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Evaluation model

Mahdapi (199: 8) claimed that the evaluation is an activity for interpreting

and describing the result of measurement. Hornby (1990: 194) states that
evaluation is access or form an ideas of the amount, quality or value of something.
Evaluation is something to measure the capability of the students. Although the
writing process has been analyzed in many different ways, most teachers would
probably agree in recognizing at leats the following five general components,
there are content: the substance of the writing, the ideas expressed, form: the
organization of content, grammar: the employment of grammatical forms and
syntatic pattern, style: the choice of structure and lexical items to give a particular
tense or flavor to the writing, mechanics: the use of the graphic convention of the
language (David P. Haris, 1969: 68-69).
Haris (1969: ) also mention some kinds of writing test, as follow:
a) Error recognizing: the examine is required to indicate which of several
underlined parts of a sentence is unacceptable for formal written English or to
indicate that the sentence contain no “error”
b) Sentence completion: the examine is required to select the best way of
completing a sentence in terms of grammar, diction, tone, and sense.
c) Sentence correction: the examine is required to select the best revision of an
underlined portion of a sentence.

According to Brown (2004: 256), there are some kinds of

assessment:
1) Performance-based assessment
Perfomance-based assessment implies productive, observable
skills, such as speaking and writing of content-valid tasks. According
to Brown (2004: 255), there are some characteristics of performance
assessment based:
a. Students make a constructed response
b. They engage in higher-order thinking with open-ended tasks.
c. Task are meaningful, engaging and authentic.
d. Task call for the integration of language skills.
 e. Both process and product are assessed.
f. The depth of a students mastery is emphasized over breadth
2) Portfolios
According to Genese and Upshur in Brown (2004: 256), a
demonstrates the efforts, progress, and achievements in gives areas.
Portfolios include materials such as:
a. Essays and compositions in the draft and final forms.
b. Reports, project outlines.
c. Poetry and creative prose.
d. Artwork, photos, newspapers or magazine clippings.
e. Audio or video recordings of presentations, and demonstration.
f. Journal, diaries, and other personal reflections.
g. Tests, test scores, and written homework exercises.
h. Notes on lectures.
i. Self and peer assessment-comments, evaluations and checklists
In addition, according to Harmer (2011: 323), there are some
types of test:
a. Multiple Choice Questions
Multiple choices are considered to be ideal test instruments for
measuring students’ knowledge of grammar and vocabulary.
Multiple choices are easy to mark. Also, since the advent of
computers, the answer sheets of these test can be read by machines,
not by people. Thereby, the possibility of scorer error can be cut
out.
b. Cloze Procedures
Cloze Procedures is selection of some words in a text. Testing
students with close procedure using different passage procedures
different results.
c. Transformation and Paraphrase
 This is a common test item which asks the students to rewrite the
sentences in slightly different form, retaining the exact meaning of
the original.
d. Sentence recording.
The test is getting students to put words in the right order to make
appropriate sentences based on syntax and lexico-grammatical
elements.

