The objective of this research was to describe English instructional design for the teaching of English at SMP Negeri 24 Surakarta covering (1) syllabus, (2) learning objectives, (3) classroom procedure, (4) classroom techniques, (5) instructional materials, (6) media, (7) teacher‘s roles, (8) students‘ roles, (9) assessment, and (10) strengths and weaknesses.
Design of this research was naturalistic study. This research was conducted in SMP Negeri 24 Surakarta. Time of this research was scheduled in the second semester of the academic year 2014/2015. Data of this research were gained from data sources, namely: the activities/events, informants, and documents. Technique of collecting data used was observation and field notes, interview, and document analysis. In credibility, trustworthiness was involved through prolonged engagement, persistent observation, triangulation, and member check. In analyzing data, Miles and Huberman‘s model was considered to be used through data reduction, data display, and conclusion.
Based on the research data, it was found that (1) the syllabus used for the teaching is a mixed or multi-strand syllabus, (2) learning objectives found are divided into two, namely general objectives and specific objectives, (3) classroom procedure used is EEK (Exploration, Elaboration, and Confirmation), (4) classroom techniques used are brainstorming, question and answer, class discussion, filling gap, group discussion, reading aloud dialogue performance, and questioning, (5) instructional materials used are printed materials, visual materials, and internet-based materials, (6) media for the teaching is picture, (7) teachers‘ roles found are organizer, controller, assessor, resource, and motivator, (8) students‘ roles found are active participants, listeners, and autonomous learners, and (9) Assessment used is formative assessment, middle test and summative assessment.
From those research data, it can be concluded that instructional design for the teaching of English at SMP Negeri 24 Surakarta had fulfilled requirements of the instructional design in teaching and learning of English, although those components were not fully implemented in the classroom due to factors found in strengths and weaknesses of each instructional component. Therefore, those strengths and weaknesses were considered as input for the improvement of better teaching and learning process in the school. In addition, pedagogical implication and theoretical implication also influences in designing one best instructional.
Keywords: English instructional design, English teaching, instructional components, and naturalistic study.