The Benefits of Backward Design in The English As A Foreign Language Context

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The Beneﬁts of Backward Design in the English as a Foreign Language Context
Article in IJEE (Indonesian Journal of English Education) · December 2020

DOI: 10.15408/ijee.v7i2.17785
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THE BENEFITS OF BACKWARD DESIGN IN THE ENGLISH AS A FOREIGN

LANGUAGE CONTEXT
Carlos L. Alvarez Llerena
Received: 16th Oct 2020; Revised: 10th Dec 2020; Accepted: 25th Dec 2020
ABSTRACT
The Backward Design Model (BDM) is a curriculum approach in language teaching, which begins
with the specification of learning outcomes that are the basis for developing instructional
processes and input (Richards, 2013). This study aims to display a theoretical analysis of how the
integration of the BDM has impacted English as a Foreign Language class. Thus, this study
provides the results of reviewing research-based articles about how the integration of the BDM
has benefited EFL teachers and students. These benefits are related to the main elements of the
BDM, namely, designing learning to provide enduring understandings, assessing students’
performance based on acceptable evidence, and planning learning experiences and instructions
based on desirable outcomes. The results indicated that the BDM indeed brought benefits to EFL
teachers and students, revealing that this model's efficient application can help (a) teachers better
understand the procedural knowledge of learning and (b) students improve their English
language skills.
Key Words: Backward Design; EFL; English learning; curriculum design
ABSTRAK
Backward Design Model merupakan pendekatan kurikulum dalam pengajaran bahasa yang diawali dengan
spesifikasi hasil belajar yang menjadi dasar untuk pegembangan proses dan masukan pembelajaran (Richards,
2013). Penelitian ini bertujuan untuk menampilkan analisis teoritis tentang bagaimana integrasi Backward
Design Model (BDM) berdampak pada kelas bahasa Inggris sebagai bahasa asing. Penelitian ini merupakan hasil
dari telaah artikel berbasis penelitian tentang bagaimana integrasi BDM bermanfaat bagi para guru dan siswa
EFL. Manfaat ini berkaitan dengan elemen utama BDM yaitu merancang pembelajaran untuk pemahaman yang
bertahan lama, penilaian kinerja siswa berdasarkan bukti yang dapat diterima, dan merencanakan pengalaman
dan instruksi pembelajaran berdasarkan hasil yang diinginkan. Hasil penelitian menunjukkan bahwa BDM
memang membawa manfaat bagi para guru dan siswa. Hasil penelitian juga mengungkapkan bahwa penerapan
model yang efisien ini membantu para guru untuk memiliki pemahaman yang lebih baik tentang pengetahuan
prosedural pembelajaran dan juga membantu siswa untuk meningkatkan kemampuan berbahasa Inggris mereka.
Kata Kunci: Backward Design; EFL; Pembelajaran Bahasa Inggris; Desain Kurikulum
How to Cite: Llerena C. (2020). The Benefits of Backward Design in The English As a Foreign Language Context.
IJEE (Indonesian Journal of English Education), 7(2), 145-158. doi:10.17785/ijee.v7i2.17785
IJEE (Indonesian Journal of English Education), 7 (2), 2020, 145-158

P-ISSN: 2356-1777, E-ISSN: 2443-0390 | DOI: http://doi.org/10.15408/ijee.v7i1.17785
This is an open access article under CC-BY-SA license (https://creativecommons.org/licenses/by-sa/4.0/)
IJEE (Indonesian Journal of English Education), 7 (2), 2020
INTRODUCTION how the input, process, and outcomes

