8 explanations of the six steps are as follows.
a. Analyzing Learner Characteristics
The first step is identifying the learners. There are two types of characteristics that should be identified; they are general characteristics, such as grade, age,
economic level, sex, and many others, and specific entry characteristics, such as knowledge, skills, and attitudes about topic.
b. Stating the Objectives
The next step is stating the objectives as specifically as possible. The objectives may be derived from a course syllabus, stated in a textbook, taken
from a curriculum guide, or developed by the teacher. A well-stated objective should include three elements; they are performances, conditions, and criteria.
c. Selecting, Modifying, or Designing Materials
After identifying the learner’s prior knowledge, skills, and attitudes and stating the objectives of the teaching- learning process, it is necessary to ‘build
a bridge’ between these two points; i.e., designing materials. There are three ways in designing the materials; they are selecting available materials,
modifying existing materials, and designing new materials.
d. Utilizing Materials
Present ing the materials is the core of this step. Before the presentation is conducted, preparation should be done. The preparation itself includes
previewing the materials, preparing the environment where the presentation will take place, and preparing the learners as the audience.
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e. Requiring Learner Response
To assure learning, the students must practice what they are expected to learn and they should be reinforced for the correct response. The students are
expected to perform the behaviour stated in the objectives. There should be activities within the lesson that allow students to respond to the materials
correctly and to receive feedback on the appropriateness of their performances or responses.
f. Evaluating
After completing the previous steps, it is necessary to evaluate the impacts and effectiveness of the steps. To obtain the total picture, evaluating the entire
instructional process is needed. Although ultimate evaluation must wait to the completion of all instructional processes, evaluation is an ongoing process.
Evaluations can be made before, during, and after the instructional processes.
2. Teaching Writing
