalam undangan resmi dan tak resmi i. Indicator: a. Siswa mampu mengidentifikasi generic structure dari teks recount

Material

Comment

a. - a handout about invitation letter (formal and informal) - a formal invitation letter for exercise

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b. - a handout about invitation letter (formal and informal) - a formal invitation letter for exercise - an informal invitation letter for exercise c. - a handout about invitation letter (formal and informal) - a formal invitation letter for exercise - an informal invitation letter for exercise

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a. - a handout about invitation letter (formal and informal) - a formal invitation letter for exercise

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b. - a handout about invitation letter (formal and informal) - a formal invitation letter for exercise - an informal invitation letter for exercise c. - a handout about invitation letter (formal and informal) - a formal invitation letter for exercise - an informal invitation letter for exercise

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a. - a recount text entitled Visiting Bali

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121

√ The materials are relevant with the learning objectives.

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Participant

8

Learning Objectives dengan benar. b. Siswa mampu membuat cerita recount secara lisan dari gambar yang disediakan. o. Objective: a. Mengidentifikasi generic structure dari teks recount dengan benar. b. Membuat cerita recount secara lisan dari gambar yang disediakan. i. Indicator: a. Siswa dapat membedakan cara menerima dan membatalkan janji. b. Siswa dapat menyebutkan contoh kalimat menerima dan membatalkan janji. c. Siswa dapat menemukan informasi penting dalam dialog menerima dan membatalkan janji. o. Objective: a. Siswa dapat membedakan cara menerima dan membatalkan janji dengan tepat dalam rekaman yang didengar. b. Siswa dapat menyebutkan lima contoh kalimat menerima dan membatalkan janji dengan benar rekaman yang didengar.

Material

Comment

b. - two picture stories

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a. - a recount text entitled Visiting Bali

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b. - two picture stories

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a. - recording 1 for task 1 - recording 2 for task 2

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b. - recording 1 for task 1 - recording 2 for task 2

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c. - recording 3 for task 3

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a. - recording 1 for task 1 - recording 2 for task 2

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b. - recording 1 for task 1 - recording 2 for task 2

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122

Recording 1 is not about accepting and canceling appointment. It is about making and canceling appointment.


Participant

9

10

Learning Objectives c. Siswa dapat menemukan informasi penting dalam dialog dalam rekaman menerima dan membatalkan janji dengan tepat. i. Indicator: a. Menganalisa topik yang terdapat dalam rekaman yang telah didengar b. Menganalisa informasi penting yang terdapat dalam rekaman yang telah didengar o. Objective: a. Siswa dapat menganalisa topik yang terdapat dalam rekaman b. Siswa dapat menganalisa informasi penting yang terdapat dalam rekaman i. Indicator: a. Students are able to read a descriptive text aloud with 10% error in pronunciation, stress, and intonation. b. Students are able to identify the meaning of difficult words found in texts by matching the words with the pictures illustrating them. c. Students are able to identify the antonym of words by matching the words with the

Material

Comment

c. - recording 3 for task 3

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a. - a recording entitled A Story to Remember

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b. - a recording entitled A Story to Remember


a. - a recording entitled A Story to Remember

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b. - a recording entitled A Story to Remember

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a. - a descriptive text entitled THE GIRAFFE

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b. - a picture of giraffe - a descriptive text entitled THE GIRAFFE

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c. - a descriptive text entitled THE GIRAFFE

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123



Participant

11

Learning Objectives antonym. d. Students are able to identify the main idea(s) of a narrative story by answering the questions about the texts correctly with less than 10% error. o. Objective: a. The students are able to read a narrative text aloud with good pronunciation and analyze the main idea(s) of a narrative text. i. Indicator: a. To respond a dialogue in procedural form titled “How to make fruit salad” appropriately b. To complete the missing words in the procedure text “How to make fruit salad” by listening the passage. c. To identify the ingredients which are used in making fruit salad. d. To identify the steps in making fruit salad. o. Objective: a. In the end of the lesson the students are able to complete the procedure text “How to make fruit salad” and to

Material

Comment

d. - a descriptive text entitled THE GIRAFFE

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a. - a descriptive text entitled THE GIRAFFE


a. - a recording entitled How to make fruit salad

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b. - a recording entitled How to make fruit salad

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c. - a recording entitled How to make fruit salad

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d. - a recording entitled How to make fruit salad

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a. - a recording entitled How to make fruit salad

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124



Participant

12

13

Learning Objectives identify the ingredients and steps in making fruit salad. i. Indicator: a. The students are able to response and give information. o. Objective: a. Students can response the greeting of friend and stranger i. Indicator: a. Siswa mampu menjelaskan makna kosakata dalam teks Recount. b. Siswa mampu menemukan persamaan kata yang tepat dari kosakata dalam teks Recount. c. Siswa mampu menyebutkan informasi penting yang terdapat dalam teks Recount. d. Siswa mampu menjelaskan ide pokok dalam teks Recount. o. Objective: a. Siswa mampu menjelaskan makna kosakata dalam teks Recount. b. Siswa mampu menemukan persamaan kata yang tepat dari kosakata dalam teks Recount. c. Siswa mampu menyebutkan informasi penting yang terdapat dalam teks Recount. d. Siswa mampu menjelaskan ide

Material

Comment

a. - a dialogue between Mr. Nunung and his students - greetings and leave taking expressions and the responses

x

The materials are relevant with the learning objective.

a. - a dialogue between Mr. Nunung and his students - greetings and leave taking expressions and the responses

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The materials are relevant with the learning objective.

a. - a recount text entitled Vacation to London

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b. - a recount text entitled Vacation to London

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c. - a recount text entitled Vacation to London

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d. - a recount text entitled Vacation to London

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a. - a recount text entitled Vacation to London

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b. - a recount text entitled Vacation to London

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c. - a recount text entitled Vacation to London

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d. - a recount text entitled Vacation to London

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125



Participant

Learning Objectives

Material

Comment

pokok dalam teks Recount.