1. Classroom Writing Activities

Teaching English as foreign langauge has bunch of methods. Before
the reseracher revelaing the procedure of the teaching writing, in this part
the reseracher wants to show three approaches based on to Fauziati’s book
(2010). According to Anthony (1965) cited in Allen, approach is a unity in
teaching which is dealing with the nature of language and the nature of
langauge teaching learning. Methods are separated into two parts, namely
classroom procedure and classroom activities. According to Fauziati (2010:
46) studies in the teaching of writing have identified that there are at leat
three paradigms of teaching writing as follows: Product approach, process
approach, and Genre-based approach. Later in each approach, the researcher
shows every procedure in bullet number bellow:
a. The product approach
Nunan (1999) in Fauziati (2010: 46) views as “The main procedure
of the product approach involve imitating, copying, and transforming
models provided by the teacher and emphazising the error free final
product”. Thus Leki (1996: 173) in Fauziati (2010: 46) states “The main
purpose of the learners’ writing activity is to catch grammar, spelling,
and punctuation errors.” The main purpose of this type of weriting
exercise is especially on grammar, students will get good marks if text is
free from error or have only few error. Brown (2000:335) in Fauziati
(2010: 48) has identified some traditional criteria of good writing: (a)
meet criteria standarts of prescribed English rhetorical style, (b) reflects
accurate grammar, (c) being organized in conformity with what the
audience would consider to be conventional.
b. The process approach
According to Walsh (2004) in Fauziati (2010: 49) students can
discover what they want to say and write more succesfully through the
process model as the process approach is viewed as writer centered.
Concerning the stage in the process of writing several scholars on the
field classify them differently. According to Candery in Fauziati (2010:
50), the process of writing includes planning, drafting and revising.
Badge and White in Fauziati (2010: 50) describe writing process as the
one that consists of four stages: prewriting, drafting, revising, and
editing. Fauziati (2010: 51) mentioned some characteristics in classroom
activity of the process approach as follows: (a) instruction should be
focused on the writing process, (b) the assigned writing tasks should
encourage students to write a variety of models beside expository
writing, (c) Conferencing is an important part of the classroom activity,
(d) the main role of the teacher is a facilitator.
 c. Genre based approach
Genre Based Approach is “a framework for language instruction
based on example of a particular genre” Bryam (2004: 234) in Fauziati
(2010: 53). The purpose of Genre Based Approach is to habituate the
students with the target text genre and to draw attention to organzational
and linguistic features commonly found in text. Genre Based Approach is
resemble with process approach contain of four stages:

2. Types of Writing Perfomance

1. Imitative or writing down

At the level of learning to write, students will simply “write down”

English letters, words, and possibly sentences. Dictation typically

involves the following steps:
a. Teacher reads a short paragraph once or twice at normal speed.
b. Teacher reads a short phrase units of three or four words each, and
eacg unit is followed by a pause.
c. Students write exactly what they hear, during the pause.
d. Teacher reads the whole paragraphs once more at normal speed so
students can check their writing.
e. Teacher scores the students written work. It can utilize a number of
rubrics for assigning points. Usually spelling and punctuation errors
are not considered as serve as grammatical errrors (Brown, 2001: 327-
330).
2. Intensive or Controlled Writing
This intensive writing tipically appears in controlled written
grammar exercises. A common form of controlled writing is to present a
paragraph to students which they have to alter a gives structure
throughout. So, for example, they may be asked to change all present
tense verbs to past; in such a case, students may need to alter othe time
references in the paragraph. Guided writing looses the teacher’s control
 but still offers a series of simulators. For example, the teacher might get
students to tell a story just viewed on a video tape by asking them a series
of questions.
3. Self-writing
The most salient instance of this category in the classroom is note-
taking, where students take note during a lecture for the purpose of later
recall. Other note-taking may be done in margins of books and on odd
scarps of paper.
4. Display writing
For all language students, short answer exercises, essay
examinations, and even research reports will involve an element of
display. For academically bound ESL students, one of the academic skills
that they need to master is a whole array of display writing techniques.
5. Real writing
Brown (2000: 346) states that virtually every classroom writing
task will have an element of displaying writing in it, some classroom
writing aims at the genuine communication of messenger to an audience
in need of those message

Brown (2000:335) in Fauziati (2010: 48) has identified some

traditional criteria of good writing: (a) meet criteria standarts of
prescribed English rhetorical style, (b) reflects accurate grammar,
(c) being organized in conformity with what the audience would
consider to be conventional.

Equally, there are three dimensions to a method at the level of

procedure, as follows (a) the use of teaching activities (drills,
 dialogues, information-gap activities, etc.) to present new language
and to clarify and demonstrate formal, communicative, or other
aspects of the target language, (b) the ways in which particular
teaching activities are used for practicing language, and (c) the
procedures and techniques used in giving feedback to learners
concerning the form or content of their utterances or sentences
(Richards & Rodgers, 2001: 31).

