CHAPTER 3 PRINCIPLES OF ENGLISH INSTRUCTIONAL DESIGN

(Drs. Djoko Srijono,M.Hum.)

3.1. Introduction
In order to teach English effecti el! and successfull!, an English teacher should design English lesson "lans. English teaching#learning "rocess $ill %e effecti e if all com"onents of English lesson "lans ha e internal rele ance. &esides, English instruction $ill %e successful if the teachers and students are "roacti e and the situation or condition of teaching and learning is conduci e.

3.'. (urrent (urriculum Im"lemented in Indonesia

(urriculum is )a "lan for learning* (+a%a in Morrison, 1,,3- .3). +his definition focuses more on the "rocess of designing or "lanning and resulting curriculum "roducts such as units of instructions. In line $ith +a%a/s definition, 0li a (in Morrison, 1,,3-.3) defines curriculum as a "lan or "rogram for all the e1"eriences $hich the learner encounters under the direction of school. +he recent curriculum of the secondar! school le el in Indonesia is the school 2e el# %ased curriculum or in Indonesian it is "o"ularl! kno$n as Kurikulum Tingkat Satuan Pendidikan (KTSP). +he essence of the curriculum is that the curriculum is de elo"ed and im"lemented %! each school unit. KTSP is de elo"ed %ased on the condition of each school, the school characteristics, socio#cultural en ironment, and the learner characteristics. Mul!asa ('33.-'1) states that KTSP is one of curriculum reforms in $hich each unit4le el of education has an autonom! to de elo" its o$n curriculum in accordance $ith its o$n "otencies, social needs, en ironment, strength, $eakness, o""ortunit!, and threats in the efforts of de elo"ing the 5ualit!, efficienc!, and "ro"agation of education. It is ho"ed that "rinci"als, teachers, school committee and education %oard are more familiar, accustomed, and closer to the curriculum designed %! themsel es.
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+he )'313 curriculum*, a means of integrating alues s!stems, kno$ledge, and skills, has orientation on de elo"ing the learners/ com"etencies, the changing of teaching#learning methodolog! to$ards teaching#learning "rocess $hich gi es "riorities on the learning e1"eriences through o%ser ing, in5uiring, associating, and communicating so as to enhance the alues of com"etiti eness and %uild "rime characters ( Kemendikbud, '31'- 13). +o achie e all of these, the teaching methodolog! in ol es not onl! e1"loration, ela%oration, confirmation, %ut also o%ser ation, in5uir!, anal!sis, reasoning, descri"tion, inference, e aluation, and )creation* (Kemendikbud, '31'- '6). +he (English) teaching#learning materials of the )'313 curriculum* should %e rele ant to com"etencies needed %! the learners and jo% markets. Essential teaching#learning materials ha e to contain the )core* materials $hich are suita%le $ith the learner/s %ackgrounds and needs. +he (English) teaching#learning "rocess is conducted as student#centered learning and conte1tual learning (Kemendikbud, '31'- '6). .

3.3.

Designing English S!lla%us

+he "oints of de"arture in s!lla%us design are the anal!sis of English language, the