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i. Indicator: a. Siswa dapat mengidentifikasi informasi umum dan spesifik dari teks recount yang didengar. o. Objective: a. Di akhir proses pembelajaran, siswa diharapkan dapat mengidentifikasi informasi umum dan spesifik dari teks recount berjudul “Visiting Bali” yang telah didengar. i. Indicator: a. Siswa dapat menyampaikan teks monolog secara lisan berbentuk recount dengan akurat sesuai dengan struktur yang benar, pemilihan kata yang tepat, ucapan atau lafal yang benar, dan ekspresi yang sesuai. o. Objective: a. Siswa dapat menyampaikan teks monolog secara lisan berbentuk recount dengan akurat sesuai dengan struktur yang benar, pemilihan kata yang tepat, ucapan atau lafal

a. - a recording entitled Visiting Bali

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a. - a recording entitled Visiting Bali

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a. - four picture stories

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a. - four picture stories

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126


Participant

16

17

Learning Objectives yang benar, dan ekspresi yang sesuai. i. Indicator: a. Siswa mampu menyebutkan ungkapan yang digunakan dalam undangan tertulis. b. Siswa mampu menyebutkan informasi yang terdapat dalam undangan tertulis. o. Objective: a. Siswa mampu menyebutkan informasi yang terdapat dalam undangan tertulis dengan cara menjawab pertanyaan yang sesuai dengan teks undangan. i. Indicator: a. Siswa mampu menyebutkan ekspresi yang digunakan dalam menyetujui ajakan/ tawaran/ undangan dengan cara memasangkan ekspresi menyetujui ajakan yang sudah di sediakan oleh guru b. Siswa mampu menggunakan ekspresi menyetujui ajakan/ tawaran/ undangan dalam percakapan dengan cara mempraktikkan secara berpasangan

Material

Comment

a. - a handout entitled invitation - crossword

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b. - a handout entitled invitation - an informal letter - a formal letter

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a. - a handout entitled invitation - an informal letter - a formal letter

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a. - a handout (formal situation and informal situation)

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The materials are relevant with the learning objectives. b. - a handout (formal situation and informal situation)

127

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Participant

Learning Objectives o. Objective: a. Menggunakan ekspresi menyetujui ajakan/ tawaran/ undangan dalam percakapan dengan partner di dalam kelas i. Indicator: a. Mampu menemukan informasi penting dari teks yang diperdengarkan.

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o. Objective: a. Siswa mampu menemukan informasi dari teks yang diperdengarkan dengan mencari ekspresi menyetujui ajakan/tawaran/undangan dalam rekaman yang diperdengarkan b. Siswa mampu menemukan informasi dari teks yang diperdengarkan dengan melengkapi tabel sesuai rekaman yang diperdengarkan.

Material

Comment

a. - a handout (formal situation and informal situation)

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a. - power point slides - recording as example of accepting an invitation - recording as example of declining an invitation - recording for exercise 1 - recording for exercise 2

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a. - power point slides - recording as example of accepting an invitation - recording as example of declining an invitation - recording for exercise 1

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b. - power point slides - recording as example of accepting an invitation - recording as example of declining an invitation - recording for exercise 2

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Table 3.5 Material

128



Participant

Learning Objectives i. Indicator: a. Siswa dapat menjelaskan langkah retorika dalam teks berbentuk recount.

b. Siswa dapat mengurutkan paragraf acak sesuai dengan langkah retorikanya.

1

c. Siswa dapat mengidentifikasi langkah retorika dalam teks recount.

Assessment a. - oral question and answer section 1. Which paragraph is the first position? What is the function? 2. Which paragraph is the second position? What is the function? 3. Which paragraph is the third position? What is the function? 4. Which paragraph is the fourth position? What is the function? 5. Which paragraph is the fifth position? What is the function? b. - exercise 1 Fill the table below with the paragraphs given by your teacher in a correct order, then identify the generic structure! Title Joining the Traditional Dance Competition ……. ……. ……. ……. ……. - oral question and answer section 1. Which paragraph is the first position? What is the function? 2. Which paragraph is the second position? What is the function? 3. Which paragraph is the third position? What is the function? 4. Which paragraph is the fourth position? What is the function? 5. Which paragraph is the fifth position? What is the function? c. - exercise 1 Fill the table below with the paragraphs given by your teacher in a correct order, then identify the generic structure! Title Joining the Traditional Dance Competition ……. ……. ……. …….

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Comment √

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The assessments are relevant with the learning objectives.

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Participant

Learning Objectives

Assessment

Comment

…….

d. Siswa dapat menemukan contoh language features dalam teks recount.

o. Objective: a. Siswa dapat menjelaskan langkah retorika teks recount secara urut.

b. Siswa dapat menyusun paragraf acak secara urut.

- oral question and answer section 1. Which paragraph is the first position? What is the function? 2. Which paragraph is the second position? What is the function? 3. Which paragraph is the third position? What is the function? 4. Which paragraph is the fourth position? What is the function? 5. Which paragraph is the fifth position? What is the function? d. - oral question and answer section 6. Please find an example of adverb of time atau adverb of place from the text Joining the Traditional Dance Competition! 7. Please find an example of chronological conjunction from the text Joining the Traditional Dance Competition! 8. Please find an example of simple past tense from the text Joining the Traditional Dance Competition! a. - oral question and answer section 1. Which paragraph is the first position? What is the function? 2. Which paragraph is the second position? What is the function? 3. Which paragraph is the third position? What is the function? 4. Which paragraph is the fourth position? What is the function? 5. Which paragraph is the fifth position? What is the function? b. - exercise 1 Fill the table below with the paragraphs given by your teacher in a correct order, then identify the generic structure! Title Joining the Traditional Dance Competition ……. ……. ……. ……. …….

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Participant

Learning Objectives

c. Siswa dapat mengidentifikasi langkah retorika dalam paragraf yang sudah disusun dengan benar.

d. Siswa dapat menemukan contoh adverb of time and place, chronological conjunction, dan simple past tense dalam teks recount berjudul “Joining the Traditional Dance Competition” dengan benar.

Assessment - oral question and answer section 1. Which paragraph is the first position? What is the function? 2. Which paragraph is the second position? What is the function? 3. Which paragraph is the third position? What is the function? 4. Which paragraph is the fourth position? What is the function? 5. Which paragraph is the fifth position? What is the function? c. - exercise 1 Fill the table below with the paragraphs given by your teacher in a correct order, then identify the generic structure! Title Joining the Traditional Dance Competition ……. ……. ……. ……. ……. - oral question and answer section 1. Which paragraph is the first position? What is the function? 2. Which paragraph is the second position? What is the function? 3. Which paragraph is the third position? What is the function? 4. Which paragraph is the fourth position? What is the function? 5. Which paragraph is the fifth position? What is the function? d. - oral question and answer section 6. Please find an example of adverb of time atau adverb of place from the text Joining the Traditional Dance Competition! 7. Please find an example of chronological conjunction from the text Joining the Traditional Dance Competition! 8. Please find an example of simple past tense from the text Joining the Traditional Dance Competition!

