INSTRUCTIONAL DESIGN FOR TEACHING ENGLISH FOR ADULT BEGINNER STUDENTS
When I was in Indonesia, mainly I taught English for beginner students at the Faculty of Teacher Training and Pedagogy, in Satya Wacana Christian University. Another subject that I taught was Computer as Teaching and Learning Media. My students were between 18-21 years old. They were from some districts in Central Java. They were expected to be elementary school teachers. I enjoyed teaching both English and Computer class, but teaching English is more challenging than teaching Computer class. First, I have students with various kinds of English ability. Some were very beginner students and the others were lower intermediate. Some of my students have low motivation in learning English because for them English was a difficult subject. They learned English just as a prerequisite subject. The purpose of learning English in university is that to increase their reading skill so that they can learn English materials. My students also were required to learn English so that they can teach English in the future for elementary school students. After I finish my master degree at Western Oregon University, I will come back to my university in Indonesia and teach at Teachers Education Faculty again. English is still the main subject that I am going to teach there. Therefore, to complete this final project, I will design an instruction to teach English as a foreign language for beginner students. When I taught English, my favorite topics were greetings and introduction. Although those topics look very simple, they can be elaborated into more complex study for beginner level. I interested in this topic because this is a good topic to motivate them learning English at the beginning of the class. Usually I started the lesson by introducing
myself in English and shared little bit about life experience in learning English. I tried to make the class more relax by giving them encouraging words. After I did my introduction part, I asked them to introduce themselves to the class. I write some language functions on the board for greetings and introduction, then, I asked them to follow the pattern if they have difficulty in doing the introduction. I also used this moment to identify my students’ level of English so that I can fix my lesson plan for the next meeting. To make the introduction more exciting, I created a game that applied roleplay as learning strategy. I asked them to create their own name cards, then they were asked to introduce themselves to others and allow them to exchange their name cards to each other after doing the introduction. Then, they were asked to introduce their own friends that they just knew. The goal of the lesson is that students can do greetings and introduction in English appropriately according to the correct grammar and pronunciation. They will learn basic English function about greeting and introduction (such as Hi, my name is … Hello, I’m … It’s nice to meet you). The objective of the lesson is to give them understanding of basic English forms that consist of subject, verb-be, and object or adverb. The above goal and objectives seems to focus on cognitive and psychomotor aspects only. Thus, I should change it so that it can include affective domain. Thus, for this final project, I change my previous goal into the following goal: “After the end of the lesson, students can do greetings and introduction in English in different kind of situation (formal and informal) with culturally appropriate.” Since most of my students enjoy using computer, watching movie, and social networking, I think it will be effective if I use these tools to teach them English.
GOAL AND OBJECTIVES
The goal of the lesson: After the end of the lesson, students can do greetings and introduction in English in different kind of situation (formal and informal) with culturally appropriate.
Objectives: Cognitive domain: •
Students will Compare and contrast between Indonesian and American culture in doing greetings and introduction.
•
Students will identify the context and level of formality of the vocabularies usage in greetings and introduction.
•
Students will analyze the language forms of positive, negative, and interrogative sentences.
Affective domain: •
Students will pronounce the words correctly with the appropriate tone and stressing.
•
Students will create a dialogue for greetings and introduction
•
Students will act the dialogue appropriately.
Psychomotor domain: •
Students will engage in a culturally appropriate dialogue of greetings and introduction.
•
Students will participate in a games or activity about greetings and introduction.
INSTRUCTIONAL STRATEGIES COGNITIVE
NO
1
D A Y
ACTIVITIES
MATE RIALS
1
Students will watch one or two videos about how to make greetings and introduction. First they watch the video then I ask them to differentiate between Indonesian and American culture in doing greetings and introduction. I will give them comparison worksheet so that it can be easily assessed. They may do it in pair or individually
Greeting 1
Objectives 1 Compare and contrast between Indonesian and American culture in doing greetings and introduction
X
Objective 2Identify the context and level of formality of the vocabularies usage in greetings and introduction
PSYCHOMOTOR Objective 3 analyze the language forms of positive, negative, and interrogative sentences
Objective 4 pronounce the words correctly with the appropriate tone and stressing
Objective 5 - Create a dialogue for greetings and introduction.