learners, and %elief a%out language learning. English can %e anal!7ed into its com"onents ( sounds, "honemes, mor"hemes, $ords, "hrases, clauses, sentences, "aragra"hs, and discourses), language macro skills (listening, s"eaking, reading, and $riting skill) and micro skills, language functions such as introducing, greeting, informing, asking directions, gi ing ad ice, etc., language notions (e.g. time, e5ualit!, cause, e1istence, o$nershi", duration, si7e, etc.), language as"ects ( structure, "ronunciation, and oca%ular!), language use (mother tongue or first language, second language, and foreign language), and language arieties (standard, non# standard, formal, informal, s"oken, $ritten language, casual st!le, intimate st!le, fro7en st!le, etc.), Information a%out learners is crucial to %e taken into consideration, in order that the teaching materials gi en can %e meaningful and rele ant. +he im"ortant "oints $hich should %e "aid attention %! s!lla%us designers are kinds of learners- $hether the! are !oung4children or adult learners, their academic and e1"erience %ackground, their moti ation in learning English (intrinsic or e1trinsic moti ation, instrumental or integrati e moti ation), their demogra"hic
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%ackground $hich concerns the location and its en ironment $here the! li e and stud!8 their socioeconomic %ackground $hether the! %elong to the ha e, borguise, or lo$ class8 and their famil! %ackground (ho$ man! %rothers and sisters the! ha e, the learner is the onl! child, or the oldest or the !oungest etc.). +heir language learning strategies and learning st!les are also determining factors for designing s!lla%us. 0ther im"ortant as"ect is the t!"e language learner (concrete, anal!tical, communicati e, authorit!#oriented, autonomous learner). +he last im"ortant as"ect for s!lla%us design is the %elief a%out language learning. Hutchinson and 9aters (1,,.- :3#:3) consider language learning as ha%it formation, rule# go erned acti it!, and "ro%lem sol ing task. &eha iorists argue that language learning is a mechanical "rocess of ha%it formation and "roceeds %! means of the fre5uent reinforcement of stimulus#res"onse se5uence. (homsk! asserts that human mind $as a%le to co"e $ith an infinite range of "ossi%le situations and thinking must %e rule#go erned %eha ior and language learning is a "rocess in indi idual e1"eriences are used %! the mind in no el situations to "redict $hat is likel! to ha""en. (ogniti ists consider learning language as "ro%lem#sol ing tasks. +he! argue that language learning is a "rocess in $hich the learners acti el! tr! to make sense of data and it takes "lace $hen the learners manage to im"ose some sort of meaningful inter"retation. In designing s!lla%us for English teaching, it has to focus on learners/ needs (learning4academic needs and target4jo% needs), "otencies, and en ironment. +he teaching# learning materials must also %e rele ant, arious, integrated, sustaina%le, and holistic. +he s!lla%us designed should also consider the %alance %et$een local, national, and e en glo%al needs or interests (Muslich, '33.- 11).+his is in line $ith $hat is "ro"osed %! ;ajan ('333-3) that good instructional materials don not teach, %ut encourage students to learn. +he! $ork like MAGIC (Motivating and Meaningful, Authentic and Appropriate, Graphic and Graded, Interesting, Interactive, and Integrated, Contextual and Creative) . Motivating means that materials should %e a%le to moti ate the language learners to learn English. Meaningful has the notion that the materials are full of meaning and ha e sense. Authentic means that the materials can "ro ide the use of English in real#$orld like. Appropriate materials are the ones that are suita%le $ith the learners/ needs and learners/ le els. Graphic means that, if it is "ossi%le, the English instructional materials are "resented in the forms of gra"hic so that the! are more interesting and easil! understood %! English learners. Graded means that the materials should %e arranged s!stematicall! so that the! are learna%le ("s!chological consideration). Interesting
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teaching materials are those $hich can make the learners interested in learning them. +his can %e done %!, for e1am"le, making attracti e and colorful co er, if the! are "rinted material, designing interesting la! out. Interactive means that instructional materials can generate interaction %et$een the learners and the teacher and among learners $hether indi iduall! or in grou". Integrated means that the materials can de elo" the four language skills and co er %uilding %locks of English language, language as"ects ( oca%ular!, "ronunciation, and structure), language functions, language notions, and language use. Contextual materials are those $hich are suita%le $ith learners/ en ironment, "otenc!, and characteristics. (onte1tual materials should also %e suita%le $ith the current situation $hen the students learn English and the students/ learning st!les. <ccording to +omlinson (1,,.- 1=), st!les in language learning $hich need to %e catered in language learning materials include(1) visual (e.g. the language learner "refers to $ritten English or the "rinted materials) (2) Auditory (e.g. the language learner "refers to hear the English language- non#"rinted materials, es"eciall! cassettes and (D#;0Ms). (3) inesthetic (e.g. the language learner "refers to do something "h!sicall!, such as follo$ing instructions, "la!ing drama, role "la!ing) (!) studial (e.g. the language learner likes to "a! attention to the linguistic features of the language and $ants to %e correct, su""l! language data, te1ts, discourses to %e anal!7ed), (") #xperiential (e.g. the language learners use the language as means of communication rather than learning its formal correct grammar). ($) analytic (e.g. the language learner "refers to focus on discrete %its of the language and learn them one %! one), (%) glo&al (e.g. the language learner is ha""! to res"ond to the $hole chunks of language at time and "ick u" $hate er he4she can) (') (ependent (e.g. the language learner "refers to learn from a teacher and from a %ook). ()) Independent (e.g. the learner is ha""! to learn from their o$n e1"erience and use autonomous learning strategies>su""l! self#access materials).

