The document contains information about various English grammar topics including tenses, subjects, verbs, questions, and suggestions. It also includes sample questions to guide teaching a topic like improving English skills. The questions cover determining learning objectives, identifying relevant theories and indicators, choosing appropriate teaching methods, and assessing student performance.

1. General Questions
1. Easy to come? 1. Easy to go?
2. Difficult to go?
2. Difficult to come? 3. Easy to go?
4. Difficult to go?
to our mind/brain from our mind/brain

2. TENSES
PAST SIMPLE
PRESENT CONTINUOUS
FUTURE PERFECT

3. SUBJECTS
He They
She We
It I
You
does do
has have
is Are/am
goes go

4. is, am, are
SUBJECT TO BE COMPLEMENT
He name
is
She gender
It job
They are age
We adjective
You adverb
I am from

5. QUESTIONS
What did you study English?
When
Where were you studying English?
Why had you Studied English?
How .....
do you study English?
are you studying English?
have you studied English?
w y study English?

6. There
a book singular noun
is
There
much money uncountable noun
are many books plural noun

7. Asking to do .......
SUGGESTION REQUEST COMMAND VERB ADDITION
Let’s Could you The student’s verb I please
name
Let’s not Can you Just be + adjective
Don’t let’s Will you You should
I suggest that you Please You have to
It would be better if Do you want to I want you to
you
I don’t want you to
How about verb-ing
What about

8. What are you going to
study/teach/improve?
 What are you going to teach/study/improve?
 What are the indicators of what you are going to
study/teach/improve? Theories, construct, indicators
and SK, KD, Indicators
 What approaches, methods, techniques, or media will you
use? (Definition, steps, advantages, and disadvantages)
 How can your approaches, methods, techniques, or media
develop all indicators of what you are going to
study/teach/improve?
 How will you implement your approaches, methods,
techniques, or media in the teaching and learning process?
 How will we measure the students’ performance?

9. Question 1
1. What are we going to study/teach/improve?
a. English skill? (listening, speaking, reading, or
writing?)
b. English element? (vocabulary or structure?)
c. Psychological aspect?
(Motivation/interest/intelligence/creativity/risk
taking/self-esteem/self-confidence?)

10. Question 2
2. What are the indicators of what we are
going to study/teach/improve?
a. Theories (definitions, aspects, elements,
skills) by finding, understanding, analyzing,
comparing, choosing, making synthesis.
b. Construct
c. Indicators
d. Blueprint
e. Instrument/Items

11. Other Questions
3. What is the ideal condition of the students? (see indicators)
4. What problems did the students have? (see indicators) Compare
between what should be and what happens
5. What are the causes of the students’ problems? (from the students,
teachers, and class condition)
6. What approaches, methods, techniques, or media will we use to
study/teach/improve?
7. How can our approaches, methods, techniques, or media develop
the indicators?
8. How will we implement our approaches, methods, techniques, or
media in teaching and learning process?
9. How will we measure the students’ performance? (test or non-test?)

12. CHAPTER II Formulating Theory Basic Hypothesis
THEORIES hypothesis assumption/
Rationale
Construct Blueprint Instrument Valid
and Test/non-test
indicators
Reliable

13. Valid Theoretically Theory Construct Blueprint
Reliable
Empirically Tryout External Correlation
(X and Y)
Internal Discrete score
(0 or 1)
Continuum
score
(1 – 5)
(1 – 10)