Objective 6 act the dialogue appropriately
AFFECTIVE Objective 7 - engage in a culturally appropriate dialogue of greetings and introduction
Objective 8 participate in a games or activity about greetings and introduction
COGNITIVE
NO
2
D A Y
ACTIVITIES
MATE RIALS
1
I will give them some explanation about informal and formal greetings, then I will let them to listen to an audio of a movie clip and let them decide the context and what level of formality. Students will guess the context and mention the level of formality based on the recording. After that they try to guess, I will play the audio with video so that they can see whether their guessing are correct or not.
Video 1: How are you?
Objectives 1 Compare and contrast between Indonesian and American culture in doing greetings and introduction
Objective 2Identify the context and level of formality of the vocabularies usage in greetings and introduction
X
PSYCHOMOTOR Objective 3 analyze the language forms of positive, negative, and interrogative sentences
Objective 4 pronounce the words correctly with the appropriate tone and stressing
Objective 5 - Create a dialogue for greetings and introduction.
Objective 6 act the dialogue appropriately
AFFECTIVE Objective 7 - engage in a culturally appropriate dialogue of greetings and introduction
Objective 8 participate in a games or activity about greetings and introduction
COGNITIVE
NO
3
D A Y
ACTIVITIES
MATE RIALS
1
Students will discuss about language forms: S+Verb be + Adj; Wh questions/How + verb be +S?; S +Verb be + not + adj; possesive pronoun + noun + verb + proper noun. First, I will give short explanation about the rules. Students will listen and asking questions. Then I will provide jumbled words and let students create their own sentences for greetings and introduction using those words given.
Video 2: How are you doing?
Objectives 1 Compare and contrast between Indonesian and American culture in doing greetings and introduction
Objective 2Identify the context and level of formality of the vocabularies usage in greetings and introduction
PSYCHOMOTOR Objective 3 analyze the language forms of positive, negative, and interrogative sentences
X
Objective 4 pronounce the words correctly with the appropriate tone and stressing
Objective 5 - Create a dialogue for greetings and introduction.
Objective 6 act the dialogue appropriately
AFFECTIVE Objective 7 - engage in a culturally appropriate dialogue of greetings and introduction
Objective 8 participate in a games or activity about greetings and introduction
COGNITIVE
NO
4
D A Y
ACTIVITIES
MATE RIALS
1
First, students will listen to some recordings or watching some videos of how people do normal greetings and introductions (formal and informal). Second, they will watch the video again in slow motion while looking at the video transcript (with phonetic transcription). Some words are missing. They will fill the blanks available with the words or phrases they heard in the video. Then I will ask them to practice the dialogue with friends out
Greetings & Introducti on friends scenes
Objectives 1 Compare and contrast between Indonesian and American culture in doing greetings and introduction
Objective 2Identify the context and level of formality of the vocabularies usage in greetings and introduction
PSYCHOMOTOR Objective 3 analyze the language forms of positive, negative, and interrogative sentences
Objective 4 pronounce the words correctly with the appropriate tone and stressing
X
Objective 5 - Create a dialogue for greetings and introduction.
Objective 6 act the dialogue appropriately
AFFECTIVE Objective 7 - engage in a culturally appropriate dialogue of greetings and introduction
Objective 8 participate in a games or activity about greetings and introduction
COGNITIVE
NO
D A Y
ACTIVITIES
MATE RIALS
Objectives 1 Compare and contrast between Indonesian and American culture in doing greetings and introduction
Objective 2Identify the context and level of formality of the vocabularies usage in greetings and introduction
PSYCHOMOTOR Objective 3 analyze the language forms of positive, negative, and interrogative sentences
Objective 4 pronounce the words correctly with the appropriate tone and stressing
Objective 5 - Create a dialogue for greetings and introduction.
loud with appropriate tones and stressing.
