EID Meeting One

English Instructional De-
sign (EID)
Learning flow of EID
1. Learning process: Combination of lecturing and discussion
2. Medium: Online zoom and in-person/offline face-to-face
meeting
3. Mid exam: Needs analysis (interviewing three secondary
students)-write a report 2000-3000 words
4. Needs analysis purposes: Learners’ characteristics, learn-
ing environment, learning objectives, learning process,
content requirements, assessment and evaluation.
5. Final exam: Designing a lesson plan one topic/theme
Assessment for this subject
1. Attendance: 10%
2. Class discussion: 10%
3. Mid exam: 40%
4. Final exam: 40%
Introduction
What is Instructional design?
Instructional design is the systematic process of creating
educational or training programs and materials in an effi-
cient and effective manner.
The goal is to make learning experiences more impactful,

meaningful and accessible for learners
The elements of Instructional Design
1. Needs analysis
2. Learning objectives
3. Content organization
4. Instructional methods
5. Material development
6. Assessment
7. Implementation
8. Evaluation
Types of instructional design
• ADDIE Model: Stands for Analysis, Design, Development, Implemen-
tation, and Evaluation. It's a widely used framework that outlines the
different phases in an instructional design project.
• SAM (Successive Approximation Model): An active model for in-

structional design that emphasizes iterative cycles and rapid prototyp-
ing.
• Dick and Carey Model: Focuses on the interrelationship between

context, content, learning objectives, and instructional methods.
English Instructional Design
• English Instructional design in this context is English as foreign language instructional
design or sometimes called Teaching English as Foreign Language (TEFL)
• English Instructional design English language teaching (ELT).
• ELT Teaching and learning
• Teaching: Educational process from the point of view of the educator. It focuses on
content delivery, methodology and assessment
• Learning: Learners’ point of view to acquire knowledge, skills or attitudes. It focuses on

comprehension, application and integration of the knowledge.
History of ELT in Indonesia
 Dutch colonial period (before 1945)

 Post-independence period (1945-1966)
 New order era (1966-1998)
 Reformation era (1998-2010)
 Internet era (2011-present)
Dutch colonial period (before 1945)
 Formal education was limited to access

 It was ethnically and racially segregated (Dutch/European school,
Chinese school, Arabic school, native school/pribumi) each with dif-
ferent curricula and aims
 Native school was only for Dutch officials' families (colonial civil ser-
vants) and royal families.
 Dutch was the language of instruction in Europeans and for higher-
level schools available to selected few native people.
 English was taught in European school only.
Post-independence period (1945-1966)
• Formal education was more easily to be accessed (but not all In-
donesian people could afford it)
• The country emphasized Bahasa Indonesia, the national language,

as a symbol of unity and identity.
• As Indonesia opened up to the world, particularly after the 1960s,

the importance of learning English began to be recognized.
New order era (1966-1998)
• English became a mandatory subject in secondary schools
• English was introduced as an elective subject at the elementary level
• ELT was focused on understanding English text and a little emphasized on

speaking skills (Grammar Translation Method, Direct method, Audio lin-
gual method)
Reformation era (1998-2010)
• A greater emphasis was placed on communicative competence as opposed
to rote learning.
• English teaching covered all language skills (reading, writing, speaking
and listening)
• The use of technology in classrooms (power point, video, audio)
• The use of language laboratory for listening
• Communicative language teaching
Digital era (2011-present)
• Abundant learning sources (website, audio, video, games, virtual
reality)
• Students have accessed to English authentic materials
• Teachers encourages students to be autonomous learners
• Teachers do not only focus on formal learning but also support stu-
dents with informal activities
• Task based language teaching
Grammar translation method
• It focuses on translating written text from target lan-
guage to the native language or vice versa
• Grammar rules and vocabulary are taught explicitly
• Vocabulary lists (memorize the vocabulary lists from se-
lected context)
• Written exercises (fill in the blanks, matching, transform-
ing sentences by applying grammar rule)
• Reading comprehension (reading and answering the ques-
tions or often reading aloud)
• Dictation
Direct method
• Target language as medium of instruction
• Interactive question-and-answer sessions
• Visual aids are for teaching new words and concepts
• Teaching everyday vocabulary rather than specialized
academic
• Grammar rules are taught inductively
• Correct pronunciation and intonation
• Spontaneous use of the language
Audio lingual method
• Repetition and drill
• Dialogue and role plays (still memorising the dia-
logues and acting it as role play)
• Stimulus response
• Target language use for medium instruction
• Audio aids
• Pronunciation and intonation
• Grammar through patterns and drill
Thanks!
Do you have any questions?
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Discussion
Discuss with your friends in a group of Five students
1. Identify some English language learning activities you had
during your secondary school (SMP and SMA).
2. Rate those activities based on the occurrences (always,
often, sometimes, rarely, never) and preferences (like, dis-
like, neutral)
3. What are your reflections on those language activities?
E.g., feeling on doing it, effectiveness on improving the
skills, motivation, anxiety, self-confidence, etc.
4. Write down the summary of your discussion on Microsoft
word and send it to my email ([email protected])
Example
Memorizing vocabulary (often, dislike)
Memorizing vocabulary, for us, was one of the most frustrating activities. Memo-
rizing words outside of a meaningful context often feels like a monotonous and
boring task. It was not meaningful because it lack context and cognitive stimula-
tion. We found reading a long list of words without the real usage and context will
be useless because we can hardly recall them when needed. We believe memo-
rization does not offer a deeper understanding of the words especially their nu-
ances, connotations, and the details of their usage. A word is not an isolated en-
tity but part of a complex web of meaning and function.

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English Instructional De-

The goal is to make learning experiences more impactful,

• SAM (Successive Approximation Model): An active model for in-

• Dick and Carey Model: Focuses on the interrelationship between

• English Instructional design English language teaching (ELT).

• ELT Teaching and learning

• Learning: Learners’ point of view to acquire knowledge, skills or attitudes. It focuses on

 Dutch colonial period (before 1945)

 Formal education was limited to access

• The country emphasized Bahasa Indonesia, the national language,

• As Indonesia opened up to the world, particularly after the 1960s,

• English was introduced as an elective subject at the elementary level

• ELT was focused on understanding English text and a little emphasized on

CREDITS: This presentation template was created by Slidesgo, and includes

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