Textual Enhancement-Based Grammar Instructional Design for English Students Veni Roza English Education Department IAIN Bukittinggi Bukitinggi, Indonesia veniroz_501@yahoo.com Hermawati Syarif English Department UNP Padang, Indonesia Desmawati Radjab English Department UNP Padang, Indonesia M. Zaim English Department UNP Padang, Indonesia Abstract-- The article was derived from an author’s dissertation which was supervised by three promoters. Theresearch was designed to answer students’ need in the field that they need current grammar teaching model which demands students to get involved actively in the learning process by noticing and discovering grammar rules in the context by their own. This paradigm goes with the student-centered approach where lecturer acts out as facilitator while students’ role is more dominant than teachers’. To achieve this goal, the researcherapplied Research and Development (R&D)by Thiagarajan et al (1974)’s Four-D Model; defining, designing, developing, and disseminatingstages. This paper focuses on designing stage to design the grammar instructional model which is called textual enhancement-based grammar instruction model or TEBGIM. The research finding exhibits that conceptual model of TEBGIM is assumed to be effective for grammar teaching. Keywords--Textual Enhancement-Based Model Design; Grammar Instruction I. INTRODUCTION Many experts said that grammar is prominent element in language teaching. Teachers as practioners perceive the same. This positive perception should picture out the implementation of grammar teaching in the classroom by means of teachers’ preparation, teaching material, media, method of teaching and so forth. Based on fact, mostly grammar teachers only relied on their teaching preparation on what they have in their mind and delivered it to students with higher proportion of teacher-talking time. Another salient phenomenon was that grammar teaching material was taken from decontextualized grammar book. This condition makes grammar as essential element fail to support students’ successfulnessin Englishperformance. To overcome this problem, the researcher needs to conduct a research and development to answer students’ need in the fields. Based on the results of defining stage that researcher found that skills and subskilss needed by students for grammar learning were reading, writing and vocabulary. The most important topic for students to learn was complex sentences. Selection of appropriate model was the one which stresses student-centered with focus on form (an approach with optimal conditions for learning by drawing students’ attention to linguistic forms in the context of meaningful communication, [1] by discovering rules by their own which is not dominated lecturers’ talk. Selection of instructional material which fulfiled students’ need wa very crucial to carry out since lecturers only used limited learning resources taken from decontextualized book. There was no need to adopt nor adapt the grammar book used so far, so it was essential for lecturer to design and develop grammar material based on students’ need [2], so that the researcher needs to design TEBGIM. II. REVIEW OF RELATED THEORIES 1. TEBGIM and Information Processing Teaching Model Teaching model is a model of a plan or pattern that can be used to shape curricula, to design instructional materials and to guide instruction in the classroom and other settings. [3]. In line with that, it is a conceptual framework which describes systematic procedure and organizes learning experiences to achieve the objectives pre-determined [4]. Teaching model is designed for specific purpose, which depends on the teaching of information concepts, ways of thinking, the study of social values and so forth. In designing the model, students are expected to engage in particular cognitive and social tasks. The models of teaching are evidently varied. Some models center on instructor delivery while others are developed as the learners respond to tasks given. Regardless of the various teaching models, models emphasize how to help students learn to construct knowledge- learning how to learn. Information Processing Models which base TEBGIM focus on intellectual capacity. They are concerned with the ability of the learner to observe, organize data, understand information, form concepts, employ verbal and nonverbal symbols and solve problems. The primary purposes of this model are the mastery of methods of inquiry, the mastery of 1 This is an open access article under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/). Copyright © 2017, the Authors. Published by Atlantis Press. Advances in Social Science, Education and Humanities Research (ASSEHR), volume 110 Fifth International Seminar on English Language and Teaching (ISELT 2017)