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?urthermore, +omlinson (1,,.- =#'1) argues that good English instructional materials should %e a%le to (1) achie e im"act through no elt!, ariet!, attracti e "resentation, and a""ealing content. (') hel" learners to feel at ease, namel! materials $ith lots of $hite s"ace, te1ts and illustrations that the learners can relate to their o$n culture, and @ oice/ $hich is acti e, rela1ed, and su""orti e. (3) de elo" learners/ self#confidence8 $hen the! are rela1ed and self#confident, the! can learn %etter and faster. (:) %e "ercei ed %! English learners as rele ant and useful (read- English for S"ecific Aur"oses Materials). (6) re5uire and facilitate learner self# in estment, %ecause language learners "rofit most if the! in est interest, effort, and attention in the learning acti it!. +his facilitates the learners/ self#disco er!. (B) make language learners read! to ac5uire the "oints %eing taught. (=) e1"ose the learners to language in authentic use through the ad ice the! gi e, the instructions for their acti ities, and the s"oken and $ritten te1ts the! include. (.) "ro ide the learners $ith o""ortunities to use the target language to achie e communicati e "ur"oses. (ommunicati e "ur"oses or interaction can %e achie ed through information or o"inion ga" acti ities, "ost#listening and "ost#reading acti ities, creati e $riting and creati e s"eaking acti ities, and formal instruction gi en in the target language. (,) take into account that learners differ in language learning st!le and learning strateg!. (13) ma1imi7e learning "otentials %! encouraging intellectual, aesthetic, and emotional in ol ement $hich stimulates %oth right and left %rain acti ities through mechanical drills, rule learning, sim"le transformation acti ities. Hutchinson and 9aters (1,,:-13=) also state that good English materials do not teach, %ut encourage learners to learn. Cood English instructional materials, therefore, should contain interesting te1ts, enjo!a%le acti ities $hich engage the learners/ thinking ca"acities, and o""ortunities for learners to use their e1isting kno$ledge and skills, and content $hich %oth learner and teacher can co"e $ith. In a narro$ sco"e, learning situation is another im"ortant as"ect that must %e taken into consideration. <ccording to (unnings$orth (1,,6-13B), e er! teaching#learning situation is uni5ue due to some factors such as- (1) the d!namics of the classroom, (') the "ersonalities in ol ed, (3) the constraints im"osed %! the s!lla%us, (:) the a aila%ilit! of resources, and (6) the e1"ectation and moti ation of the learners. In order to %e a%le to reach $hat is s"ecified in com"etence standard, s"ecificall! %asic com"etence and indicators, de elo"ing English s!lla%us is a ital im"ortance. <ccording to
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Depdiknas ('33.- 1:), the com"onents of a s!lla%us are com"etence standard, %asic com"etence or su%#com"etence, indicator, main materials, instructional acti ities, e aluation, time allocation, and learning sources. 0ne im"ortant and su""orting thing that cannot %e forgotten is teaching media4teaching aids. In other $ords, s!lla%us deals the 5uestions- $hat com"etence must %e reached %! the learners, ho$ to reach the com"etence, and ho$ to kno$ $hether or not the learners ha e reached the com"etence.

3.:.

Arinci"le of Designing English S!lla%us

Muslich ('33.- 136) states that the "rinci"les of designing s!lla%us in D+SA are (1)

scientific, (') rele ant, (3) s!stematic, (:) consistent, (6) ade5uate, (B) recent and conte1tual, (=) holistic, and (.) fle1i%le. S!lla%us is scientific $hich means that all materials and teaching# learning acti ities are true and scientific. ;ele ant s!lla%us concerns $ith the sco"e, learna%ilit!, teacha%ilit!, selection, and gradation of the materials. +he materials are suita%le $ith the learners/ de elo"ment le el "h!sicall!, sociall!, emotionall!, and s"irituall!. S!lla%us has some characteristics. It is s!stematic $hich means that its com"onents are interrelated functionall! to reach the com"etence. &eing s!stematic also means that there e1ists a consistent relation of com"etence standard, %asic com"etence, indicators, teaching#learning materials, learning e1"eriences, teaching#learning media, and e aluation s!stem. S!lla%us is ade5uate $hen its com"onents are sufficient to reach the %asic com"etence. &eing recent and conte1tual im"l! that the com"onents of the s!lla%us follo$ the recent de elo"ment of science, technolog!, arts, and e ents in the real $orld. S!lla%us is holistic $hen it co ers the three domains of com"etence8 cogniti e, affecti e, and "s!chomotor domain. ?le1i%ilit! means that all com"onents of the s!lla%us can accommodate the learners coming from different %ackgrounds (socio#economicall!, geogra"hicall!, and demogra"hicall!) and the d!namics of school and societ!. (oncerning the fle1i%ilit! of s!lla%us, it is im"ortant for the English s!lla%us designer to %e a$are that learners ha e their o$n learning st!les, learning strategies, and learner t!"es.