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Comment

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Participant

Learning Objectives i. Indicator: a. Merespon makna dalam teks recount dengan menjawab pertanyaan-pertanyaan yang berhubungan dengan teks tersebut.

Assessment

Comment

a. - informal assessment Questions for the text 1 (oral) 1. Who are involved in the text? 2. Where did they go? 3. What did the writer do with her friend Novi aftre arriving in the park? 4. What did the writer find the cave? How did it look like? 5. What was in the museum? Based on the text 1, state wheter these senteces below are true or false! (oral) 1. The writer with her family and friend came to Maros to visist a cave. T/F 2. The writer’s parents went into the cave. T/F 3. There were a lot of seashells in the cave. T/F 4. The meuseum contained kjokkenmoddinger. T/F 5. The writer and her family were happy after the visit. T/F

2

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The assessments are relevant with the learning objective.

- exercises on text 2 Questions for the text 2 1. What place did the writer visit in the first day? 2. What did writer do in Tanjung Benoa Beach? 3. What animals were there in the Penyu Island? 4. What did the writer bought in Sukowati? 5. How did the writer feel after visiting Bali? Based on text 2, state wheter the senteces below are true or false! 1. The writer visited Bali for more than three days. 2. The writer watched sunset in Sanur Beach. 3. The writer and his friends only played three kinds of water sports. 4. The monkeys in Sangeh were nice. The writer left in Bali in the next day after visiting Sukowati. o. Objective:

T/F T/F T/F T/F T/F There

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is

no


Participant

Learning Objectives a. Siswa mampu menjawab pertanyaan yang berhubungan dengan makna dalam suatu teks recount dengan akurasi 70%.

Assessment

Comment

a. - informal assessment Questions for the text 1 (oral) 1. Who are involved in the text? 2. Where did they go? 3. What did the writer do with her friend Novi aftre arriving in the park? 4. What did the writer find the cave? How did it look like? 5. What was in the museum?

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Based on the text 1, state wheter these senteces below are true or false! (oral) 1. The writer with her family and friend came to Maros to visist a cave. T/F 2. The writer’s parents went into the cave. T/F 3. There were a lot of seashells in the cave. T/F 4. The meuseum contained kjokkenmoddinger. T/F 5. The writer and her family were happy after the visit. T/F - exercises on text 2 Questions for the text 2 1. What place did the writer visit in the first day? 2. What did writer do in Tanjung Benoa Beach? 3. What animals were there in the Penyu Island? 4. What did the writer bought in Sukowati? 5. How did the writer feel after visiting Bali?

b. Siswa mampu menunjukkan penggunaan simple past tense

Based on text 2, state wheter the senteces below are true or false! 1. The writer visited Bali for more than three days. 2. The writer watched sunset in Sanur Beach. 3. The writer and his friends only played three kinds of water sports. 4. The monkeys in Sangeh were nice. 5. The writer left in Bali in the next day after visiting Sukowati. b. -

133

T/F T/F T/F T/F T/F x

assessment objective b.

for


Participant

3

Learning Objectives dalam suatu teks recount dengan menjawab pertanyaan yang berhubungan dengan simple past tense tersebut. i. Indicator: a. Siswa dapat menyebutkan ungkapan-ungkapan yang digunakan dalam mengundang/menawarkan. b. Siswa dapat menyebutkan ungkapan-ungkapan yang digunakan dalam menyetujui ajakan/tawaran/undangan. c. Siswa dapat menirukan kembali dengan tepat dan lancar ungkapan-ungkapan yang digunakan dalam mengundang/menawarkan berdasarkan rekaman yang telah didengar. d. Siswa dapat menirukan kembali dengan tepat dan lancar ungkapan-ungkapan yang digunakan dalam menyetujui ajakan/tawaran/undangan berdasarkan rekaman yang telah didengar. o. Objective: a. Merespon ungkapan mengundang/menawarkan b. Merespon ungkapan

Assessment

Comment

a. -

x

b. -

x

c. -

x

d. -

x

a. -

x

b. -

x

134

There is no assessment for all of the learning objectives. However, participant 3 states that assessment for all learning objectives will be delivered orally. However, it is not stated in the lesson plan.


Participant

4

5

Learning Objectives menyetujui ajakan/tawaran/undangan i. Indicator: a. Menyebutkan ekspresiekspresi dalam menerima tawaran/ajakan/undangan b. Merespon tawaran/ajakan/undangan dalam konteks role playing c. Menggunakan ekspresiekspresi dalam menerima undangan dengan intonasi yang tepat dalam konteks role playing o. Objective: a. Siswa dapat menyebutkan ekspresi-ekspresi dalam menerima tawaran/ajakan/undangan b. Siswa dapat merespon tawaran/ajakan/undangan dalam konteks kehidupan sehari-hari c. Siswa dapat menggunakan ekspresi-ekspresi menerima undangan/ajakan/tawaran dalam kehidupan sehari-hari i. Indicator: a. Siswa dapat mengidentifikasi main idea dari rekaman teks fungsional pendek dan teks

Assessment

Comment

a. - practice using accepting and responding to offer/invitation - feedback (informal assessment)

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b. - role play performance - feedback (informal assessment)

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c. - role play performance - feedback (informal assessment)

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a. - practice using accepting and responding to offer/invitation - feedback (informal assessment)

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b. - role play performance - feedback (informal assessment)

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c. - role play performance - feedback (informal assessment)

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a. - exercise a i. What is the recording about?

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135




Participant

Learning Objectives monolog sederhana berbentuk recount. b. Siswa dapat merespon makna dari teks fungsional pendek dan teks monolog sederhana berbentuk recount dengan menjawab pertanyaanpertanyaan yang berhubungan dengan teks tersebut.

Assessment

b. - exercise a Answer these questions based on the recording! ii. Who was visiting Bali? iii. Where did tour take place? iv. Why were they visiting Ubud? v. How long was the tour?

Comment

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- exercise b Based on the recording, choose whether these statement True or False! i. The speaker was visiting Bali during his holiday. ii. The friend’s speaker did the tour alone. iii. The tour was firstly visiting Singaraja and then Ubud. iv. Singaraja was crowded and noisy town. v. We can find stone sculpture in Batubulan. o. Objective: a. Siswa mampu mengidentifikasi main idea dari rekaman teks fungsional pendek dan teks monolog sederhana berbentuk recount. b. Siswa mampu merespon makna dari teks fungsional pendek dan teks monolog sederhana berbentuk recount dengan menjawab pertanyaanpertanyaan yang berhubungan dengan teks tersebut.

a. - exercise a i. What is the recording about?

