LEARNING DESIGN

By:
Nirma Selastiana R
G2Q1 22 003

LANGUAGE EDUCATION
POST GRADUATE PROGRAM
HALU OLEO UNIVERSITY
KENDARI
2022
 PICTURE WORD INDUCTIVE MODEL (PWIM)

Teacher : Nirma Selastiana R

School : Islamic High School Ummusshabri Kendari
Subject : English
Class/Semester : X MIA 1 (27 Students)/I
Material : Transactional text; Talking about identity.
Time Allocation : 2x2 JP @45 Minutes

A. Subject Description

This subject is a subject of speaking skills for high school (SMA) students in grade ten.
This subject aims to equip learners to be able to speak well. At the high school level,
students will learn English thematically with gradual and sequential topics. This subject is
also adjusted to the syllabus at the high school level which is suitable for practice in schools,
namely curriculum 13. The main topic in this subject is in the form of transactional
interaction texts. The assessment was carried out using a process approach, PTS (mid term
test) and PAS (final test). On this occasion the teacher will design learning speaking skills
with the topic of transactional interaction text.
B. Teaching Context
1. Learners’ profile
My learners are teenagers from various regions. There are 96 learners in my school
consisting of three classes. 27 learners of grade X science 1. They are of various ages, for
the tenth grade they are 15 years old. They are active learners. They always ask questions
when they are unable to comprehend the topic that we discussed. In learning English, the
learners are very motivated, but sometimes when they get a little bit of difficulty in terms of
the materials we discussed, they are less motivated.
Learners are interested in the material depending on how I as the teacher deliver it.
As a teacher, I should decide and choose the appropriate way of learning so the students can
comfortable with it, and most important is they can get along with the materials.
2. Teaching setting
This is a formal teaching setting, the primary goal of English teaching in our school
is developing knowledge of English skills such as speaking, writing, reading, and listening
skill. Then, because we have a bilingual program, so English is also used for
communication and interaction. Based on our lesson plan, in our school the teacher process
focusses on all language skills which are speaking, listening, writing, and reading.

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C. Core Competence
Because the learning process is based on the syllabus, the core competencies (I) below are
based on the existing syllabus.
 KI-1: Living and practicing the teachings of the religion they adhere to
 KI-2: Living and practicing honest, disciplined, polite, caring (mutual cooperation,
cooperation, tolerance, peace), responsible, responsive and pro-active behavior in interacting
effectively in accordance with the development of children in the environment, family, school ,
the community and the surrounding natural environment, the nation, the state, the regional area
and the international area”.
 KI-3: Understanding, applying, and analyzing factual, conceptual, procedural, and
metacognitive knowledge based on curiosity about science, technology, art, culture, and
humanities with insight into humanity, nationality, statehood, and civilization related to the
causes of phenomena and events, as well as applying procedural knowledge in specific fields of
study according to their talents and interests to solve problems
 KI-4: Processing, reasoning, and presenting in the realm of concrete and abstract realms
related to the development of what is learned at school independently, to act effectively and
creatively, and to be able to use methods according to scientific principles.

D. Basic Competency and Competency Achievement Indicators

Base Competence Indicator

3.1 Applying social functions, text  Identifying situations that give rise to
structures, and linguistic elements of interactions regarding identity.
oral and written transactional  Mention situations that give rise to
interaction texts that involve giving interactions regarding questions of self-
and asking for information related to identity
identity and family relationships,  Understanding the structure of the text in
according to the context of its use. giving and asking for information related to
(Pay attention to the linguistic identity
elements of the pronoun: subjective,
 Understand the linguistic elements of a text in
objective, possessive).
giving and asking for information related to
personal identity.

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 4.1 Compile short and simple spoken
and written transactional interaction
texts that involve the act of giving
and asking for information related to
identity, taking into account social
functions, text structure, and
linguistic elements that are correct
and in context.
 Write short texts that involve conversations
about identity
 Make multiple views from observations
involving conversations about a person's
identity.