3.6.

Arinci"le of English 2earning

+he learning "rinci"les in KTSP are deri ed from EFES(0. EFES(0 formulates four

"illars of learning8 learning to kno$, learning to do, learning to li e together, and learning to %e.
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In a narro$ sense, learning to kno$ is related to language ac5uisition, master!, and use. In %road sense, learning to kno$ is an endea or to gain, dee"en, use or a""l! ne$ science and technolog!. +his can %e done %! reading the "rinted materials, learning %! heart, "ro%lem sol ing, discussing $ith others, assessing internet, and so on. 2earning to do is learning to master and de elo" language skills and com"etencies in order to function o"timall! in jo% "laces or markets. 2earning to li e together is learning to coo"erate, interact, and communicate $ith arious (grou" of) "eo"le. In glo%al era, human %eings not onl! interact $ith arious ethnics $ho ha e their o$n education, culture, religion, custom, tradition and e1"ertise, %ut also li e and coo"erate together. In this concern, it is er! im"ortant for ha ing cross cultural understanding or intercultural communication to a oid cultural shocks. +he com"le1it! and the fast de elo"ment of life call for learning to %e. Human %eings need to de elo" their $hole as"ects of "ersonalit! regarding their "h!sical, social, moral, intellectual, emotional, and s"iritual as"ect. +he glo%al life calls for human %eings to %e e1cellent and su"erior. ;elated to English language learning, Hutchinson and 9aters (1,,:- 1'.#133) outline some %asic "rinci"les of language learning8 (1) *anguage learning is a develop+ental process, 2anguage learners use their e1isting kno$ledge to make ne$ information com"rehensi%le. +he learners/ e1isting state of kno$ledge is a ital element in the success or failure of language learning and hence good teachers should esta%lish and e1"loit $hat the learners alread! kno$,
(2) *anguage learning is an active process,

It is not enough for language learners just to ha e the necessar! language kno$ledge8 to make things meaningful the! need to use the! kno$ledge.

(3) *anguage learning is a decision-+a ing process,

2anguage learners are decision#makers for deciding $hat language kno$ledge the! learn, ho$ it relates to their e1isting kno$ledge, $hich information is4is not rele ant, $hich information is im"ortant4unim"ortant, etc.
(!) *anguage learning is not .ust a +atter of linguistic no/ledge, 77

+eaching#learning language should match the learners/ conce"tual4cogniti e ca"acities and the learners/ linguistic le el.
(") *anguage learning is not the learners0 first experience /ith language.

2anguage learners kno$ $hat communication is and ho$ it is used. 2earners/ kno$ledge of communication should acti el! %e e1"loited in language learning, for e1am"le %! ha ing them to "redict contents or to"ics %efore reading and listening.
($) *anguage learning is an e+otional experience,

+his concerns $ith the de elo"ment of "ositi e emotions as o""osed to the negati e ones, for e1am"le- (a) using "air or grou" $ork to %uild on social relationshi", (%) gi ing learners time to think, (c) "utting less em"hasis on the "roduct and more on the "rocess, (d) aluing attitude as much as a"titude and a%ilit!, (e) making interest, fun, and ariet! "rimar! considerations in materials and teaching#learning methodolog!.

3.B.