are addressed to achieve students’
During the last decades, learning outcomes.
curriculum design has been addressed
as one of the fundamental pillars of Wiggins and McTighe (2005)
language learning. Alsubaie (2016) introduced the Backward Design Model
(BDM) as an approach to curriculum
stated that an effective curriculum
design involves teaching aspects such development, where the learning
outcomes are the foremost aspects of
as goals, objectives, learning
experiences, instructional resources, planning. The researchers also stated
and assessment for a specific that BDM refers to planning by
thinking backward by establishing the
educational program. However,
language teachers have been desired results or learning outcomes
before choosing the forms of
experiencing a top-down curriculum
change where teachers’ and students’ assessment and instructional
needs and wants are not considered methodologies to be applied in the
learning process.
when developing a new curriculum
(Rahimi & Alavi, 2017). Aiming to provide a better
explanation of the principal purpose of
Concerning the EFL curriculum,
the BDM, researchers have applied
designing and implementing the
various analogies such as planning the
curriculum at the school level have
remained a problematic issue (Pérez, purchase of a house or going on
vacation (Clayton, 2011; Fox & Doherty,
Rey, & Rosado, 2019). Due to this
matter, the present study provides an 2012). Through these analogies, the
alternative for English language researchers linked the backward design
planning with people’s experiences,
teachers to narrow down the bridge
where, to achieve those big goals, they
between the language national
curriculum policies and the teaching- have to start with the big idea first
learning process according to each before thinking about how they will
accomplish those aims. Therefore, BDM
school’s reality.
advocates teachers should begin
Richards (2013) stated that planning based on the desired results or
forward, central, and backward design learning outcomes they expect from
are the three curriculum models their students before thinking about the
applied in language teaching. The activities and learning experiences they
author also explained that each will apply in their teaching instruction.
curriculum model differs concerning
146-158 http://journal.uinjkt.ac.id/index.php/ijee | DOI: http://doi.org/10.15408/ijee.v7i2.17785

P-ISSN: 2356-1777, E-ISSN: 2443-0390 | This is an open access article under CC-BY-SA license
Wiggins and McTighe (1998) are templates that cover the three main
established three stages when planning stages of the BDM. Wiggins and
backward. The first stage deals with McTighe (2005) indicated that the first
identifying the desired results or big part of the unit plan focuses on the
ideas based on skills, understandings, desired results based on students’
and knowledge teachers want their knowledge in new learning and
students to achieve. These desired authentic situations. Moreover,
results are based on performance tasks concepts of knowledge, understanding,
defined as authentic tasks where and essential questions are integrated
students demonstrate their knowledge, into this stage's main aspects.
understanding, and skills by
The second part of the unit plan is
performing real or simulated tasks to an
called evidence. In this stage, the
identified audience (Wiggins &
performance task and other assessment
McTighe, 2005). The second stage
aspects are integrated to check
focuses on determining assessment
students’ progress during learning.
evidence to validate and check if
Finally, the third stage is called the
students have acquired enough
learning plan. In this stage, the teachers
knowledge and understandings to
decided which content, strategies,
achieve the desired results established
techniques, materials, and learning
in stage one. This stage deals with
experiences will be applied during the
integrating different instruments to
learning process to assist students in
assess students’ performance during
achieving desired results.
the process of learning.
These desired results deal with
Finally, the third stage emphasizes
applying the performance task to
learning experiences and instruction
transfer their knowledge to new
that teachers will apply to lead students
contexts; thus, transferability is
to achieve the desired results. In this
considered one of the main foundations
stage, teachers prioritize the content to
of the BDM. Childre, Sands, and Pope
be taught and choose the learning
(2009) explained that transferring
experiences that students will do
knowledge into the BDM focuses on
during the unit or course to develop the
how students show their long-term
performance tasks.
understanding by using their
Planning the BDM is based on knowledge and skills to achieve the
designing unit plans. Yurtseven and desired results established in the unit
Altun (2017) explained that unit plans plan.
http://journal.uinjkt.ac.id/index.php/ijee | DOI: http://doi.org/10.15408/ijee.v7i2.17785