1. Hastie, Chen, and Kuo’s Research (2007)

Topic of this research discusses instructional design for best

practice in the synchronous cyber classroom. This research aims to

investigate the correlation between the quality of instructional design

and learning outcomes for early childhood students in the online

synchronous cyber classroom.

Research design of this research was correlation. Techniques of

collecting data used were observation, interview, and document

analysis. Participants of this research were a group of students aged 5

to 8 years collaborated with their teacher at Brisbane School of

Distance Education, Australia in a trial of online synchronous learning.

Technique of analysing data used was the researchers analysed on two

phases, namely (a) communication with isolated learners and (b)

student and teacher ‗real‘ collaborative learning.

Result of this research shows that when the teacher adopted a

simplified and ‗minimalist‘ approach to instructional design: the

students contributed significantly more information and demonstrated

higher levels of learning. The researchers regard this as ‗real‘

collaborative learning. The students‘ rate of response was faster and

involved an integration of visual, auditory and kinesthetic processes.

Besides that, the researchers attribute this to the unique and ideal

learning environment that is created in the synchronous cyber

classroom.

Types Procedure in Teaching Writing

Teaching English as foreign langauge has bunch of methods.
Before the researcher revealing the procedure of the teaching writing,
in this part the researcher wants to show three approaches based on to
Fauziati’s book (2010). According to Anthony in Allen, 1965: 94
(in Fauziati, 2009: 14) views approach as “A set of correlative
assumption dealing with the nature of language and the nature of
langauge teaching and learning”. Methods are separated into two
parts, namely classroom procedure and classroom activities.
According to Fauziati (2010: 46) studies in the teaching of writing
have identified that there are at least three paradigms of teaching
writing as follows: Product approach, Process approach, and Genre-
based approach. Later in each approach, the researcher shows every
procedure in bullet number bellow:
d. The product approach
Nunan (1999) in Fauziati (2010: 46) views as “The main
procedure of the product approach involve imitating, copying, and
transforming models provided by the teacher and emphazising the
error free final product”. Thus Leki (1996: 173) in Fauziati (2010:
46) states “The main purpose of the learners’ writing activity is to
 catch grammar, spelling, and punctuation errors.” The main
purpose of this type of writing exercise is especially on grammar,
students will get good marks if text is free from error or have only
few error.
e. The process approach
According to Walsh (2004) in Fauziati (2010: 49) students
can discover what they want to say and write more succesfully
through the process model as the process approach is viewed as
writer centered. Concerning the stage in the process of writing
several scholars on the field classify them differently. According to
Candery in Fauziati (2010: 50), the process of writing includes
planning, drafting and revising. Badge and White in Fauziati (2010:
50) describe writing process as the one that consists of four stages:
prewriting, drafting, revising, and editing.
f. Genre based approach
Genre Based Approach is “a framework for language
instruction based on example of a particular genre” Bryam (2004:
234) in Fauziati (2010: 53). The purpose of Genre Based Approach
is to habituate the students with the target text genre and to draw
attention to organzational and linguistic features commonly found
in text. According to Hammond in Fauziati (2010: 57) Genre Based
Approach is resemble with process approach contain of four stages:
(1) The first cycle is BKF (Building Knowledge of Field).
Building Knowledge of Field or Context Exploration is a stage
which teachers and students build cultural context, sharing
experience, discussing vocabulary, grammatical pattern and
etc.
(2) The second stage is MOT (Modeling of Text).
Modeling of Text or Text Exploration is based on model text.
In this stage, the classroom procedure in teaching writing skills
 consists of three steps namely; pre-activity, main-activity, and
post-activity.
(3) The third stage is JCOT (Joint Construction of Text).
At this stage, they try to develop written text their peers and
with the help from the teacher. They need to demonstrate their
writing ability and to show confidence to write.
(4) The fourth stage is ICOT (Independent Construction of Text).
At this stage, students are expected to be able to write
spontaneously.