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b. - exercise a Answer these questions based on the recording! ii. Who was visiting Bali? iii. Where did tour take place? iv. Why were they visiting Ubud? v. How long was the tour?

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- exercise b Based on the recording, choose whether these statement True or False! i. The speaker was visiting Bali during his holiday.

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Learning Objectives

Assessment ii. iii. iv. v.

i. Indicator: a. Mengidentifikasi perbendaharaan kosakata sulit yang terdapat dalam undangan tertulis

b. Menganalisa ide pokok yang terdapat dalam undangan tertulis 6

Comment

The friend’s speaker did the tour alone. The tour was firstly visiting Singaraja and then Ubud. Singaraja was crowded and noisy town. We can find stone sculpture in Batubulan.

a. - exercise A Please find the synonym in Bahasa of the vocabularies below! 1. On behalf : 2. Keynote speaker : 3. Environmental : 4. Provisonal : 5. Chapter : - informal assessment at class b. - exercise B From the formal invitation letter below, please answer the questions briefly! 1. What is the main idea of the invitation letter above?

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√ The assessments are relevant with the learning objectives.

- exercise C From the informal invitation letter below, please answer the questions briefly! 1. What is the main idea of the informal invitation letter above? c. Menganalisa informasi penting yang terdapat dalam undangan tertulis

- informal assessment at class c. - exercise B From the formal invitation letter below, please answer the questions briefly! 1. What is the main idea of the invitation letter above? 2. Who is Bob Sadinia? 3. What is Bob Sadinia’s position in the NEERI conference? 4. When will NEERI conference be held?

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Learning Objectives

Assessment

Comment

5. What is theme of NEERI conference? 6. Who is the opening keynote speaker of NEERI conference? - exercise C From the informal invitation letter below, please answer the questions briefly! 1. What is the main idea of the informal invitation letter above? 2. Who is the writer of the letter? 3. When will Jack’s birthday party be held? 4. Where will Jack’s birthday party be held? - informal assessment at class o. Objective: a. Siswa dapat mengidentifikasi perbendaharaan kosakata sulit yang terdapat dalam undangan resmi dan tak resmi

b. Siswa dapat menganalisa ide pokok yang terdapat dalam undangan resmi dan tak resmi

a. - exercise A Please find the synonym in Bahasa of the vocabularies below! 1. On behalf : 2. Keynote speaker : 3. Environmental : 4. Provisonal : 5. Capter : - informal assessment at class b. - exercise B From the formal invitation letter below, please answer the questions briefly! 1. What is the main idea of the invitation letter above? - exercise C From the informal invitation letter below, please answer the questions briefly! 1. What is the main idea of the informal invitation letter above?

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Participant

Learning Objectives c. Siswa dapat menganalisa informasi penting yang terdapat dalam undangan resmi dan tak resmi

Assessment - informal assessment at class c. - exercise B From the formal invitation letter below, please answer the questions briefly! 1. What is the main idea of the invitation letter above? 2. Who is Bob Sadinia? 3. What is Bob Sadinia’s position in the NEERI conference? 4. When will NEERI conference be held? 5. What is theme of NEERI conference? 6. Who is the opening keynote speaker of NEERI conference?

Comment √

- exercise C From the informal invitation letter below, please answer the questions briefly! 1. What is the main idea of the informal invitation letter above? 2. Who is the writer of the letter? 3. When will Jack’s birthday party be held? 4. Where will Jack’s birthday party be held? - informal assessment at class

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i. Indicator: a. Siswa mampu mengidentifikasi generic structure dari teks recount dengan benar. b. Siswa mampu membuat cerita recount secara lisan dari gambar yang disediakan. o. Objective: a. Mengidentifikasi generic structure dari teks recount dengan benar.

a. - informal assessment

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b. - informal assessment (performance in telling story)

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Participant

Learning Objectives b. Membuat cerita recount secara lisan dari gambar yang disediakan. i. Indicator: a. Siswa dapat membedakan cara menerima dan membatalkan janji.

8

b. Siswa dapat menyebutkan contoh kalimat menerima dan membatalkan janji.

Assessment

Comment

b. - informal assessment (performance in telling story)

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a. - task 1 Listen to each sentence and decide whether the person is making or cancelling an appointment. Put a check mark (9) in the right column. No. Making an appointment Canceling an appointment 1. 2. 3. 4. 5. 6. 7. 8. b. - task 2 Fill the blanks with suitable expression. Dialogue 1 Colleague : Are you free on Friday? Mr. Brown : ______________________ I’m attending a one-day conference.

x

Dialogue 2 Colleague Mr. Brown Colleague

: Can we have dinner on Thursday evening? : Let me have a look at my schedule. Hmm…yes.., ___________ So, where shall we have our dinner ? : _________ to Cinnamon Café?

Dialogue 3 Colleague

: __________________ on Monday. How about Wednesday

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x

Task 1 is not relevant with indicator a and objective a since it only deals with making appointment and canceling appointment. It needs more elaboration for accepting invitation. Task 2 is not relevant since it only deals with completing blank spaces.


Participant

Learning Objectives

Assessment

Colleague

morning? : I have meeting with client on that day. Can you manage Thursday morning? : ________________________ I have to visit our factory.

Dialogue 4 Colleague Mr. Brown

: Are you free on Tuesday? Can we meet for breakfast? : ___________________ . I have meeting at the head office.

Mr. Brown

c. Siswa dapat menemukan informasi penting dalam dialog menerima dan membatalkan janji.

o. Objective: a. Siswa dapat membedakan cara menerima dan membatalkan janji dengan tepat dalam rekaman yang didengar.

b. Siswa dapat menyebutkan lima

- oral questions c. - task 3 Listen and write the day, date and time of the appointment. No Day Date Time Place 1. 2. 3. 4. a. - task 1 Listen to each sentence and decide whether the person is making or cancelling an appointment. Put a check mark (9) in the right column. No. Making an appointment Canceling an appointment 1. 2. 3. 4. 5. 6. 7. 8. b. - task 2

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Comment

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Participant

Learning Objectives contoh kalimat menerima dan membatalkan janji dengan benar rekaman yang didengar.

