This study aims to identify the presence of Gagné's nine events of instruction in Indonesian English as a Foreign Language (EFL) teacher’s lesson plans and to determine the proportion of the identified events along with its implication for the learning process. The deductive content analysis method was used to analyze teaching activities in the three lesson plans designed by teachers at different educational levels. The nine events analyzed include: gaining attention, informing the learner of the objective, stimulating recall of prior learning, presenting the stimulus, providing learning guidance, eliciting performance, providing feedback, assessing performance, and enhancing retention and transfer. The result of this study revealed that most events are predictable from the lesson plans with different frequency. Notably, the providing feedback is absent in one of the lesson plans, while providing learning guidance and stimulating recall of prior learning appear with the lowest proportion overall. In contrast, eliciting performance and presenting content both showed high proportion among the nine events. These findings suggest that the teacher tends to adopt a student-centered approach while not neglecting the role of teacher as the facilitator in the learning process. Lack of structured teacher’s guidance and recall of prior learning implementation imply inadequate support for students’ long-term learning. Moreover, insufficient feedback raises implication related to limited opportunities for students’ improvement in the learning process.