a. Technique in Teaching Writing

In this fourth component of instructional design, the researcher
describes the technique on (1) The definition of technique and (2) Types
of technique in teaching writing, as follows:
1. The Definition of Technique
Technique has an important role in order to support teaching and
learning process. A teacher has to know what kinds of technique
which are able to be employed in order to create an effective teaching.
According to Fauziati (2014: 13), technique encompasses the actual
moment-to-moment practices and behaviors that operate in teaching a
language according to a particular method. In other words, technique
is classroom practices done by the teacher when presenting a language
program.
In line with Fauziati, Celce-Murcia (2004: 9) also argues that
technique is very specific type of learning activity used in one or more
methods. Furthermore, Brown (2001: 14) adds that technique were the
specific activities manifested in the classroom that were consistent
with a method and therefore were in harmony with an approach as
well.
From those explanations, it can be concluded that technique is a
kind of specific activities which involves one or more methods, and its
 steps are employed and developed to present materials by teachers
based on the needs specifically and consistently.
2. Type of Technique in Teaching Writing
Teaching writing for foreign language learners is a challenging
issue for the students and teacher itself especially in teaching English.
Every teacher may use various techniques which are appropriate for
the material. There are several teaching writing techniques in the
classroom presented by Brown (2001: 327-330) as follows:
6. Imitative or writing down
At the level of learning to write, students will simply “write down”
English letters, words, and possibly sentences. Dictation typically
involves the following steps:
a. Teacher reads a short paragraph once or twice at normal speed.
b. Teacher reads a short phrase units of three or four words each,
and eacg unit is followed by a pause.
c. Students write exactly what they hear, during the pause.
d. Teacher reads the whole paragraphs once more at normal speed
so students can check their writing.
e. Teacher scores the students written work. It can utilize a number
of rubrics for assigning points. Usually spelling and punctuation
errors are not considered as serve as grammatical errrors
(Brown, 2001: 327-330).
7. Intensive or Controlled Writing
This intensive writing tipically appears in controlled written
grammar exercises. A common form of controlled writing is to
present a paragraph to students which they have to alter a gives
structure throughout. So, for example, they may be asked to change
all present tense verbs to past; in such a case, students may need to
alter othe time references in the paragraph. Guided writing looses
the teacher’s control but still offers a series of simulators. For
 example, the teacher might get students to tell a story just viewed
on a video tape by asking them a series of questions.
8. Self-writing
The most salient instance of this category in the classroom is
note-taking, where students take note during a lecture for the
purpose of later recall. Other note-taking may be done in margins
of books and on odd scarps of paper.
9. Display writing
For all language students, short answer exercises, essay
examinations, and even research reports will involve an element of
display. For academically bound ESL students, one of the academic
skills that they need to master is a whole array of display writing
techniques.
10. Real writing
Brown (2000: 346) states that virtually every classroom
writing task will have an element of displaying writing in it, some
classroom writing aims at the genuine communication of
messenger to an audience in need of those message
Moreover, Brown (2000: 34) states that technique in teaching of
writing they are three stage, as follows: prewriting, drafting, and
revising stage are:
1) Pre-writing
Pre-writing is the first stage of the writing process and the
point at which the writer fiscover and explore our initial ideas
about a subject. Prewriting helps the writer to get our ideas on
paper, though not usually in an organized form, and brainstrom
through that might eventually make their way into its writing.
Listed below are some of the most common types of prewriting
techniques.
According to Brown (2000: 332) in Fauziati (2010: 51)
process writing approach tend to be framed in three stages
 technique of writing. The prewriting stage has proposed several
activities in order to encourage the generating of ideas, which can
happen in numerous ways and techniques:
a) Reading (extensively) a passsage
b) Skimming and/or scanning a passage
c) Brainstorming
d) Listing
e) Clustering
f) Discussing a topic or question
g) Instructor-initiated questions and probes
h) Free writing
2) Drafting
According to Brown (2001: 348) drafting is the writing
techniques that have development surrounding issues of the
predicted population explosion.
a) Getting started (adapting the free writing technique)
b) Optimal monitoring of one’s writing (without prenature editing
and diverted attention to wording, grammar, etc)
c) Peer editing (accepting/using classmates’comments)
d) Using the instructor’s feedback
e) Reading aloud technique in small group or pair, students read
their slmost-final draft to each other for final check on errors,
flow of ideas, etc.
f) Proof reading.
3) Revising
In this stage, the students gets feedback about his
composition from several classmates. The students should learn
about the way to improve it, make it clearer and more
convincing. At the point of the students consider what the
students have written, get feedback from others, and them make
changes.
b. Assessment in Teaching Writing
Assessment is needed in language teaching. It aims to know
students‘ achievement in mastering materials which have been taught by
their teachers. Brown (1998: 420) states that assessment is an integral
part of the teaching-learning cycle influence and communicate
curriculum. Brown (2003: 4) adds that an assessment is a process which
covered a much of wider domain in general competence of all skills of a
language. Assessing writing is not a simple task. In assessing students’
writing skill, the teacher needs some criteria. There are different methods
in assessing writing skill, paragraph construction or logical development
of the main idea.
Although the writing process has been analyzed in many different
ways, most teachers would probably agree in recognizing at leats the
following five general components, there are content: the substance of
the writing, the ideas expressed, form: the organization of content,
grammar: the employment of grammatical forms and syntatic pattern,
style: the choice of structure and lexical items to give a particular tense or
flavor to the writing, mechanics: the use of the graphic convention of the
language (David P. Haris, 1969: 68-69).
Assessment is the sequence of the process learning achievement for
the students which is refered to the student’s achievement through the
technique of assessment that consists of test and non-test assessment.
1) Test
A test is stated by Brown (2003: 384) that method measuring a
person’s ability or knowledge in a given domain. Test are a subset of
assessment; that provides an accurate measure of the test-taker’s abilty
within a particular domain. Brown (2003:6) states that tests are
systematic planned sampling techniques constructed to give teacher
and student’s achievement. He mentions that all of the tests are formal
assessment, but not all formal assessment in testing.
 Test as assessment tools are the question given to the students to
get a response from the students in writing (written test) or in the form
of action (action test). There are two types of tests that test description
(essay) and objective tests. There are the types of test as the following:
a) Essay Test
It is a written test question and the answer should be an
essay. It is a well-known a test among the students and teacher.
This type of test is not efficient to measure the knowledge but it is
suitable to do the valuation because of this test an essay forms, it
motivates the students to create idea about the material.
b) Objective Test
To get the answer, the students need to choose or give
answer and or fill the blanks. The types of objective test are
various, namely: (1) Completion type test is divided into
completion test and fill in test; (2) Selection type test is divided
into true, false, multiple choice and matching.
Haris (1969: 71-76 ) states that objective test in writing
consist of:
d) Error recognizing: the examine is required to indicate which of
several underlined parts of a sentence is unacceptable for formal
written English or to indicate that the sentence contain no
“error”
e) Sentence completion: the examine is required to select the best
way of completing a sentence in terms of grammar, diction,
tone, and sense.
f) Sentence correction: the examine is required to select the best
revision of an underlined portion of a sentence.
2) Non-test
Non test assessment commonly is called informal assessment.
Informal assessment can take a number of forms, starting with
incidental, unplanned comments, and responses, along with coaching
and other impromptu feedback to the students. A good deal of a
teacher’s informal assessment. Brown (2004: 5) states that informal
assessment is embedded in classroom tasks designed to elicit
perfomance without recording results and making fixed judgements
about a student’s competence. Informal assessment is related to
formative assessment. It evaluates the students in the process of
“forming” student’s competencies and skills of which goal of helping
students to continue growth process. According to Sumarna (2004:
111) the examples of non-test assessment are: perfomance assessment,
assessment attitude, portfolio assessment, project appraisal, self
assessment.