Assessment Fill the blanks with suitable expression. Dialogue 1 Colleague : Are you free on Friday? Mr. Brown : ______________________ I’m attending a one-day conference. Dialogue 2 Colleague Mr. Brown Colleague Dialogue 3 Colleague

c. Siswa dapat menemukan informasi penting dalam dialog dalam rekaman menerima dan membatalkan janji dengan tepat.

x

: Can we have dinner on Thursday evening? : Let me have a look at my schedule. Hmm…yes.., ___________ So, where shall we have our dinner ? : _________ to Cinnamon Café?

Colleague

: __________________ on Monday. How about Wednesday morning? : I have meeting with client on that day. Can you manage Thursday morning? : ________________________ I have to visit our factory.

Dialogue 4 Colleague Mr. Brown

: Are you free on Tuesday? Can we meet for breakfast? : ___________________ . I have meeting at the head office.

Mr. Brown

Comment

- oral questions c. - task 3 Listen and write the day, date and time of the appointment. No Day Date Time Place 1. 2. 3. 4.

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Participant

Learning Objectives i. Indicator: a. Menganalisa topik yang terdapat dalam rekaman yang telah didengar b. Menganalisa informasi penting yang terdapat dalam rekaman yang telah didengar

9

Assessment

Comment

a. -

x

b. - multiple choice questions Listen carefully to the dialogue and then choose the best answer to the question! 1. Where was the man coming from when he first saw the UFO? A. He was returning home from a party. B. He just got off work when he saw UFO. C. He was driving home from a restaurant. 2. What time did the man report the incident to the police? A. about 12:00 AM B. about 3:00 AM C. about 5:00 AM 3. What jumped out in front of the man’s car? A. a giant deer B. a strange man C. a hairy alien 4. What happened next to the man? A. He walked to a flying B. He followed the animal to a plane C. He was carried to a spaceship 5. What does the police officer suggest at the end of the story? A. They should call the fire department B. The man should seek counseling C. The man should contact the newspaper

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There is assessment indicator a objective a.

no for and


Participant

Learning Objectives o. Objective: a. Siswa dapat menganalisa topik yang terdapat dalam rekaman b. Siswa dapat menganalisa informasi penting yang terdapat dalam rekaman

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i. Indicator: a. Students are able to read a descriptive text aloud with 10% error in pronunciation, stress, and intonation.

Assessment

Comment

a. -

x

b. - multiple choice questions Listen carefully to the dialogue and then choose the best answer to the question! 1. Where was the man coming from when he first saw the UFO? A. He was returning home from a party. B. He just got off work when he saw UFO. C. He was driving home from a restaurant. 2. What time did the man report the incident to the police? A. about 12:00 AM B. about 3:00 AM C. about 5:00 AM 3. What jumped out in front of the man’s car? A. a giant deer B. a strange man C. a hairy alien 4. What happened next to the man? A. He walked to a flying B. He followed the animal to a plane C. He was carried to a spaceship 5. What does the police officer suggest at the end of the story? A. They should call the fire department B. The man should seek counseling C. The man should contact the newspaper

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a. - exercise B.1 Read this text aloud!

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THE GIRRAFE One of the most interesting animals in the zoo is giraffe. This is the

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The assessments for indicator d and objective a are not relevant.


Participant

Learn ning Objectives

b. Studen nts are able to identify the meeaning of difficu ult words found in texts by matcching the words with the pictures illustraating them.

c. Studen nts are able to identify the antonym a of woords by matchiing the words w with the

Assessment giraffe we saw w at the zoo. It is a male giraffe annd it is about six meters m tall. The giraffe g has big bbrown eyes. Theey are protected by very thick lashes. The giiraffe has a long tail. This giraffe fe has brown spo ots on the skin. This coloring helps protect th he giraffe. It is aalso has two sho ort horns on is head. Like a camel, it can go g for a long tim me without drinkiing water. One source of wateer is the leaves th hat it eats from trrees. It is tall, so the giraffe can reach the tender leaves at the to op of a tree. The giraffe has two meethods of self-prootection. If someething frightens an adult girafffe, it can gallop aaway at about fiftty kilometers per hour or stay to fight with its strong s legs. Adaptted from Let’s Taalk for Grade 2 b. - exercise A.1 Look at this picture. Match h the words in box to the nu umbers of the picture to sho ow the part of giiraffe’s body!

c.. - exercise A.2 2 Match the wo ords in column A to the antonym m in column B! Column A

Column B

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Com mment

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Participant

Learning Objectives

Assessment

Comment

antonym. • • • • • d. Students are able to identify the main idea(s) of a narrative story by answering the questions about the texts correctly with less than 10% error. o. Objective: a. The students are able to read a narrative text aloud with good pronunciation and analyze the main idea(s) of a narrative text.

• • • • •

tall tender gallop strong thick

hard run slowly thin weak short

d. - exercise B.2 Answer the questions below based on the text! 1. How tall is the giraffe? 2. What is the function of giraffe’s lashes? 3. What is the function of the spots on giraffe’s skin? 4. What is the similarity between giraffe and camel? 5. According to the text, how does the giraffe get water? 6. Why does the giraffe like to eat leaves at the top of a tree?

x

a. - exercise B.1 Read this text aloud!

x

THE GIRRAFE One of the most interesting animals in the zoo is giraffe. This is the giraffe we saw at the zoo. It is a male giraffe and it is about six meters tall. The giraffe has big brown eyes. They are protected by very thick lashes. The giraffe has a long tail. This giraffe has brown spots on the skin. This coloring helps protect the giraffe. It is also has two short horns on is head. Like a camel, it can go for a long time without drinking water. One source of water is the leaves that it eats from trees. It is tall, so the giraffe can reach the tender leaves at the top of a tree. The giraffe has two methods of self-protection. If something frightens an adult giraffe, it can gallop away at about fifty kilometers per hour or stay to

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Participant

Learning Objectives

Assessment

Comment

fight with its strong legs. Adapted from Let’s Talk for Grade 2 i. Indicator: a. To respond a dialogue in procedural form titled “How to make fruit salad” appropriately b. To complete the missing words in the procedure text “How to make fruit salad” by listening the passage.

a. -

x

b. - activity 1 HINT! In this exercise you will hear a dialogue between Michele and Sarah about how to make fruit salad. Listen the recording carefully and fill the missing words in the text below.