Ste"s in Designing4Alanning English 2esson

Arofessional English teachers need satisfaction in conducting their "rofession. 0ne of the

im"ortant determining factors to achie e this is designing4"lanning English lesson %efore carr!ing out teaching acti ities. +he success or failure of their teaching#learning acti ities is influenced %! their lesson "lan. 2esson "lan4course design or in Indonesian $idel! kno$n as Rencana Pelaksanaan Pembelaran (RPP) is an instructional "lan descri%ing learning o%jecti es, teaching#learning materials, teaching#learning methods and techni5ues, teaching#leaning media, learning sources, and some means of assessments. &ro$n (1,,:- 3,B#3,.) "ro"oses the essential elements of a lesson "lan such as goals, o%jecti es, materials and e5ui"ments, "rocedures, e aluation, and e1tra#class $ork. Coal is an o erall "ur"ose to %e accom"lished %! the end of the class "eriod. 0%jecti e is the e1"licit statement of $hat the learners can gain from the lesson. Cood "lanning tactics al$a!s indicate the im"ortance of materials and the e5ui"ment that can su""ort or facilitate the teachers and the learners in teaching and learning the materials. Arocedure includes- (a) an o"ening statement as a )$arm u"*, (%) a set of acti ities and techni5ues that are a""ro"riate for $hole class $ork, small grou" and "air $ork, teacher talk and student talk, and (c) closure. E aluation is set to determine $hether or not the o%jecti es ha e

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%een accom"lished. In addition, e1tra#class $ork functions to dee"en the learners/ language kno$ledge and enhance the learners/ language skills. +o %e a%le to design an English lesson $ell, English teachers are re5uired to- (1) stud! and understand thoroughl! com"etence standard and %asic com"etence, (') formulate the indicators that must %e fulfilled %! the learners, (3) formulate learning o%jecti es, (:) select and grade good teaching#learning materials, (6) determine teaching#learning methodolog!, (B) choose a""ro"riate teaching techni5ue and media, (=) conduct test and e aluation, (.) determine time allocation, and (,) inform the learning sources to the learners. In stud!ing and understanding com"etence standard and %asic com"etence, English teachers should %e a$are that there is a relation %et$een them, and there is correlation among them $ith other lessons (Muslich, '33.- 13B). Indicator is an indication of the %asic com"etence achie ement %! the learners. 2earning o%jecti e is the most s"ecific, measura%le le el of learning. Indicator and learning o%jecti e can %e measured in relation to cogniti e, affecti e, and "s!chomotor domain. +he t!"e of learning is categori7ed %! the le el of com"le1it!, and its domain le els. Some details of the le els in cogniti e domain are "resented %! Ci%%s (1,.,) com"iled %! &un!i (1,,6- 13=) in the form of a list of action er%s $hich state learning o%jecti e.
(1) Dno$ledge - state, define, list, name, write, recall, repeat, recognize, label,

reproduce, recite, outline, arrange, match, memorize, order, relate.

(') (om"rehension - identify, justify, select, indicate, recognize, report, restate, re iew,

sort, translate, illustrate, represent, formulate, e!plain, contrast, classify, interpret, paraphrase, summarize, describe, discuss, e!press.
(3)

<""lication- predict, demonstrate, instruct, compute, calculate, perform, prepare, practice, apply, choose, schedule, sketch, employ, use.

(:) <nal!sis- analyze, differenced, separate, compare, contrast, sol e, appraise, categorize,

criticize, discriminate, distinguish, deduce.

(6) S!nthesis - combine, compose, construct, restate, argue, organize, relate, generalize,

conclude, propose, plan, prepare, set up, synthesize, and design.

(B) E aluation - estimate, predict, score, judge, alue, determine, support, defend, criticize,

select.