147-158
This paper focuses on answering analysis. In this study, ten articles in

the following question: What benefits total, ranging from 2015 to 2020, were
teachers and students obtain by chosen to be analyzed. The process of
applying the Backward Design Model examining documents followed the six
in English as foreign language contexts? steps suggested by Wach and Ward
Henceforward, this study explores (2013) that include:
research carried out in the primary,
Setting inclusion criteria of
secondary, and university education to documents
connect and delineate the benefits
teachers and students have acquired by The requirements established for
integrating the backward design model selecting articles were based on three
in the EFL teaching-learning process. aspects. Firstly, the chosen articles had
to be related to the application of the
BDM in EFL contexts. Secondly, the
METHOD
papers had to be part of electronic
This study proposes a theoretical educational sources that belong to
analysis of the content of empirical indexed journals. Thirdly, the date of
articles that focused on applying the the articles selected had to range from
BDM in EFL contexts. McCusker and 2015 to 2020.
Gunaydin (2014) stated that qualitative
Collecting documents
research aims to understand social life,
and its methods generate words as data Eleven articles that accomplished
for analysis. Hence, this proposed study the established requirements were
focused on a qualitative methodology chosen. All of them from educational
based on document analysis of the and linguistics journals specifically (1)
gathered anticipated data. Journal of Educational Sciences: Theory
& Practice, (2) International Journal of
According to Wach and Ward
Linguistics, (3) SAGE Journals, Procedia
(2013), document analysis is a
- Social and Behavioral Sciences, (4)
qualitative research method that
NECTEL Review: A Journal for K-16+
analyses rigorously and systematically
Foreign Language Educators, (5)
the content of written documents.
International Journal of Instruction, (6)
Bowen (2009) stated that the document
Journal of Applied Linguistics and
analysis focuses on reviewing or
Language Research, Journal of
evaluating printed and electronic
Education and Training Studies, (7)
documents to understand or develop
Journal of Education and Training
empirical knowledge based on this
Studies, (8) Journal of College

Education, (9) Perfusion Journal, (10) The Backward Design Model in EFL
Asia Pacific Journal of Educational Education
Research, and (11) New Waves Curriculum design is one of the
Educational Research & Development. fundamental pillars of education. In
Articulating key areas of analysis language teaching programs, Richards
(2013) stated that curriculum design is
In this step, the chosen articles
branched into three approaches:
were shown to articulate two main
forward, central, and backward design.
themes: integrating the BDM to assist
The researcher also indicated that each
EFL teachers’ procedural knowledge of
curriculum differs from how the
learning and improving students’
syllabus is addressed in connection
English skills.
with input and methodology to achieve
Analysis of the content students’ learning outcomes:
The eleven studies were coded and
shared with another researcher who
verified the documents’ consistency.
The author analyzed the data from the
eleven studies through comparison and
interpretation to determine themes
Figure 1. The Backward Desing Process
based on the benefits of integrating the
(Richards, 2013)
BDM model into EFL contexts. Findings
from this process are presented in the Whitehouse (2014) indicated that
next section. BDM in language learning provides a
framework for curriculum planning
FINDINGS AND DISCUSSION that can be applied at the unit, course,
Findings or school level. In the same way,
McTighe and Thomas (2003)
This section presents and explains emphasized the importance of using the
the outcomes of this study that collects BDM to help teachers develop unit
the benefits of integrating the BDM in plans or course designs that focused
EFL contexts. Findings from the mainly on the learning outcomes that
electronic sources, mentioned in the they expect from their students’
methods parts, were gathered into learning process.
themes, and they are detailed in the
following explanation: During the last decade, much
empirical research has been conducted

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to discover how the integration of the Backward Design Model in Foreign

backward design model benefits EFL Language Curriculum Development
teachers and students. Korotchenko et al. (2015)
Benefits of applying the Backward conducted this study in a polytechnic
Design Model in EFL Teaching university in Russia to students of the
3rd, 4th, and 5th years of education in
In EFL teaching, Wiggins and
2015. This study focused on applying
McTighe (1998) indicated that the
the backward design model and its
backward design model supports
principal characteristic stages of finding
teachers to establish curricular priorities
advantages and difficulties that may
and syllabus expectations. Furthermore,
occur during this implementation. The
Siddeg (2016) manifested that BDM is a
results indicated that the backward
useful model that provides teachers
design model helped foreign language
with the opportunity to craft learning
teachers build massive bridges between
outcomes by designing a flexible and
state educational standards, students’
easy unit plan or course plan template.
needs, learning outcomes, and
In terms of pedagogical instruction, curriculum content. Besides, the
Brown (2004) claimed that a successful research indicated that applying the
implementation of the backward design backward design model was a
model could support teachers in successful experience for teachers and
enhancing their instructional activities, students because it reduced negative
promoting students’ understanding, aspects that impede students’ academic
and expanding the range of progress in foreign language
assessments to monitor students’ acquisition.
achievements. Likewise, the BDM
Backward Design unit plan to enhance
allows teachers to reflect on their
instructional activities
pedagogical practices to be aware of
which aspects of the unit plan were As mentioned before, designing
efficient applied, which elements need unit plans based on the backward
to be improved, and which ones have to design model template is crucial. In
be changed in futures contexts 2017, Jennifer Eddy wrote an article
(Whitehouse, 2014; Fox & Doherty, called Unpacking the Standards for
2012). Transfer: Intercultural Competency by
Design. Her study focused on
describing language curriculum
articulation with performance transfer