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D HOW TO MAKE FRUIT SALAD E Michele Sarah Michele Sarah

11

Michele Sarah

Michele c. To identify the ingredients

Sarah c. - activity 2

: Hello Sarah, where are you going? : Hi Michele, I’m going to the market. I want to _____ (1) fruit salad in this afternoon. : Oh really? How do you make the fruit salad? : It’s easy. You only _______ (2) fruits such as; apples, oranges, bananas, strawberries, or any fruit you like. And don’t forget to _____ (3) a glass of milk, a spoon of syrup and ice cubes. : Well, I think I have those (4) at home. Can you just tell me the _____ (5), please? : Of course. ______ (6), cut the fruits into pieces. And then, mix the fruit in a big bowl. _______(7), pour the milk into the bowl. _____ (8), put a spoon of syrup into the bowl and stir it up. And ______(9), give some ice cubes to make it fresher. : Hmmm. It sounds delicious. I would try it at home. Thanks for the ______(10), Sarah. : Your welcome, Michele.

There is assessment indicator a.

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no for


Participant

Learning Objectives which are used in making fruit salad.

Assessment

Comment

HINT! Work in a pair and try to find what are ingredients and steps in making fruit salad based on the procedure text “How to make fruit salad”. D HOW TO MAKE FRUIT SALAD E

d. To identify the steps in making fruit salad.

Ingredients: 1. __________ 2. __________ 3. __________ 4. __________ 5. __________ d. - activity 2 HINT! Work in a pair and try to find what are ingredients and steps in making fruit salad based on the procedure text “How to make fruit salad”.

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D HOW TO MAKE FRUIT SALAD E Steps: 1. ___ 2. ___ 3. ___ 4. ___ 5. ___ o. Objective: a. In the end of the lesson the students are able to complete the procedure text “How to make fruit salad” and to identify the ingredients and steps in making fruit salad.

a. And then, mix the fruit in a big bowl. b. And the last, give some ice cubes to make it fresher. c. First of all, cut the fruits into pieces. d. After that, put a spoon of syrup into the bowl and stir it up. e. Next, pour the milk into the bowl.

a. - activity 1 HINT! In this exercise you will hear a dialogue between Michele and Sarah about how to make fruit salad. Listen the recording carefully and fill the missing words in the text below. D HOW TO MAKE FRUIT SALAD E

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Participant

Learning Objectives

Assessment Michele Sarah Michele Sarah

Michele Sarah

Michele Sarah

: Hello Sarah, where are you going? : Hi Michele, I’m going to the market. I want to _____ (1) fruit salad in this afternoon. : Oh really? How do you make the fruit salad? : It’s easy. You only _______ (2) fruits such as; apples, oranges, bananas, strawberries, or any fruit you like. And don’t forget to _____ (3) a glass of milk, a spoon of syrup and ice cubes. : Well, I think I have those (4) at home. Can you just tell me the _____ (5), please? : Of course. ______ (6), cut the fruits into pieces. And then, mix the fruit in a big bowl. _______(7), pour the milk into the bowl. _____ (8), put a spoon of syrup into the bowl and stir it up. And ______(9), give some ice cubes to make it fresher. : Hmmm. It sounds delicious. I would try it at home. Thanks for the ______(10), Sarah. : Your welcome, Michele.

- activity 2 HINT! Work in a pair and try to find what are ingredients and steps in making fruit salad based on the procedure text “How to make fruit salad”. D HOW TO MAKE FRUIT SALAD E Ingredients: 1. __________ 2. __________ 3. __________ 4. __________

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Comment


Participant

Learning Objectives

Assessment

Comment

5. __________ Steps: 1. ___ 2. ___ 3. ___ 4. ___ 5. ___ i. Indicator: a. The students are able to response and give information.

a. And then, mix the fruit in a big bowl. b. And the last, give some ice cubes to make it fresher. c. First of all, cut the fruits into pieces. d. After that, put a spoon of syrup into the bowl and stir it up. e. Next, pour the milk into the bowl.

a. - activity 1 Listen to the expression below. 1. X: Good morning? Y: __________

x

2. X: How are you? Y: __________ 3. X: How do you do? Y: __________ 12 4. X: Nice to meet you? Y: __________ 5. X: Hi. Andi. Y: __________ - activity 2 Listen to the expression and choose the best response a, b, c, or d! 1. A: Hello, how are you? B: ________________ a. Fine, thank you c. Thank you

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The assessments are not relevant with the learning objective. The assessments are not about information.


Participant

Learning Objectives

Assessment b. I’m Renny

Comment

d. Don’t worry

2. A: Well, George. I have to go now. Good to see you. B: ___________ a. Nice to meet you b. Pleased to meet you too c. See you next week d. See you next time 3. A: Budi , this is my friend Susan B: Hi, Susan _____ a. Fine thank b. It’s Ok c. nice to meet you d. I’m alright

o. Objective: a. Students can response the greeting of friend and stranger

4. A: Good Morning, kid. B: ___, Dad. a. Good morning c. Good afternoon

b. Good night d. Good evening

5. A: Good night, Mom. B : ___, Son a. Good morning c. Good afternoon

b. good evening d. good night

a. - activity 1 Listen to the expression below. 1. X: Good morning? Y: __________ 2. X: How are you? Y: __________ 3. X: How do you do? Y: __________

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√ The assessments are relevant with the learning objective.


Participant

Learning Objectives

Assessment 4. X: Nice to meet you? Y: __________ 5. X: Hi. Andi. Y: __________ - activity 2 Listen to the expression and choose the best response a, b, c, or d! 1. A: Hello, how are you? B: ________________ a. Fine, thank you c. Thank you b. I’m Renny d. Don’t worry 2. A: Well, George. I have to go now. Good to see you. B: ___________ a. Nice to meet you b. Pleased to meet you too c. See you next week d. See you next time 3. A: Budi , this is my friend Susan B: Hi, Susan _____ a. Fine thank b. It’s Ok c. nice to meet you d. I’m alright 4. A: Good Morning, kid. B: ___, Dad. a. Good morning c. Good afternoon

b. Good night d. Good evening

5. A: Good night, Mom. B : ___, Son a. Good morning

b. good evening

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Comment


Participant

Learning Objectives

Assessment c. Good afternoon

d. good night

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Comment


Participant

Learning Objectives i. Indicator: a. Siswa mampu menjelaskan makna kosakata dalam teks Recount.

b. Siswa mampu menemukan persamaan kata yang tepat dari kosakata dalam teks Recount. 13

c. Siswa mampu menyebutkan informasi penting yang terdapat dalam teks Recount.

d. Siswa mampu menjelaskan ide pokok dalam teks Recount.

