Instructional Design for English Teachers

INSTRUCIONAL DESIGN

1. CURRICULUM: THE BROADEST CONTEXT IN WHICH PLANNING FOR LANGUAGE INSTRUCTION TAKES PLACE AND CONSISTS OF GOALS, MATERIALS, METHOD, EVALUATION, AND POLICY.

2. SYLLABUS: A MORE CIRCUMSCRIBED DOCUMENT WHICH HAS BEEN PREPARED FOR PARTICULAR GROUP OF LEARNERS. SELECTION AND PRESENTATION OF COURSE CONTENT.

3. INSTRUCTIONAL DESIGN: A FRAMEWORK FOR DESCRIBING THE CONCEPTUAL PROCEDURE OF THE TEACHING AND LEARNING PROCESS TO ATTAIN THE GOAL OBJECTIVES EFFECTIVELY.

4. PREPARING TEACHING ACTIVITIES: STUDY THE CURRICULUM AND GBPP, DEVELOP TEACHING MATERIALS ANALYSIS, DEVELOP PROGRAM (YEARLY/MONTHLY), DEVELOP LESSON PLAN, MAKE DAILY PROGRAM FOR EACH MEETING, CONDUCT DAILY TEST, ANALYZE THE RESULT OF THE DAILY TEST.

5. TAXONOMY OF EDUCATIONAL OBJECTIVES (BLOOM:1956) COGNITIVE DOMAIN: EMPHASIZES INTELLECTUAL OUTCOMES. SUCH AS: KNOWLEDGE, COMPREHENSION, ANALYSIS, ETC. AFFECTIVE DOMAIN: EMPHASIZE FEELING AND EMOTION. SUCH AS: INTEREST, ATTITUDES, APPRECIATION. PSYCHOMOTOR DOMAIN: EMPHASIZE MOTOR SKILLS, SUCH AS: HAND WRITING AND TYPING.

6. SEVERAL FACTORS TO BE CONSIDERED IN TEACHING READING: GRAPHEMIC CUES: DEALS WITH STUDENTS’ UNDERSTANDING IN SPELLING AND PRONOUNCIATION, SYNTACTIC CUES:  DEALS WITH STUDENTS’ UNDERSTANDING IN VOCABULARY. SEMANTIC CUES: DEALS WITH STUDENTS’ ABILITY IN USING IMPLICITLY AND EXPLICITLY WORD IN ORDER TO STUDENTS UNDERSTAND IT. SCHEMATIC CUES: DEAL WITH STUDENTS’ ABILITY IN STUDENTS’ KNOWLEDGE WITH PARTICULAR TEXT.

7. TEACHING SPEAKING: GUIDED SPEAKING: ORAL DRILL, REPETITION DRILL, PRODUCTION DRILL. COMMUNICATIVE SPEAKING: GUIDED INTERVIEW, HALP DIALOGUE, NATURAL LANGUAGE.

8. TEACHING WRITING: CONTROLLED WRITING: GALF FILLING: FILL IN THE BLANK SENTENCES. COMPLETING SENTENCES. REORDERING WORDS/JUMBLE WORDS: ARRARNGING THE WORDS OR SENTENCES INTO CORRECT WORDS/SENTENCES. WRITTEN COMMUNICATIVE ACTIVITIES:  RELYING INSTRUCTION, REPORT AND ADVERTISEMENT WRITING.

9. TEACHING STRUCTURE: EGRA (EXPOSURE: USING DEMONSTRATION AND SITUATION. EX: I AM WRITING, GENERALIZATION: GIVING THE PATTERNS. EX: S+(BE)+ING. REINFORCCEMENT: DRILL, REPETITION. APPLICATION ETC ). EGRU (EXPOSURE, GENERALIZATION, APPLICATION, USAGE). TRP (TEST REINFORCEMENT PRODUCTION)

10. TEACHING LEARNING STRATEGI: THE WAY TO CREAT TEACHING AND LEARNING PROCESS TO REACH THE GOALS. TEACHING: IS CREATING CONDUCIVE STUDENTS’ LEARN EFFECTIVELY. LEARNING: TO CHANGE THE CONDITION FROM UNKNOWN BECOMES KNOW. STRATEGY: IS GENERAL ACTION TO DO SOMETHING TO REACH THE GOAL.

11. COMPONENT OF TEACHING AND LEARNING STRATEGY: GENERAL AND SPECIFIC GOALS, SUITABLE EVALUATION TEST WITH GOAL, MATERIAL, TEACHING LEARNING ACTIVITY.

12. FORMAT OF LESSON PLAN: GOALS, OBJECTIVES, MATERIALS, PROCEDURE, EVALUATION, EXTRA CLASS WORK.

13 THE TEACHER ROLES IN ENGLISH TEACHING PROCESS: CONTROLLER, DIRECTOR, MANAGER, FACILITATOR, RESOURCE.