tasks based on applying the BDM. The Upon the completion of the service-
researcher indicated that the unit plan learning project, the researchers stated
is based on the integration of the three three main benefits. First, designing
central aspects of the backward design unit plans based on the BDM allowed
model, namely (1) Identify Desired teachers to fulfil the established goals.
Results, (2) Determine Acceptable Second, by applying the BDM unit
Evidence, and (3) Learning experiences plans, teachers could reflect on their
and Instructions. Thus, the researcher teaching practices' weaknesses and
stated that designing a unit plan helps strengths. Finally, with the integration
teachers and instructional leaders of the BDM, teachers and community
follow and maintain articulation on the stakeholders reported satisfaction with
planning goals and the transfer tasks the projects’ goals, procedures, and
that students will develop during the outcomes.
learning process.
Backward Design Model: Teachers’
Backward Design to Develop Service- professional development
Learning in Preparation
Yurtseven and Altun wrote
Jozwik, Lin, and Cuenca-Carlino Understanding by Design (UbD) in EFL
wrote this article in 2017. It aimed at Teaching in 2017. It focused on
reporting the effectiveness of the investigating the change the BDM made
application of the BDM to develop and on teachers’ professional development
implement a service-learning project. and students’ achievements. This action
Thirty-seven teachers participated in research was conducted with ten
this action research that was carried out teachers and 436 students from a state
in the United States of America. This university in Turkey.
study focused on the teachers’
This study showed that
application of the BDM principles to
implementing the backward design
design a unit plan. The teachers’ unit
model had a positive impact on
plans' principal components were:
teachers’ professional development.
Focus on the Project: Literacy Tutoring,
First, the researchers mentioned that
Goals of the Project and Desired
designing the unit plan based on the
Outcomes, Assessment of Students’
BDM allowed teachers to improve their
Growth and Leaning, Project Activities
pedagogical instructions by having a
and Implementation Plan, and
clear idea of how the instruction will be
Demonstration and Celebration.
conducted. Second, by implementing
the unit plan, teachers could improve

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their time management, prioritize After comparing the pre- and post-
content to be covered, and provide task of the control and experimental
enriching materials and activities to groups, the researchers indicated that
help students achieve the desired the BDM was pedagogically superior to
results. the traditional model in improving
Iranian EFL learners’ writing ability. In
Benefits of applying the Backward
Design Model in EFL Learning terms of enhancing writing abilities, the
researchers stated that the experimental
In the English as a Foreign group learners experienced significant
Language learning setting, performance improvements in their pre and post-test
tasks based on the unit plan from the scores, which indicate the effectiveness
BDM have been applied to efficiently of the BDM in boosting EFL learners’
integrate students’ knowledge into real- writing abilities.
life situations (Manzano, 1992). By
developing performance tasks, students Effect of the BDM on L2 Reading
Comprehension
interact, collaborate, and create final
products based on the desired results Maryam Hodaeian and Reza Biria
established for each unit plan conducted this study in 2015. This
(Daughtery, 2006). study determined whether the
application of the BDM significantly
Impact of BDM on improving
learners’ writing ability affects intermediate EFL learners’
reading comprehension. The
This paper was written by Hossein investigation was conducted in Iran
Hossein, Azizeh Chalak, and Biria in with 150 EFL students from a private
2019. This study's main focus was to institute. Control and experimental
determine whether the integration of groups were assigned to this study.
the BDM significantly improves Iranian
EFL learners’ writing ability. One The researchers indicated a
hundred students participated in this significant increase between the
research, divided into control and experimental group’s pre and post-test
experimental groups. The control group based on the comparison between the
received writing instruction through control group's pre and post-test. Thus,
the forward or traditional design EFL learners from the experimental
during the experimental group through group obtained better results, which
the integration of the BDM. indicates that they were more
successful in reading comprehension by
implementing the BDM. Furthermore,

the researchers stated that the listening comprehension skills.