Assessment a. - task 2 Try to find the synonym words of the vocabulary below based on the story above! 1. Vacation a. Inn 2. Booked b. Pleased 3. Accommodation c. Respectful 4. Entertainment d. Holiday 5. Pleasant e. Thoroughly 6. Carefully f. Famous 7. Manner g. Consolation 8. Polite h. Attitude 9. Well-known i. Exhausted 10. Tired j. Reserved b. - task 2 Try to find the synonym words of the vocabulary below based on the story above! 1. Vacation a. Inn 2. Booked b. Pleased 3. Accommodation c. Respectful 4. Entertainment d. Holiday 5. Pleasant e. Thoroughly 6. Carefully f. Famous 7. Manner g. Consolation 8. Polite h. Attitude 9. Well-known i. Exhausted 10. Tired j. Reserved c. - task 3 Answer the questions below based on the story above! 1. What the main idea of the story? 2. Who were the characters in the story? 3. Why did Mr. Richard and his family go to the British Embassy? 4. How was the attitude of the officers? 5. Where was the location of the hotel’s restaurant? d. - task 3 154 1. What the main idea of the story?

Comment √

√ The assessments are relevant with the learning objective.

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Participant

Learning Objectives o. Objective: a. Siswa mampu menjelaskan makna kosakata dalam teks Recount.

b. Siswa mampu menemukan persamaan kata yang tepat dari kosakata dalam teks Recount.

c. Siswa mampu menyebutkan informasi penting yang terdapat dalam teks Recount.

Assessment a. - task 2 Try to find the synonym words of the vocabulary below based on the story above! 1. Vacation a. Inn 2. Booked b. Pleased 3. Accommodation c. Respectful 4. Entertainment d. Holiday 5. Pleasant e. Thoroughly 6. Carefully f. Famous 7. Manner g. Consolation 8. Polite h. Attitude 9. Well-known i. Exhausted 10. Tired j. Reserved b. - task 2 Try to find the synonym words of the vocabulary below based on the story above! 1. Vacation a. Inn 2. Booked b. Pleased 3. Accommodation c. Respectful 4. Entertainment d. Holiday 5. Pleasant e. Thoroughly 6. Carefully f. Famous 7. Manner g. Consolation 8. Polite h. Attitude 9. Well-known i. Exhausted 10. Tired j. Reserved c. - task 3 Answer the questions below based on the story above! 1. What the main idea of the story? 2. Who were the characters in the story? 3. Why did Mr. Richard and his family go to the British Embassy?

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Comment √

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Participant

Learning Objectives

d. Siswa mampu menjelaskan ide pokok dalam teks Recount. i. Indicator: a. Siswa dapat mengidentifikasi informasi umum dan spesifik dari teks recount yang didengar.

Assessment 4. How was the attitude of the officers? 5. Where was the location of the hotel’s restaurant? d. - task 3 1. What the main idea of the story? a. - exercise 1 Please write important information from the story and answer these questions! 1. What the story is about? 2. Who had a holiday in Bali? 3. Where did they do in Ubud?

Comment

√ √

- exercise 2 Please choose T if the statement is true and choose F if the statement is false! 1. Nathania had her holiday with he parents. (T/F) 2. Tom is Tania’s brother. (T/F) 3. Nathania, Tamara, Tom, and Noel were swimming and surfing in Kuta Beach. (T/F) 4. Nathania, Tamara, Tom, and Noel moved to Ubud on the second day in their holiday. (T/F) 5. Nathania visited Singaraja, Kuta, and Ubud. (T/F) 6. Nathenia, Tamara, Tom, and Noel were enjoyed their holiday in Bali. (T/F) 7. Bali Island is not really interesting. (T/F)

14

o. Objective: a. Di akhir proses pembelajaran, siswa diharapkan dapat mengidentifikasi informasi umum dan spesifik dari teks recount berjudul “Visiting

a. - exercise 1 Please write important information from the story and answer these questions! 1. What the story is about? 2. Who had a holiday in Bali?

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Participant

Learning Objectives Bali” yang telah didengar.

Assessment

Comment

3. Where did they do in Ubud? - exercise 2 Please choose T if the statement is true and choose F if the statement is false! 1. Nathania had her holiday with he parents. (T/F) 2. Tom is Tania’s brother. (T/F) 3. Nathania, Tamara, Tom, and Noel were swimming and surfing in Kuta Beach. (T/F) 4. Nathania, Tamara, Tom, and Noel moved to Ubud on the second day in their holiday. (T/F) 5. Nathania visited Singaraja, Kuta, and Ubud. (T/F) 6. Nathenia, Tamara, Tom, and Noel were enjoyed their holiday in Bali. (T/F) 7. Bali Island is not really interesting. (T/F)

15

i. Indicator: a. Siswa dapat menyampaikan teks monolog secara lisan berbentuk recount dengan akurat sesuai dengan struktur yang benar, pemilihan kata yang tepat, ucapan atau lafal yang benar, dan ekspresi yang sesuai. o. Objective: a. Siswa dapat menyampaikan teks monolog secara lisan berbentuk recount dengan akurat sesuai dengan struktur yang benar, pemilihan kata yang tepat, ucapan atau lafal

a. - performance in telling impressive story - participation - activity in using English

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The assessments are relevant with the learning objectives. a. - performance in telling impressive story - participation - activity in using English

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Participant

Learning Objectives yang benar, dan ekspresi yang sesuai. i. Indicator: a. Siswa mampu menyebutkan ungkapan yang digunakan dalam undangan tertulis.

Assessment

Comment

a. - vocabulary exercise Cross: 1. – (INVITATION) 2. Detail of where a person lives. 3. A person who invited to visit/ come. 4. What we measure in minutes, hours, day.

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Down: 1. Anything that happen. 2. A particular area or position. 3. A person/organization that holds an event. 4. A specific numbered of the month. 5. Very correct and suitable for official occasions 16


5 2 1

3

2

4

1

4 3

b. - exercise for informal invitation letter Read and answer! b. Siswa mampu menyebutkan informasi yang terdapat dalam

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Participant

Learning Objectives undangan tertulis.

Assessment

1. What event will be held based on the invitation? a. Funeral. b. Wedding. c. Birthday party. d. Meeting. 2. Who has the party? a. Baby. b. Cindy. c. Anthony. d. Suci. 3. When is the party held? a. Night. b. Afternoon. c. Midnight. d. Evening. 4. How old is Suci at that time of celebration? a. 77 b. 18 c. 17 d. 16 5. If you are invited, what color of shirt will you wear? a. Green and yellow b. Violet and Red. c. White and black. d. Blue and black. 6. Do you think it is a formal invitation or informal invitation? - exercise for formal invitation letter Read and answer!