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9inecoff (cited Drath$ohl, et al., 1,=:) classifies affecti e domain into fi e le els- (1) rece"tion (a$areness, $illingness to recei e, selected attention) (') res"onse (ac5uiescence, satisfaction), (3) alue (acce"tance of alue, "reference for a alue, commitment to a alue), (:) organi7ation of alue (conce"tuali7ing alue, organi7ing alue s!stems), and (6) characteri7ation of alue. <ction er%s $hich are commonl! used in formulating o%jecti es of affecti e domain include cooperate, disagree, dispute, shows concern, like, dislike, show interest in, join, phrase, share, participate in, engage, consider, priorities, offer, care about, belie e, affirm. <ccording to Harro$ (1,=1) 5uoted %! 9inecoff (1,.,- =:), "s!chomotoric domain has si1 le els- (1) reflect mo ement, (') %asic4fundamental mo ement, (3) "erce"tual a%ilities, (:) "h!sical a%ilities, (6) skilled mo ement, and (B) non#discursi e communication. As!chomotoric learning, according Scholl of Education in Mississi""i Eni ersit! ('331- 1), is categori7ed into fi e skills(1) "mitation, re"eating action that has %een demonstrated4e1"lained and imitation can %e in the form of trial and error action that can %e res"onded accuratel!. (') #anipulation, imitating skill $hich is full of self#confidence and "roficienc!. (3) Precision, gaining skill, "roficienc!, and accurate "erformance s"ending efficient energ!. (:) $rticulation, gaining de elo"ed skill that can %e ada"ted to certain situation and condition. (6) %aturalization, conducting e1"eriments, creating ne$ action, mani"ulating materials %e!ond com"rehension, com"etence, and skill de elo"ed. +he follo$ing are action er%s that can %e used to state "s!chomotoric learning o%jecti esImitation begin assemble attempt carry out copy calibrate construct dissect duplicate Manipulation $c&uire $ssemble 'omplete 'onduct Do (!ecute "mpro e #aintain #ake Precision achie e accomplish ad ance automate e!ceed e!cel master reach refine
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Articulation adapt alter change e!cel rearrange reorganize re ise surpass transcend

aturali!ation $rrange 'ombine 'ompose 'onstruct 'reate Design )efine *riginate Transcend

flow mo e practice proceed repeat reproduce respond organize sketch start Try olunteer

#anipulate Pace Perform Produce Progress +se

succeed transcend

In selecting good materials, the English teacher should also consider %oth e1ternal and internal factors. +he e1ternal factors deal $ith the learning o%jecti e, learners/ le el (%eginner, intermediate, or ad ance learners), intensi e or non#intensi e course, t!"e of school (general or ocational school), and the learners/ language %ackground. +he internal factors concern $ith the t!"e of language (dialect, register, st!le, and medium), language form ($hich, and ho$ man!), didactic criteria (teacha%ilit!), and "s!chological criteria (learna%ilit!). In grading course content, some "rinci"les can %e a""lied. 1. '. 3. :. 6. B. from the most interesting to the least interesting. from the easiest to the most difficult. from the most similar to 21 to the most different to 21. from the most general4%asic to the most detail. from the sim"lest to the most com"le1. from the most e1"licit to the most im"licit items, etc. +eaching#learning methodolog! is concerned $ith ado"ting a""ro"riate

a""roach4strateg!4methods, techni5ues, and media for teaching and learning English. It is also concerned $ith the "lanning of learning acti ities, learning e1"erience, and learning tasks (;ichards, 1,,=- 11). It should %e ke"t in mind that English teaching#learning "rocess should %e conducted to master %oth e1"ressi e and rece"ti e skills. In the teaching of genres %oth in Gunior and Senior High School in Indonesia, the teaching#learning c!cles are &uilding Dno$ledge of ?ield (&D0?), Modeling of +e1t (M0+), Goint (onstruction of +e1t (G(0+), and Inde"endent (onstruction of +e1t (I(0+) (Hammond, et al., 1,,'- 1,#'').
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Hammond, et al. state that &D0? is the "oint at $hich o erall kno$ledge of the social and cultural conte1ts of the to"ic is %uilt and de elo"ed. <t this stage, discussion of socio# cultural similarities and differences occur so that understanding of the "ur"ose of arious genres can %e de elo"ed. M0+ in ol es introducing the learners a model of the genre the! $ill %e reading or $riting. +his also in ol es "re"aring the learner for reading and $riting %! focusing on the genre, discussing the social function of the genre and the "ur"ose intended %! the reader or $riter, and anal!7ing characteristics, schematic structure, and grammatical "atterns. +he aim of G(0+ is for the teacher to $ork $ith the learners to construct a similar te1t. +he teacher "ro ides guidance and e1"licit su""ort through 5uestions and elicitations. I(0+ occurs onl! after grou" or "air construction has sho$n that the learners ha e gained control of the field, and if it is necessar! to rec!cle some of the tasks and acti ities, for e1am"le further modeling of te1t construction or anal!sis of grammatical "atterns. +esting and e aluation are %ased the indicators that ha e %een formulated. +his can %e done %! tests and non#tests orall! and4or $ritten form, o%ser ing the learners/ "erformance, attitudes, scoring the learners/ tasks, "roduct, "ortfolios, and the learners/ self#e aluation. E aluation is a series of s!stematic and continual acti ities to descri%e, anal!7e, and inter"ret the data a%out teaching#learning "rocess and achie ement of the learners $hich "ro ides meaningful information for making decisions (Muslich, '33.- 13=). +ime allocation is %ased on the effecti e time for learning and time for learning in a $eek %! considering the num%er of %asic com"etence, the sco"e, learna%ilit! and teacha%ilit! of the materials. +ime allocation stated in the s!lla%us is the estimation of time needed %! the learners to master %asic com"etence. 2earning sources can %e references, readers, real o%jects used in English teaching# learning "rocess, li e talk of the nati e s"eakers (if "ossi%le), cassettes, ideos, (D#;0Ms, dictionaries, grammar %ooks, $ork%ooks, ne$s"a"ers, maga7ines, food "ackages, stories, ad ertisements, "oems, etc. (+omlinson, 1,,.- '). In short, language learning sources refer to an!thing $hich is used %! the teacher or learner to facilitate language learning. +he follo$ing is the most common format of lesson "lan for English teaching, though ariations $ill %e found. *#1123 4*A3
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#ducation *evel *esson Grade7 1e+ester 8i+e Allot+ent Genre