application of the BDM provided Furthermore, the researchers indicated
opportunities to achieve a deep that the performance tasks’
understanding of texts and outcomes in effectiveness could be attributed to
real contexts. Finally, the researchers authentic materials, the integration of
indicated that future research could be updated information about the topic,
replicated with other groups in other and monitoring their own progress in
skills such as listening and speaking in the topic. The researchers
view of these benefits observed in this recommended that teachers should be
study. trained to use performance tasks to
provide students with more
Using Performance Tasks based on
the BDM for Developing EFL opportunities to practice listening
Listening Skills comprehension skills in a friendly and
supportive learning environment.
This study was conducted by
Osama Mohamed Abd El Ghany, Salem Students’ Foreign Language
Mahmoud, Magdy Amin, and Abdelatif Motivation and Views of Applying the
BDM
El Shazly Yousif in 2019. It focused on
investigating the effects of using Nihal Yurtseven and Sertel Altun
performance tasks on developing EFL conducted this study in 2016. It aimed
listening comprehension skills. The to investigate students’ language
participants were sixty students from learning motivation and teachers’ views
an Egyptian preparatory school. Thirty about integrating the BDM into their
students were assigned to be part of the lessons. Ten teachers and 436 students
experimental group, while the other from Turkey participated in this action
thirty belonged to the control group. research; students were divided into
The experimental group received treatment and control groups while
instruction using performance tasks, teachers were trained about the BDM.
whereas the control group was Findings display some benefits of the
continued having the same learning application of the BDM in foreign
procedures. language learning. First, the study
indicated that BDM implementation
Results from this study showed
increased students’ foreign language
that there was a statistically significant
learning motivation. Moreover, the
difference between the experimental
BDM provided an opportunity for
and control group. The experimental
going beyond the traditional
group obtained better results in their

153-158
coursebook coverage, which had a problem-solving skills, and

positive influence on students’ metacognition abilities.
motivation. Finally, the researchers
Discussion
stated that integrating performance
tasks allowed students to develop their This study's main objective was to
speaking skills. analyze the benefits of applying the
BDM in teaching English as a foreign
3.5 Integrating the BDM to improve
language. The central purpose was to
21st Century capabilities
prove that the integration of the BDM
In 2018, Susan Drake and Johanne can assist EFL teachers and students in
Reid published research that provides improving their teaching instruction
different integrated curriculum models and English language skills,
and the backward design planning respectively.
process to create rich learning situations
In terms of EFL teachers’ planning,
where students can improve their 21st
the backward design model is a simple
Century competencies. The researchers
and flexible model that allows teachers
indicated that curriculum integration
to establish curricular priorities of the
offers an effective way to teach 21st-
national curriculum and educational
century competencies such as critical
standards based on the desired results
thinking, creative thinking, citizenship,
they want to achieve from their
and communication transcend
students at the end of the unit or
disciplines.
course. As stated by Wiggins and
They also stated that the BDM is a McTighe (2005), the BDM refers to
design process that helps teachers and planning backward in three essential
curriculum designers make this stages: first, based on the desired
curricular integration easier by focusing results teachers want to achieve at the
on big ideas or desired results that end of the unit or course; second in
students must achieve at the end of the evidencing students’ improvements;
unit or course. Findings from this study and third, in instructional activities
indicated that the BDM, specifically the teachers will apply to fulfill students’
use of performance tasks, allows outcomes to avoid using content and
students to increase their 21st Century instructional activities without any
competencies by working specific purpose. The researchers also
collaboratively to develop real-life emphasized that using a unit plan
projects to apply their creativity, supports teachers’ staying focused on
connecting these three stages of the