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Comment


Participant

Learning Objectives

Assessment 1. 2. 3. 4. 5.

o. Objective: a. Siswa mampu menyebutkan informasi yang terdapat dalam undangan tertulis dengan cara menjawab pertanyaan yang sesuai dengan teks undangan.

Comment

Who extends the invitation? What activity will be held? When will it be held? Where should Mr. And Mrs. Subroto come to? Do you think it is a formal invitation or informal invitation?

a. - exercise for informal invitation letter Read and answer!

1. What event will be held based on the invitation? a. Funeral. b. Wedding. c. Birthday party. d. Meeting. 2. Who has the party? a. Baby. b. Cindy. c. Anthony. d. Suci. 3. When is the party held? a. Night. b. Afternoon. c. Midnight. d. Evening. 4. How old is Suci at that time of celebration? a. 77 b. 18 c. 17 d. 16

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Participant

Learning Objectives

Assessment

Comment

5. If you are invited, what color of shirt will you wear? a. Green and yellow b. Violet and Red. c. White and black. d. Blue and black. 6. Do you think it is a formal invitation or informal invitation? - exercise for formal invitation letter Read and answer! 1. 2. 3. 4. 5.

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i. Indicator: a. Siswa mampu menyebutkan ekspresi yang digunakan dalam menyetujui ajakan/ tawaran/ undangan dengan cara memasangkan ekspresi menyetujui ajakan yang sudah di sediakan oleh guru

Who extends the invitation? What activity will be held? When will it be held? Where should Mr. And Mrs. Subroto come to? Do you think it is a formal invitation or informal invitation?

a. - informal assessment - matching exercise No Questions/statements Answers/responses 1. Would you like to join us for dinner? Thank you. I’d love to. 2. Would you come and see a SM*SH Thank you, but I’m afraid I music show with me? have an exam tomorrow, so I have to study. 3. What about traveling to Mbayat next That’s good idea. I like week? traveling 4. How about having a meeting on Oh, I’m sorry. I have another Monday night? appointment 5. Shall we go to Prambanan temple That would be great tomorrow? 6. Can you come to my birthday party? Yes, certainly I will come to your party.

161

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Participant

Learning Objectives

Assessment 7.

b. Siswa mampu menggunakan ekspresi menyetujui ajakan/ tawaran/ undangan dalam percakapan dengan cara mempraktikkan secara berpasangan o. Objective: a. Menggunakan ekspresi menyetujui ajakan/ tawaran/ undangan dalam percakapan dengan partner di dalam kelas

Comment

Come and have a drink in my house?

Absolutely, I feel hot and thirsty 8. Shall we spend our holiday in I’d love to, but I prefer to Klaten? spend my holiday in Mbantul city. 9. Would you like to watch puppet With the greatest pleasure show tonight? 10. Would you like to accompany me to I’m very sorry; I don’t think the book store? I can accompany you. b. - informal assessment

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162


Participant

Learning Objectives i. Indicator: a. Mampu menemukan informasi penting dari teks yang diperdengarkan.

Assessment a. - exercise 1 You will listen to several conversations. You need to listen carefully and write down the expression used in the blank space of each conversation. 1. Lucy : Mr. Thompson will give a speech at tonight’s Canada Day celebration, would you like to come with me? Larry : ____________. I have to fly back to Calgary this afternoon. 2. Adam Julia Adam 3. Jack

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Emily 4. Andres Martha Andres

Comment √

: Hey Julia, you know that Fast and Furious 5 is on cinema today, eh? : Ye, I won’t forget that. I’ve bought two tickets. Would you like to watch it with me tonight, Adam? : ____________. : Why don’t you spend your summertime holiday with me and KC in Ibiza? : ____________! : Brrrr... Whitehorse is definitely the coldest place I’ve been to. : Sure it is. Would you like some coffee to heat you up? : ____________, I can’t drink coffee.

5. S’s sweetheart Seto S’s sweetheart

: Happy Valentine Day, Seto! : Happy Valentine Day, too! Would you like to have a dinner with me tonight, sweetheart? : ____________, honey.

- exercise 2 Now, you will be a personal assistant of an important person. You have to write down each appointment your boss has to do by filling the table below. Tick the box when your boss has an appointment and write down

163



Participant

Learning Objectives

Assessment

Comment

what the appointment is. Monday to Wednesday Time

Monday

Day Tuesday

Wednesday

Morning Afternoon Evening Thursday to Sunday Time

Day Thursday

Friday

Saturday

Sunday

Morning Afternoon Evening o. Objective: a. Siswa mampu menemukan informasi dari teks yang diperdengarkan dengan mencari ekspresi menyetujui ajakan/tawaran/undangan dalam rekaman yang diperdengarkan

a. - exercise 1 You will listen to several conversations. You need to listen carefully and write down the expression used in the blank space of each conversation. 1. Lucy : Mr. Thompson will give a speech at tonight’s Canada Day celebration, would you like to come with me? Larry : ____________. I have to fly back to Calgary this afternoon. 2. Adam

: Hey Julia, you know that Fast and Furious 5 is on cinema today, eh?

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Participant

Learning Objectives

Assessment Julia Adam 3. Jack Emily 4. Andres Martha Andres

: Ye, I won’t forget that. I’ve bought two tickets. Would you like to watch it with me tonight, Adam? : ____________. : Why don’t you spend your summertime holiday with me and KC in Ibiza? : ____________! : Brrrr... Whitehorse is definitely the coldest place I’ve been to. : Sure it is. Would you like some coffee to heat you up? : ____________, I can’t drink coffee.

5. S’s sweetheart Seto

: Happy Valentine Day, Seto! : Happy Valentine Day, too! Would you like to have a dinner with me tonight, sweetheart? : ____________, honey.

S’s sweetheart b. Siswa mampu menemukan informasi dari teks yang diperdengarkan dengan melengkapi tabel sesuai rekaman yang diperdengarkan.

Comment

b. exercise 2 Now, you will be a personal assistant of an important person. You have to write down each appointment your boss has to do by filling the table below. Tick the box when your boss has an appointment and write down what the appointment is. Monday to Wednesday Time

Monday

Morning Afternoon

165

Day Tuesday

Wednesday

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Participant

Learning Objectives

Assessment

Comment

Evening Thursday to Sunday Time

Day Thursday

Friday

Morning Afternoon Evening

Table 3.6 Assessment

166

Saturday

Sunday

THE MASTERY OF MICROTEACHING CLASS STUDENTS IN FORMULATING LEARNING OBJECTIVES IN LESSON PLANS A THESIS

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