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B. Underlying Theory
1. Instructional Design Instructional design is defined by Berger and Kam 1996: 28 as
‘the systematic development of instructional specifications using learning and instructional theory to ensure the quality of instruction. It is the
process of analysis of learning needs and goals and the development of a delivery system to meet those needs. It includes development of
instructional materials and activities; and tryout and evaluation of all instruction and learner activities.”
2. Learning Objective Learning objectives are brief descriptions of specific things a
learner completing the course will know or be able to do. Learning Objectives are statements that describe what a learner will be able to do as
a result of learning. They are sometimes called learning outcomes. Learning Objectives are also statements that describe what a
learner will be able to do as a result of teaching. Some definitions stress that a learning objective is a sort of contract that teachers make with
learners that describes what they will be able to do after learning that they could not do before, the added value of teaching. According to Pomoni
2010: 5, the learning process encompasses a series of activities that aim to reinforce students’ learning through a range of different types of
objectives. 3. Syllabus
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To begin with, it seems of great importance to define the term syllabus in order to have a better understanding of what it actually means
and to which aspects and dimensions of ELT it is related. Of course, it should be noted that there are many challenges to proper defining and
elaborating on the concept syllabus. For example, in recent years, the focus of syllabuses has shifted
away from structure to situations, functions and notions to topics and tasks. That is why, as Nunan 1988:52 highlights; with the development
of the latter obviously the traditional distinction between syllabus design and methodology has become blurred. Accordingly, though it is a little
difficult on initial appearance to describe syllabus, it seems possible to make an attempt to define syllabus at least in an understandable way.
4. Instructional Material Instructional material means content that conveys the essential
knowledge and skills of a subject in the public school curriculum through a medium or a combination of media for conveying information to a
student. The term includes a book, supplementary materials, a combination of a book, workbook, and supplementary materials,
computer software, magnetic media, DVD, CD-ROM, computer courseware, on-line services, or an electronic medium, or other means of
conveying information to the student or otherwise contributing to the learning process through electronic means, including open-source
instructional material.
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Allwright 1990:58 argues that materials should teach students to learn, that they should be resource books for ideas and activities for
instructionlearning, and that they should give teachers rationales for what they do. From Allwrights point of view, textbooks are too inflexible to be
used directly as instructional material. 5. Classroom Procedure and Technique
a. Classroom Prosedure Teachers play various roles in a typical classroom, but surely
one of the most important is that of classroom manager. In turn, must be reflected in both the textbook content and classroom activities
which adopts the cycles of teaching and learning namely spoken cycles and written cycles. Each of these cycles consists four stages i.e.
Building Knowledge of the Field BkoF, Modelling of Text MoT, Joint Construction of Text JcoT, and Independent Construction of
Text IcoT Hammond et al. 1992. b. Classroom Technique
Anthony 1963: 95 defines technique as “implementation which actually takes place in a classroom. It is a particular trick,
stratagem, or contrivance used to accomplish an immediate objective. Techniques must be consistent with a method, and therefore in
harmony with an approach as well.” In a review of Anthony’s ideas, two later thinkers , Jack
Richards and Ted Rodgers 1987: 146 suggest a rethinking of this hierarchy. Anthony’s package can be improved, they suggest, by
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eliminating the notion of technique from the pyramid, and adding design and procedure. The following two categories replaced
technique at the bottom of their hierarchy. Design: The two thinkers propose that design is “that level in which objectives, syllabus, and
content are determined, and in which objectives, the roles of teachers, learners and instructional materials are specified.”
6. Instructional Media English teaching media are very important to help students acquire
new concepts of, the skills and language competences. They are many kinds of media which can be used by the teachers in the teaching learning
process, but the teacher should be selective when choosing. There are a lot of definitions of media. Gagne 1970:15 defines that media are
various components in learners’ environment which support the learners learn. Briggs 1970:21 defines media are physical means which are used
to send messages to the students and stimulate them to learn. 7. Evaluation
One of the important processes in teaching-learning process is the evaluation. Evaluation is a systematic process of information collecting
about number, verbal description, analysis, and information interpretation to give decision for range of products Mansnur, 2007: 79. There are two
kinds of evaluations that usually used in the school, namely formative and summative evaluation.
Based on the earlier observation, researcher finds that most of teachers still use traditional assessment. The students are given some tasks
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in the form of multiple choice, do the LKS, practice a dialog in textbook and another task, which make the students as a passive subject.
Traditional assessment includes multiple-choice questions and asking students to respond questions with short answers. Many kinds of task are
given in order the students can respond the questions with correct answers in the final test.
C. Research Method
