REVEALING THE EFL TEACHER‟S PLANNING OF THEIR CLASSROOM INSTRUCTIONAL ACTIVITIES USING TEXT BASED INSTRUCTION
Varied texts cannot be avoided for EFL learning materials that should be read by the learners. In order to expose the use of texts in the classroom, EFL teacher should have believed that using different texts in the classroom will lead to their students‘ understanding on the use of texts in various situations. This paper contains the results of analysing classroom teaching and learning activities designed by in- service English teachers who joined the teacher‘s professional development program in UNNES in 2019. They designed the lesson plan mostly using text based instruction in the classroom instructional process. The study was conducted using the qualitative descriptive paradigm in the context of analysing and observing the EFL in-service English teachers in designing the lesson plan. The formative evaluative design was used in this study. The rubric was used in order to disclose the teacher‘s ability in creating ideas of text based instruction process used and comprehending of applying it. The finding showed that mostly all participants have been able to apply TBI in designing the teaching and learning activities. However, it was found that they had difficulties in using the appropriate and authentic texts that should be varied depending on the various situations. It should be emphasized that before the participants apply TBI in their lesson plan, they should comprehend well the use of it. They need to know that TBI can be applied since it can improve the learner‘s literacy and the four language skills. So, it is also appropriate with the existing curriculum.