E. Learning Material

 Social Function

Introducing and mentioning identity to develop inetractional communication with others.

 Text Structure
- Transactional text:
Opening; exchange (talking about identity); Closing

 Language feature
- Vocabulary; name, family relationonship, jobs, friends.
- Grammar: Pronouns

 Topic-Related Activities
- Introducing oneself, parents, friends.
- Writing an e-mail
 Skill focus
Listening, Reading, Speaking, Writing

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F. The Picture Word Inductive Model

1. Inductive Approach

One of the English grammar learning techniques that can be used to integrate English
grammar into the four language skills is the inductive approach. Widodo in Astrid (2011:
178) states that by implementing an inductive approach students can be more motivated and
more active in the learning process.
2. The Picture Word Inductive Model (PWIM)
The picture word inductive model is an inquiry- oriented, integrated language arts
approach to developing literacy. Each cycle of the picture word inductive model (PWIM)
uses a large photograph as a common stimulus for the generation of words and sentences.
The teacher, working with the whole class or with small groups of students, uses the moves
that comprise a PWIM cycle to support the development of students’ oral language and
vocabulary; their phonological awareness and word analysis skills; their reading
comprehension and composing at the word, phrase, sentence, paragraph, and extended text
levels; and their observation and research skills. The cycles of a PWIM inquiry usually last
from two to six weeks.

G. Learning Objectives
After following the learning process, students are expected to be able to:
1. Identify meaning, purpose of communication, text structure, and language elements
contained in the text of oral transactional interactions and write about identity, and family
relationships accordingly with the context of use.
2. Asking for and giving information about identity and relationships family by using
appropriate text structure usage context.
3. Asking for and giving information about identity and relationships family by using
elements of language (pronoun, subjective, objective, possessive) that is appropriate
according to the context of use.

H. Learning Method

1) Approach : Scientific

2) Learning model : The picture word inductive model

3) Method : Question and answer, discussion, and exercise.

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I. Learning Media

1. Media

 Scoring Sheet

 Worksheet

 Pictures

2. Tools

 Marker

 Laptop & infocus/ Smart TV

J. Learning Sources
 Textbook for Class X English Subjects, Ministry of Education and Culture, 2016 Revision
 English Dictionary
 Teacher and Students experience
K. Learning Steps

1. First activity (apperception /Lead in) 15 minutes

a. The teacher will open the class by greeting and asking how students are doing
b. The teacher will present three pictures related to the topic part of the family to introduce
themselves and carry out simple discussions.
c. The following is the material that will be used for this initial activity (apperception).

ACTIVITY 1 (First cycle)

Let’s see the pictures below:

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 Discuss the following questions with your classmates!
1. What do you know from the pictures above?
2. What words that maybe comes up from the pictures?

2. Core Activity

1. Giving pictures that maybe students can desribe what they have seen in the picture.
2. The students study the pictures and shake out the words Putting into words the
representations and actions they see in the picture.
3. The teacher draws a line from those things to a place outside the picture, reterates the word,
and writes and spells the word or phrase aloud.
4. The next phase begins by providing students with their individual sets of words cards.
5. Generating sentences for the pictures or making a question based on the picture.

CYCLE 2
Learn the following vocabulary!
Students repeat the words based on the pictures.

Dentist Police Occupation

Mother Doctor Family
Grand father Farmer Nephew
Grand mother Pilot
Aunt

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 CYCLE 3
WRITING
The teacher devide the students into small groups and try to formulate the question based on
the pictures above. For example: What is you mother job?
The students will produce a brief conversation based on the pictures above.
SPEAKING
Discussion
After make a brief conversation, the students will try to practice the conversation in front of the
classroom.
3. Closing activity
 Before closing class, the teacher will ask students if there are still questions or things that are
still unclear. This aims to ensure that students understand the material provided.
 If there are no questions, the teacher will close the class

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 REFERENCE

Joyce, B., Weil, M., & Calhoun, E. (2003). Models of teaching.

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