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The teacher controls the teaching and learning process in order to drill the low students that provide the drill repetition practice routines learning.
Based on the theories above, it can be concluded that Direct Instruction is an alternative instructional method for the explicit teaching of a skill-set which the
teacher or lecture transmits information directly for the students. In teaching activities, the teacher has clear goals for student where he or she will focus on
teacher modeling, task analysis, frequent questioning of learners with directed feedback, scripted lessons, and choral response.
b. Procedures of Direct Instruction Method
Direct Instruction methods are indispensable for achieving content mastery and over learning of fundamental facts, rules, and action sequences that may be
essential to subsequent learning Anderson and Block in Borich, 1996: 248. In teaching writing by using Direct Instruction method, the teacher will use some
steps for guiding students during initial practice and ensuring that all students will get successful in practice. Furthermore, Borich 1996: 248 says that they are four
sequences in conducting Direct Instruction method such as: 1 review, 2 present content, 3 practice, and 4 provide feedback. In line with the theory, the
researcher applies the method in the classroom as follows: The first step in Direct Instruction is the teacher will make sure that
students have mastered prerequisite skills and to link information that is already in their minds to the new information.
Teachers activate students‟ relevant prior knowledge and their experiences and then help them to connect it into the new
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knowledge. Sometimes, it is necessary to assess students on prerequisite skills before starting a class. In this case, students had shown poor understanding of
prerequisite skills, and the teacher will review those skills before going on to the new lesson. Another reason to review prerequisites is to provide advance
organizers. Advance organizers are introductory statements by the teacher that remind students of what they already know and give them a framework for
understanding the new material to be presented. In the second step, teacher begins to present the main body of the lesson or
new material in small steps. In this case, teacher divides the lesson or materials into small portions that consistent with the pervious knowledge, ability level, and
interest of students. It will make the students easily to understand the materials in detail. Completely, teacher presents the topic and identifies the elements of
descriptive writing text. In this step, teacher can use the specific strategy for students, e.g. Mind Mapping or Four Square.
Furthermore, in the third step, the teacher presents several ways of accomplishing the material directly. Here, the teacher guides the students by
giving the model or example of how to write topic sentences that use graphic organizer mind mapping in descriptive text under direct teacher supervision.
Directly, Teacher guides the students to write some supporting details of the topic in graphic organizer. From the result of the organizer, teacher asks students to
make drafting into paragraph. Teacher guides the students to revise some mistakes in the draft. Teacher gives students increasing responsibility for developing the
drafting into a good paragraph.
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In the last step, the teacher provides the feedback to know the responds and give correction to the students in learning process. Correct answers to
questions should be acknowledged clearly so that students will understand when their work is accurate. When student answers are hesitant, the teacher provides
process feedback. Inaccurate responses should be corrected immediately, before errors become habitual. Frequent errors are a sign that students are not ready for
independent work, and guided practice should continue.
c. Advantages and Disadvantages of Direct Instruction Method