5
1
Based on their understanding of how to do greetings and introduction formally and informally, they will create 2 kinds of dialogue (one is formal and another is informal) in a group of 3
X
Objective 6 act the dialogue appropriately
AFFECTIVE Objective 7 - engage in a culturally appropriate dialogue of greetings and introduction
Objective 8 participate in a games or activity about greetings and introduction
COGNITIVE
NO
6
D A Y
ACTIVITIES
2
I will invite a native speaker to come to class and introduce him or herself, then he or she will explain and give example of how to greet people and do introduction (formal and informally). Alternatively, if there is no native speaker, students will watch examples and explanation given in the videos, then they will practice to do formal and informal greetings and introduction with culturally appropriate. I will create many
MATE RIALS
Objectives 1 Compare and contrast between Indonesian and American culture in doing greetings and introduction
Objective 2Identify the context and level of formality of the vocabularies usage in greetings and introduction
PSYCHOMOTOR Objective 3 analyze the language forms of positive, negative, and interrogative sentences
Objective 4 pronounce the words correctly with the appropriate tone and stressing
Objective 5 - Create a dialogue for greetings and introduction.
AFFECTIVE
Objective 6 act the dialogue appropriately
Objective 7 - engage in a culturally appropriate dialogue of greetings and introduction
X
X
Handsake 1
Handsake 2
Objective 8 participate in a games or activity about greetings and introduction
COGNITIVE
NO
D A Y
ACTIVITIES
MATE RIALS
Objectives 1 Compare and contrast between Indonesian and American culture in doing greetings and introduction
Objective 2Identify the context and level of formality of the vocabularies usage in greetings and introduction
PSYCHOMOTOR Objective 3 analyze the language forms of positive, negative, and interrogative sentences
Objective 4 pronounce the words correctly with the appropriate tone and stressing
Objective 5 - Create a dialogue for greetings and introduction.
AFFECTIVE
Objective 6 act the dialogue appropriately
Objective 7 - engage in a culturally appropriate dialogue of greetings and introduction
X
X
situations (such as at school, at library, at public transportation) and write each situation on every small pieces of paper as lottery. Each group of students will draw a lottery (contain a given situation). Then, they will create a dialogue based on the situation given.
7
2
Based on the dialogues that students have made in group, they will do role plays with culturally appropriate
Objective 8 participate in a games or activity about greetings and introduction
COGNITIVE
NO
8
D A Y
ACTIVITIES
2
Students will create four copies of their name cards, then they will do greetings and introduction to four different people in the class. In every end of introduction, they should exchange their cards. Randomly, I will call some students to introduce their friends that they have just known to the class.
MATE RIALS
Objectives 1 Compare and contrast between Indonesian and American culture in doing greetings and introduction
Objective 2Identify the context and level of formality of the vocabularies usage in greetings and introduction
PSYCHOMOTOR Objective 3 analyze the language forms of positive, negative, and interrogative sentences
Objective 4 pronounce the words correctly with the appropriate tone and stressing
Objective 5 - Create a dialogue for greetings and introduction.
AFFECTIVE
Objective 6 act the dialogue appropriately
Objective 7 - engage in a culturally appropriate dialogue of greetings and introduction
X
X
Objective 8 participate in a games or activity about greetings and introduction
COGNITIVE
NO
9
D A Y
ACTIVITIES
2
Students will create four copies of their name cards, then they will do greetings and introduction to four different people in the class. In every end of introduction, they should exchange their cards. Randomly, I will call some students to introduce their friends that they have just known and exchanged their cards with.
MATE RIALS
Objectives 1 Compare and contrast between Indonesian and American culture in doing greetings and introduction
Objective 2Identify the context and level of formality of the vocabularies usage in greetings and introduction
PSYCHOMOTOR Objective 3 analyze the language forms of positive, negative, and interrogative sentences
Objective 4 pronounce the words correctly with the appropriate tone and stressing
Objective 5 - Create a dialogue for greetings and introduction.