5 66666 566666, 566666, 566666, 5 66666,

<. Standard (om"etenc! -HHHHHH &. &asic (om"etenc! (. Indicators1. (ogniti e-HHH. '. <ffecti e-HHH.. 3. As!chomotor-HHHH D. 2earning 0%jecti e -HHHHHH E. +eaching#learning +echni5ue-HHHHHH. ?. +eaching#learning Material-HHHH. C. +eaching#learning <ids4 Media-HHHHH H. +eaching#learning <cti ities1. 0"ening '. (ore +eaching#learning <cti itiesa. c. I. G. E1"loration (&D0?, M0+) (onfirmation (I(0+) +eaching>learning Sources E aluation%. Ela%oration42earning (ell (G(0+) 3. (losing -HHHHHH

1. +est Items '. De! <ns$ers 3. Scoring ;u%ric

83

Surakarta, HHHHHH..'311 <""ro ed %! Headmaster of SMA4SM<HH.. English +eacher

HHHHHHHHHHHH

HHHHHHHHHHHH

3.=.

Summar!
Designing English lesson "lan is an im"ortant task for English teachers. +his determines

the effecti e and successful English teaching#learning "rocess. In doing the task, the! need to stud! and ha e thorough understanding of good English instructional materials, the com"onents and "rinci"les of designing English s!lla%us, the "rinci"les of teaching and learning English, and the learners/ t!"es, learning strategies and learning st!les.

3...

E1ercise

1. 9hat is the essence of School 2e el#%ased (urriculumI '. Dis"la! the ad antages of School 2e el#%ased (urriculum. 3. 9hat as"ects should %e considered in designing English S!lla%usI :. E1"lain the notion of good instructional materials. 6. 9h! should English teaching materials %e conte1tual and creati eI B. 9hat factors can make learning situation uni5ueI =. 9hat are the com"onents of English s!lla%usI .. Mention and e1"lain the "rinci"les of designing English s!lla%us. ,. ;elate the four "illars of learning deri ed from EFES(0 and learning English. 13. 9h! is )PP im"ortant for English teachersI 11. 9hat should English teachers do to %e a%le to design a good )PPI 1'. E1"lain the notion of teaching#learning methodolog! in KTSP.
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13. 9h! are learning sources im"ortant for learnersI 1:. Ci e 13 e1am"les of English learning sources. 16. ;elate the e1"loration, ela%oration, confirmation as in5uir!#%ased teaching and learning of English and the "rocedures of teaching#learning genre.