There are some media that can use in teaching writing. The
media will help the learners more clearly and interesting to the lesson.
According to Hyland (2004: 138), transferring material in teaching
writing can use different media such as, spoken, printed, and
electronic.
(1) Spoken
Spoken means that the material delivered orally. For example, the
teacher explains the material indirect speech in front of the
classroom.
(2) Printed
Printed media means that in the teaching-learning process on
writing skill using paper or hardware. For example, the teacher
can use the picture to explain the material.
(3) Electronic
Electronic media means that the teacher use technology or
electronic tools in teaching writing. For example, the teacher can
use LCD in class to explain the material in teaching writing.
1. The Purposes of Writing
According to McMahan, et al (1996: 8) in Muth’im, Abdul’s thesis (2008:
8) mentions the purpose of writing as follows:
a. To express the writer’s feeling
The writer wants to express his feeling and thought through the written
form, as in a diary or a love letter. It is what is so called as expressive
writing.
b. To entertain the reader.
The writer intends to entertain the reader through written form and he
usually uses authentic materials. It is called as literary writing.
c. To inform the readers
It is used to give information or explain something to the readers. It is a
kind of informative writing.
d. To persuade the readers
The writer wants to persuade or convince the readers about his opinion
or concept or idea. It is called as persuasive writing.
In addition, Bryne (1977: 2) in his book “Teaching Writing Skills” said
about the purpose of writing. “It is to keep in mind some of many uses we
are likely to make of writing.” On a personal level, people use writing to
make a note of soemthing, for example shopping list, diaries, etc, and to
send messages in the forms of lettera, memos, and many kinds of writing to
deliver the messages from one to others.
 In this third component of instructional design, procedure is also
defined as learning sequence. In order to know it further, it is explained
on (1) The definition of procedure and (2) Types of procedure, as
follows:
1) The Definition of Procedure