AFFECTIVE
Objective 6 act the dialogue appropriately
Objective 7 - engage in a culturally appropriate dialogue of greetings and introduction
Objective 8 participate in a games or activity about greetings and introduction
X
X
X
ASSESSMENT RUBRIC BASED ON ACTIVITIES AND OBJECTIVES OF THE LESSON
NO
ACTIVITIES
1 Â
Students will watch one or two videos about how to make greetings and introduction. First they watch the video then I ask them to differentiate between Indonesian and American culture in doing greetings and introduction. I will give them comparison worksheet so that it can be easily assessed. They may do it in pair or individually
OBJECTIVES
Objectives 1 Compare and contrast between Indonesian and American culture in doing greetings and introduction
SCORES 2
Students mentioned 1-2 differences.
3
Students mentioned 3 or more differences
4
Students mentioned more than three differences with some reasons based on the clues they see in the video
5
Students mentioned more than three differences with clear and logical reasons based on the clues given in the videos
TOTAL
2 Â
I will give them some explanation about informal and formal greetings, then I will let them to listen to an audio of a movie clip and let them decide the context and what level of formality. Students will guess the context and mention the level of formality based on the recording. After that they try to guess, I will play the audio with video so that they can see whether their guessing are correct or not.
Objective 2- Identify the context and level Students just guess the of formality of the level of formality but vocabularies usage in could not give the reason greetings and introduction
Students could guess the level of formality based on the intonation they heard in the audio recording but could not mentioned the context with 40-69% correct answers
Students could guess the level of formality based on the intonation or stress they heard in the audio recording and could mention the context with 70-80% correct answers
Students could mention the level of formality based on the intonation, context, and vocabularies they heard from the audio recording with more than 80% correct answers
3 Â
Students will discuss about language forms: S+Verb be + Adj; Wh questions/How + verb be +S?; S +Verb be + not + adj; possesive pronoun + noun + verb + proper noun. First, I will give short explanation about the rules. Students will listen and asking questions. Then I will provide jumbled words and let students create their own sentences for greetings and introduction using those words given.
Objective 3 analyze the language forms of positive, negative, and interrogative sentences
From 20 questions of jumbled words given, they could answer 1-5 questions correctly
From 20 questions of jumbled words given, they could answer 6-10 questions correctly
From 20 questions of jumbled words given, they could answer 11-15 questions correctly
From 20 questions of jumbled words given, they could answer 16-20 questions correctly
4 Â
First, students will listen to some recordings or watching some videos of how people do normal greetings and introductions (formal and informal). Second, they will watch the video again in slow motion while looking at the video transcript (with phonetic transcription). Some words are missing. They will fill the blanks available with the words or phrases they heard in the video. Then I will ask them to practice the dialogue with friends out loud with appropriate tones and stressing.
Objective 4 pronounce the words correctly with the appropriate tone and stressing
From 20 questions given, they could answer 1-5 questions correctly
From 20 questions given, they could answer 6-10 questions correctly
From 20 questions given, they could answer 11-15 questions correctly
From 20 questions given, they could answer 16-20 questions correctly
5 Â
Based on their understanding of how to do greetings and introduction formally and informally, they will create 2 kinds of dialogue (one is formal and another is informal) in a group of 3
Objective 5 - Create a dialogue for greetings and introduction.
Many grammatical errors, many punctuation errors, use appropriate dictions, apply appropriate formality based on the context given
Many grammatical errors, some punctuation errors, use appropriate dictions, apply appropriate formality based on the context given
Some grammatical errors, some punctuation errors, use appropriate dictions, apply appropriate formality based on the context given
No grammatical errors, no punctuation errors, use appropriate dictions, apply appropriate formality based on the context given
6 Â
I will invite a native speaker to come to class and introduce him or herself, then he or she will explain and give example of how to greet people and do introduction (formal and informally). Alternatively, if there is no native speaker, students will watch examples and explanation given in the videos, then they will practice to do formal and informal greetings and introduction with culturally appropriate.
