51 activities. The framework also shows that the media materials are used in the
transfer stage which will help the students to interact in the activities provided.
d. Contextualizing the Teaching of a Past Tense Grammar Point
Shrum and Glisan 1994:32 propose ways in contextualizing the teaching of a past tense grammar point.
1. Find a context in which the past tense can logically be studied. The
teachers might build on the theme of the given vocabulary. 2.
Identify the linguistic functions: what will students be able to do by the end of the chapterunit? Address all skills and cultural understanding.
3. Identify what kind of introductory texts can be presented in a top-down
fashion. Include a description of a listening segment and a short reading that might be used.
4. What other vocabulary and grammar would you add to present in
addition to paste tense given the context being practiced? Remember that at least some of the vocabulary and grammar should appear in the
texts presented in the chapter.
This way helps the teacher to plan teaching recount. By planning it carefully, the students can follow the lesson and understand the materials more
easily. Added to this, by contextualizing the grammar point, the students will find the topic close to them and get engaged in the ELT processes.
e. Design of Lesson Objectives
Richards 1990 in Shrum and Glisan 1994 describes three models for development of program objectives: 1 skills-based objectives; 2 content-based
objectives; and 3 proficiency-based objectives. In the first model, the planner describes the competencies that represent functional ability in a specific skill but
are ―independent of specific settings or situations‖ Krahnke 1987:47 in Shrum
52 and Gilson 1994:44-45. In the second model, the planner describes specific
functions that students should be able to perform within specific content areas. In the third model, the planner might use proficiency criteria in two ways: using
certain guidelines to establish a performance level to be attained or using certain proficiency principle.
B. Relevant Studies