2) Types of Procedure
In this study the researcher wants explain classroom procedures
by Hammond’s model, Indonesian version of 2004 curriculum’s
model, Indonesian version of 2006 curriculum’s model, Indonesian
version of 2013 curriculum’s model
a) Hammond’s Model GBA (Genre Based Approach)
In Genre based instruction as Indonesian version of the 2004
curriculum’s model according to Hammond in Fauziati (2014: 148)
there are four cycle in teaching learning process, there are:
(5) The first cycle is BKF (Building Knowledge of Field).
Building Knowledge of Field or Context Exploration is a stage
which teachers and students build cultural context, sharing
experience, discussing vocabulary, grammatical pattern and
etc.
(6) The second stage is MOT (Modeling of Text).
Modeling of Text or Text Exploration is based on model text.
In this stage, the classroom procedure in teaching writing skills
consists of three steps namely; pre-activity, main-activity, and
post-activity.
(7) The third stage is JCOT (Joint Construction of Text).
At this stage, they try to develop written text their peers and
with the help from the teacher. They need to demonstrate their
writing ability and to show confidence to write.
(8) The fourth stage is ICOT (Independent Construction of Text).
 At this stage, students are expected to be able to write
spontaneously.
b) Indonesian Version of the 2006 Curriculum’s Model
According to Fauziati (2014: 161) indonesian version of the
curriculum there are theree step in process standard based on
Education Ministry Regulation No. 19 of 2005. The steps as
follow:
(1) Exploration
Exploration phase is an initial effort to build knowledge through
increased understanding of a phenomenon. Its employed to
expand and deepen students’ knowledge by implementing active
learning strategies. In this case, the students develop and
validate the information as input for learning activities.
(2) Elaboration
In elaboration phase, the teacher should introduce a competing
“scientific” conception to the students’ prior knowledge. An
exploration phase is teacher guide. It provides the teachers’
explanation and examples for the student”. The activities discuss
the material; do exercise building new idea, and giving
assignment for the student.
(3) Confirmation
The confirmation phase isintended to helps students finish
restructuring old knowledge structures, applying, and
transferring the new idea to new situation”. Here, the teacher
should act as the mediator between the students’ prior
knowledge and the scientific view of the new idea. In practice,
student can be guided fisrt by the teacher so that they can
receive feedback (positive or negative) which tells them whwen
they are correct or wrong.
c) Indonesian Version of the 2013 Curriculum’s Model
 According to Fauziati (2014: 164) Indonesian version of the
2013 curriculum, there are five steps based on based on process
standard in the Education Ministry Regulation number 65, the year
of 2013. The steps are:
(1) Observing
In this stage, the teachers provide learners with the chance to
engage in an exploration process to exhibit their curiosity and
to think about the phenomona they observe. They confer with
their classsmates and the teacher about observation and
questions and try out some of their own ideas.
(2) Questioning
In this stage. The students are expected to raise questions,
propose explanations, and use observations. They use the
questions to lead them to activites generating further ideas.
(3) Gathering Infprmation
In gathering information or experimenting to investigate their
hyphotesis requieres the students to collaborate on designing
experiments to try out their ideas. This is done under the
teacher’s help and together with their peers. They carry out
activities by using materials from variety sources.
(4) Associating
In this stage, the students are expected to work collaboratively
to resist the results of the observations and to analyze their
works, while they also get feedback from the teacher to verify,
extend, and confirm their ideas.
(5) Communicating
At this stage, students communicate (present) their findings
(works) as an orla presentation, a poster presentation, or a
piece o writing, and so forth. They listen, speak, and write
about their learning activities with teacher, and peers.
 In this fourth component of instructional design, the researcher
describes on (1) The definition of technique and (2) Types of technique
in teaching writing, as follows:
3. The Definition of Technique

