Borg and Gall Instructional Design Models
15 students to work out the rule themselves p. 113. In addition, Ramirez 1995 says
that this stage focuses on grammatical items p. 22. At this section, the students will focus on the rules of the structure rather than concentrate the language context.
The activities which can be done in this step are: a
The teacher asks the students to make groups that consist of 45 person. b
The teacher gives tasks which aim to lead the students to find the functions and forms of sentence structure that will be taught.
c The teacher asks the students to discuss the answers in groups.
d The teacher guides the students to discuss the answers.
e The teacher writes the answers of the students on the whiteboard.
f The teacher gives compliment to the students for their hard work in answering
questions. g
The teacher gives examples of the correct pronunciation of the students answers on the whiteboard.
3 Reinforcement
The next section is Reinforcement. It is a phase where the students are provided with correct and conscious knowledge of the forms and functions of the
structure items that they have been exposed to. It aims to help the students check or revise their Generalization. In this section, the teacher gives feedback to the
students’ work so that they get reinforcement. Thomas 1984 states that reinforcement sharpens the individual’s attention or concentration for the second
task p. 81. The activities in this section are: a
The teacher discusses again the students’ answers on the whiteboard. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
16 b
The teacher provides an explanation to reinforce the functions and forms of language structures they had worked before.
c The teacher gives some examples of sentences as the model.
d The teacher repeats the pronunciation of sentences correctly.
e The teacher asks the students to work in pairs.
4 Application
The last section of this technique is Application. It is the learning stage when students are given opportunities to use or apply the structure items that they
have learned to communicate, either receptively or productively. Kenneth 1976 states that the objective of the application is to determine whether the students know
how to apply grammatical forms that have previously been presented p. 83. The activities that can be done are:
a The students are instructed to work individually.
b The teacher gives the students the task cards pictures that contain the Situation
Case. c
The students are required to make their own writing based on the situationscases provided.
d The teacher gives the students homework to discuss in the future learning.