Building on previous lessons regarding procedural texts, Fulbright ETA Nia Dufeal transitioned her students from comprehension to active production using a collaborative teaching model. To prepare for independent writing, students first worked in small groups to draft step-by-step guides for various daily tasks. This peer-led approach allowed students to troubleshoot technical language and sequencing together before attempting their own individual texts.

To put these drafts into practice, Nia facilitated a “Peer Instruction” activity where one student acted as the performer at the front of the class while their classmates provided oral directions in English. The tasks ranged from drawing a snowman and tying up hair to practical chores like sweeping and cleaning a window. The performers were required to follow the instructions exactly as spoken, highlighting the importance of clarity and specific transition words in procedural communication.

This method transformed a standard writing lesson into a practical exercise in verbal communication and teamwork. By the time students began their independent assignments, they had a more grounded understanding of how to use imperative verbs and logical sequencing. The activity successfully maintained high levels of participation and allowed students to take ownership of the material through peer-to-peer exchange.

Nia Dufeal is currently teaching at SMK 3 Palangkaraya, Kalimantan Tengah.