In a curriculum, Sutrisno (2014: 29) writes that there are two

learning objectives, namely general objectives and specific objectives.
He gives an example of school based curriculum or KTSP 2006 where
learning objectives is formulated into general objectives and specific
objectives which is known as indicator, as follows:
a) General Objectives
It is stated that education are (1) basic education is located
smartness, individual knowledge, character, skill for independence
life, and sustainable education, (2) Intermediate education is
increasing intellectuality, individual knowledge, character building,
and life skill and attain sustainable education, and (3) vocational
education is developing intellectuality, knowledge, character
building, life skill and follow vocational sustainable education.
b) Specific Objectives
It is stated in the lesson plan. It reveal that the process of learning
effort which will be reached by the learners rely on their
competency. It enables the certain objective in each unit of
material.

Dick et al. (2001: 6-8) also classify that there are 10 components
systems approach model for designing instruction, namely (a) assess needs
to identify goal (s), (b) conduct instructional analysis, (c) analyze learners
and context, (d) write performance objectives, (e) develop assessment
instruments, (f) develop instructional strategy, (g) develop and select
instructional materials, (h) design and conduct the formative evaluation of
instruction, (i) revise instruction, and (j) design and conduct summative
evaluation.
All of the aspects have main goal to provide students with good
command of English so they are able to take part in various
academic activities, most of which are conveyed in English.
Therefore, the successfulness of attaining English cannot be
separated from the instructional design

Interview is a conversation, the art of asking question and listening.

The most important data source in qualitative research is the informant
(Sutopo, 2003: 60). In line with Fraenkel and Wallen, Gibson & Brown
(2009: 86-87) mention that there are three types of interview structure,
namely: (a) structured interviews, (b) semi-structured interview, and (c)
unstructured interviews which are explained, as follows:
a) Structured interviews: the wording of questions and the order in which
questions are asked is predefined and non-variable. All participants are
asked the questions with exactly the same wording and in the same
sequence.
b) Semi-structured interviews: interviewers prepare a list of questions, but
these can be asked in a flexible order and with a wording that is
contextually appropriate. The aim is to ask all the questions on the list
with sensitivity to the developing conversational structure, but not
necessarily in any particular order.
c) Unstructured interviews: no pre-defined questions are created and the
interview is treated as an occasion to have a conversation about a
particular topic or set of topics. Participants are given the conversational
space to address the issues that they see as relevant to those topics in the
manner that they desire