9ey 1. School 2e el#%ased (urriculum is the o"erational curriculum designed and im"lemented %! each school unit4le el. '. +he ad antages of this curriculum are (a) gi ing autonom! to each unit4le el of education, (%) %! im"lementing this curriculum, the "rinci"als, teachers, school committee, and education %oards are more familiar, accustomed, and closer to the curriculum designed %! themsel es. 3. +he as"ects that should %e considered in designing English s!lla%us are (a) anal!sis of the language (its com"onents. skill and micro skills, as"ects, functions, notions, use, arieties, etc.), (%) information a%out the learners (their kinds, moti ation, academic and e1"erience, socioeconomic and demogra"hic %ackground, learning strategies, and learning st!les). (c) %eliefs a%out language learning (language learning as ha%it formation, as ruled#go erned acti it!, as "ro%lem sol ing tasks) :. Cood materials don/t teach %ut encourage learners to learn English. Such as materials $ork like M<CI( (Moti ating and Meaningful, <uthentic and <""ro"riate, Cra"hic and Craded, Interesting, interacti e, and Integrated, (onte1tual and (reati e). 6. +he! should %e conte1tual %ecause the English materials should %e suita%le $ith the learners/ "otenc!, en ironment, and characteristics, and the! must %e suita%le $ith the current situation. +he! should %e creati e %ecause these materials should %e a%le to o"en the learners/ ne$ hori7on, ins"irations, ideas, etc. B. ?actors that make learning situation uni5ue are(a) the d!namic of the classroom (%) the "ersonalities in ol ed
85

(c) the constraints im"osed %! the s!lla%us (d) the a aila%ilit! of resources (e) the e1"ectation and moti ation of the learner. =. +he com"onents of English s!lla%us are com"etenc! standard, %asic com"etenc!, indicators, learning o%jecti es, main materials, instructional acti ities, e aluation, time allocation, learning sources. .. +he "rinci"les of deigning English s!lla%us are(a) scientific- all materials and teaching acti ities are true and scientific, (%) rele ant- the materials are suita%le $ith the learners/ de elo"ment le els "h!sicall!, sociall!, emotionall!, and s"irituall! (c) s!stematic- the com"onents of the s!lla%us are related each other functionall! to reach the com"etenc! (d) consistent- consistent relation among com"etenc! standard, %asic com"etenc!, indicators, learning o%jecti es, instructional materials, instructional acti ities, teaching media, and e aluation s!stem (e) ade5uate- the com"onents of the s!lla%us are ade5uate the %asic com"etenc! (f) recent and conte1tual- the com"onents of the s!lla%us consider the recent de elo"ment of science, technolog!, arts, and e ents in the real $orld (g) holistic- the s!lla%us co ers cogniti e, affecti e, and "s!chomotoric domain (h) fle1i%le- all s!lla%us com"onents can accommodate the learners coming from their o$n %ackgrounds socioeconomicall!, geogra"hicall!, demogra"hicall!, and the d!namics of school and societ!. ,. +he relation %et$een the four "illars of learning deri ed from EFES(0 and English learning (a) learning to kno$ is related to language ac5uisition, language master!, and language use (%) learning to do is related to learning to master and de elo" the four language skills and com"etencies in order to function o"timall! in jo% "aces and market (c) learning to li e together is learning to coo"erate, interact $ith arious (grou" of) "eo"le (d) learning to %e is learning to de elo" the $hole as"ects of "ersonalit! to %e e1cellent and su"erior. 13. ?or English teacher )PP is im"ortant %ecause it determines the success or failure of
86

English teaching#learning "rocess. 11. +o %e a%le to design good ;AA English teachers need to stud! and understand thoroughl! com"etenc! standard and %asic com"etenc!, formulate the indicators and learning o%jecti es, select and grade good teaching materials, determine teaching#learning methodolog!, choose a""ro"riate teaching techni5ues and media, conducts tests and e aluation, determine time allocation, and inform the learning sources to the learners4 1'. +eaching methodolog! is concerned $ith ado"ting a""ro"riate a""roach4strateg!4methods, techni5ues, and media for teaching#learning English, and also "lanning learning acti ities, learning tasks, and learning e1"eriences. 13. &ecause the! can facilitate their language learning. 1:. +en e1am"les of learning sources are references, readers, real things, li e talk of nati e s"eakers, cassettes, ideos, (D#;0Ms, dictionaries, grammar %ooks, $ork%ooks. 16. E1"loration deals $ith &uilding Dno$ledge of ?ield (&D0?) and Modeling of +e1t (M0+) Ela%oration concerns $ith Goin (onstruction of +e1t (G(0+) (onfirmation is similar to Indi idual (onstruction of +e1t (I(0+)

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