backward design model. These unit motivation improve through the

plans help teachers guide and application of the BDM in EFL contexts
continuously evaluate the content and (Hodaeian & Biria, 2015; El Ghany et al.,
learning outcomes to be achieved 2019; Hossein, Chalak, & Biria, 2019;
during each unit (Yurtseven & Altun, Yurtseven & Altun, 2017).
2017).
Furthermore, the findings of this CONCLUSION AND SUGGESTION
study revealed that integrating the This study confirmed that
BDM positively impacts English as a integrating the BDM in EFL instructions
Foreign Language teachers and provides a number of different benefits
students (Drake & Reid, 2018; for teachers and students. Regarding
Yurtseven & Altun, 2017). By focusing EFL teachers, the BDM helps teachers
on teachers’ professional development, have a structured and systematic unit
the backward design assisted teachers plan whose main purpose is to achieve
in three essential aspects. First, by students’ learning outcomes by
applying the BDM, teachers can have a connecting the formative assessment
clear idea and a better understanding of and using authentic materials and
how the unit or course should be activities based on real-life situations.
developed. Second, by focusing on the Thus, teachers avoid textbook coverage
teaching strategies to be applied to or activity-oriented teaching with no
achieve desired results based on precise purpose.
performance tasks. Third, by enhancing
Furthermore, the BDM helps
their teaching and assessment practices
teachers to become instructional
based on authentic materials and
designers of the process of learning.
activities.
Through planning the entire course or
Concerning EFL students, findings unit designs and developing authentic
from the studies analyzed indicate that materials and activities based on the
the BDM provides various positive BDM, teachers can have the
effects on improving students’ English opportunity to improve their
language skills. The analyzed studies pedagogical practices, self-efficacy
showed that students could improve skills and to promote and motivate
their English skills by developing students to improve their English
performance tasks. The primary English learning. Teachers may become
skills such as reading, writing, listening, facilitators for developing students’
and speaking; as well as students’ knowledge by creating authentic

155-158
opportunities to transfer their 2. Designing unit plans and

knowledge and skills into real contexts. creating performance tasks can
be explained better in future
Regarding EFL students, the
studies to enlighten teachers
integration of performance tasks based
through the effective integration
on the BDM provides them with
of the BDM in their EFL classes.
different English language benefits.
Performance tasks based on BDM 3. Future studies can focus more on
encourage students to work the integration of the BDM at the
collaboratively to solve problems based primary education level.
on real situations. Moreover, it
Future studies can carry out in-
motivates students to improve their
depth interviews with teachers and
creativity, problem-solving skills, and
students to better understand the
metacognition skills. Finally, BDM
integration of the BDM in EFL
helps EFL learners improve their
classrooms.
writing, reading, listening, and
speaking skills.
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The Benefits of Backward Design in The English As A Foreign Language Context

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The Beneﬁts of Backward Design in the English as a Foreign Language Context

Article in IJEE (Indonesian Journal of English Education) · December 2020

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THE BENEFITS OF BACKWARD DESIGN IN THE ENGLISH AS A FOREIGN

IJEE (Indonesian Journal of English Education), 7 (2), 2020, 145-158

INTRODUCTION how the input, process, and outcomes

146-158 http://journal.uinjkt.ac.id/index.php/ijee | DOI: http://doi.org/10.15408/ijee.v7i2.17785

http://journal.uinjkt.ac.id/index.php/ijee | DOI: http://doi.org/10.15408/ijee.v7i2.17785

This paper focuses on answering analysis. In this study, ten articles in

148-158 http://journal.uinjkt.ac.id/index.php/ijee | DOI: http://doi.org/10.15408/ijee.v7i2.17785

http://journal.uinjkt.ac.id/index.php/ijee | DOI: http://doi.org/10.15408/ijee.v7i2.17785

to discover how the integration of the Backward Design Model in Foreign

150-158 http://journal.uinjkt.ac.id/index.php/ijee | DOI: http://doi.org/10.15408/ijee.v7i2.17785

http://journal.uinjkt.ac.id/index.php/ijee | DOI: http://doi.org/10.15408/ijee.v7i2.17785

152-158 http://journal.uinjkt.ac.id/index.php/ijee | DOI: http://doi.org/10.15408/ijee.v7i2.17785

the researchers stated that the listening comprehension skills.

http://journal.uinjkt.ac.id/index.php/ijee | DOI: http://doi.org/10.15408/ijee.v7i2.17785

coursebook coverage, which had a problem-solving skills, and

154-158 http://journal.uinjkt.ac.id/index.php/ijee | DOI: http://doi.org/10.15408/ijee.v7i2.17785

backward design model. These unit motivation improve through the

http://journal.uinjkt.ac.id/index.php/ijee | DOI: http://doi.org/10.15408/ijee.v7i2.17785

opportunities to transfer their 2. Designing unit plans and

156-158 http://journal.uinjkt.ac.id/index.php/ijee | DOI: http://doi.org/10.15408/ijee.v7i2.17785

158-158 http://journal.uinjkt.ac.id/index.php/ijee | DOI: http://doi.org/10.15408/ijee.v7i2.17785

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