Objective 6 - act the dialogue appropriately & Objective 7 - engage in a culturally appropriate dialogue of greetings and introduction
Spoke loudly enough, many incorrect pronunciation, use robotic tone and normal speed
Spoke loudly enough, some incorrect pronunciation, used variation of pitch in communicating meaning and try avoid monotone, too fast or too slow, did not use correct stress and tone.
Spoke loudly enough, one or two incorrect pronunciations, used variation of pitch in communicating meaning and try to avoid monotone, use normal pace, did not use correct stress and tone.
Spoke loudly enough, used correct pronunciation, used variation of pitch in communicating meaning and avoid monotone, use normal pace, use correct stress and tone by suiting the tone to his or her message and varying the tone.
 Â
7
8
I will create many situations (such as at school, at library, at public transportation) and write each situation on every small pieces of paper as lottery. Each group of students will draw a lottery (contain a given situation). Then, they will create a dialogue based on the situation given. Based on the dialogues that students have made in group, they will do role plays with culturally appropriate
Maintained comfortable distance with the addressee, maintained eye contact, matched his or her facial expressions to the message being communicated, did not
Maintained comfortable distance with the addressee, maintained eye contact, matched his or her facial expressions to the message being communicated, used
Maintained comfortable distance with the addressee, maintained eye contact, matched his or her facial expressions to the message being communicated, used
Maintained comfortable distance with the addressee, maintained eye contact, matched his or her facial expressions to the message being communicated, used
use appropriate body language, did not use appropriate gestures.
Â
9 Â
Students will create four copies of their name cards, then they will do greetings and introduction to four different people in the class. In every end of introduction, they should exchange their cards. Randomly, I
appropriate body language, did not use appropriate gestures.
appropriate body language, used appropriate gestures.
appropriate body language, used appropriate gestures,
will call some students to introduce their friends that they have just known to the class.
`
Objective 8 participate in a games or activity about greetings and introduction
They did not follow the instruction correctly
They follow the instruction, did greeting correctly, but could not communicate with their friends appropriately (not fluent and have many incorrect pronunciation), could not introduce their friends to the class in English
They follow the instruction, did greeting correctly, communicate with their friends appropriately, fluently, use appropriate diction and formality, but still have some incorrect pronunciation, could introduce their friends to the class in English
They follow the instruction, did greeting correctly, communicate with their friends appropriately, fluently, use correct pronunciation, dictions, and formality, could introduce their friends to the class in English
 Â
EVALUATION OF INSTRUCTION As an evaluation part, I will use different kinds of instruments. First, with the development of technology, I will record the activities. The best thing is that I teach in the laboratory school that my university has in order to allow recording the teaching and learning process without worrying that students get distracted or feel uncomfortable with camera. Through the recording I will analyze effectiveness and efficiency of my instruction. As an alternative, I can ask one of my colleagues or my professor to join my class and evaluate my teaching. This process will help me find out whether or not I have implemented my lesson correctly. Second, I will use questionnaires to evaluate the instruction. I will combine between open-ended type questions and closed-ended type. Third, I will use pre-test and post-test to measure the success of the instruction. In this case, the function of the test is to measure students’ cognitive competence. Thus, at the beginning of the lesson I would have to do pre-test. This pre-test can be done online by using Moodle or surveymonkey.com before they come to class. Then, after the end of the lesson, I will give them post-test. Thus, with the combination of multiple instruments of the evaluation such as recording (as a tool for observation) or peer observation, questionnaires, and pre-test and post-test, I would be able to measure the success of the teaching and learning. Perhaps, utilizing multiple kinds of instruments will take hard work to evaluate. However, I believe that it will be more valid if I use just one instrument.