DESIGNING ENGLISH WRITING INSTRUCTIONAL MATERIALS USING GENRE - BASED APPROACH
FOR SENIOR HIGH SCHOOL GRADE XI
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain Sarjana Pendidikan Degree
in English Language Education
By
Natalia Debby Indartiningtyas Student Number: 06 1214 094
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
i
DESIGNING ENGLISH WRITING INSTRUCTIONAL MATERIALS USING GENRE - BASED APPROACH
FOR SENIOR HIGH SCHOOL GRADE XI
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain Sarjana Pendidikan Degree
in English Language Education
By
Natalia Debby Indartiningtyas Student Number: 06 1214 094
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
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everything will be okay in the end
if it is not okay, it’s not the end
I dedicated this thesis to
My lovely parents and sister
All family
My beloved one
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STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other person, except those cited in the quotations and the references, as a scientific paper should.
Yogyakarta, January 18th, 2011 The Writer
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LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIK
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: Nama : Natalia Debby Indartiningtyas
Nomor Mahasiswa : 06 1214 094
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:
DESIGNING ENGLISH WRITING INSTRUCTIONAL MATERIALS USING GENRE - BASED APPROACH
FOR SENIOR HIGH SCHOOL GRADE XI
Beserta perangkat yang diperlukan (bila ada). Dengan demikian, saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin ataupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.
Demikian pernyataan ini saya buat dengan sebenarnya. Dibuat di Yogyakarta
Pada tanggal: 18 Januari 2011 Yang menyatakan
vii ABSTRACT
Indartiningtyas, Natalia Debby. 2010. Designing English Writing Instructional Materials Using Genre – Based Approach for Senior High School Grade XI. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
Writing text is one of the basic competences of writing skill for senior high school grade XI. Therefore, writing is an important skill that students should master. From the observation, it was found that writing is considered as a difficult skill for students. The students have difficulties in arranging their ideas, organizing the structure, employing the correct grammar, and choosing the appropriate vocabulary. An appropriate approach is needed to solve the students’ difficulties. Genre – Based Approach provides step by step procedures in writing. This approach guides students to produce a piece of writing.
This study was conducted to design English writing instructional materials using Genre – Based Approach for the eleventh grade students of SMA N 1 Depok. This study was concerned with two formulated problems, which are, 1) How are English writing instructional materials based on genre – approach for eleventh grade students of SMA N 1 Depok designed? and 2) What do English writing instructional materials based on genre – approach for eleventh grade students of SMA N 1 Depok look like?
In answering the first problem formulation, the study adapted Kemp’s and Yalden’s Instructional Design Model and employed R & D (Research and Development) Model. There are five steps applied in this study. The steps were: (1) Research and Information Collecting. Needs survey was conducted to obtain information about students’ abilities, interest, and difficulties. (2) Planning. This step included determining goals, topics, general purposes, and learning objectives. (3) Develop Preliminary Form of Product. In this step, the subject contents of the designed materials were classified. This step was also aimed at choosing teaching/ learning activities/ resources. (4) Preliminary Field Testing. An evaluation was conducted to obtain the comments, judgments, and suggestions toward the designed materials. (5) Main Product Revision. The evaluation data of the preliminary field testing was used as the basis of product revision. The result of the descriptive statistic indicated that the average of agree statements of the designed materials was 88.75%. It is concluded that the designed materials are suitable and acceptable to be used in the school.
In answering the second problem formulation, this study presented the final version of the designed materials. It consists of eight units. Each unit is divided into five sections, namely, (1) Building the Context, (2) Modelling and Deconstructing the Text, (3) Joint Construction of the Text, (4) Independent Construction of the Text, and (5) Linking Related Text.
Hopefully, these designed materials can be applied in the school to improve students’ ability in writing. Moreover, it can encourage other researchers to conduct a further study on other aspects of this study.
viii ABSTRAK
Indartiningtyas, Natalia Debby. 2010. Designing English Writing Instructional Materials Using Genre – Based Approach for Senior High School Grade XI. Yogyakarta: Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Menulis teks adalah salah satu kompetensi dasar dalam kemampuan menulis untuk siswa kelas XI sekolah menengah atas. Oleh karena itu, menulis merupakan kemampuan yang harus dikuasai. Dari hasil pengamatan, diketahui bahwa siswa mengganggap menulis Bahasa Inggris adalah hal yang sulit. Siswa mengalami kesulitan dalam merangkai gagasan, menyusun langkah – langkah retorika, menggunakan tata bahasa, dan kosakata yang benar. Sebuah strategi diperlukan untuk mengatasi kesulitan siswa dalam menulis Bahasa Inggris. Genre – Based Approach menyajikan langkah – langkah dalam menulis. Strategi ini memandu siswa untuk mengarang sebuah karangan.
Studi ini dilaksanakan untuk merancang materi pembelajaran writing menggunakan Genre – Based Approach untuk siswa kelas XI SMA N 1 Depok. Studi ini mengemukakan dua pertanyaan, 1) Bagaimana materi pembelajaran writing berdasarkan Genre – Based Approach untuk siswa kelas XI SMA N 1 Depok dirancang? dan 2) Bagaimanakah bentuk materi materi pembelajaran writing berdasarkan Genre – Based Approach untuk siswa kelas XI SMA N 1 Depok?
Dalam menjawab pertanyaan pertama, studi ini mengadaptasi model perancangan dari Kemp dan Yalden dan juga menerapkan metode R & D (metode penelitian dan pengembangan). Ada lima tahap dalam studi ini. Tahap –tahap tersebut adalah: (1) Penelitia dan Pengumpulan Informasi. Survei kebutuhan dilakukan untuk mengumpulkan informasi mengenai kemampuan, minat, dan kesulitan siswa. (2) Perencanaan. Tahap ini ditujukan untuk menentukan tujuan, khusus, topik, tujuan umum, dan tujuan belajar. (3) Pengembangan Bentuk Awal Produk. Dalam tahap ini, isi materi, kegiatan pembelajaran, dan sumber – sumbernya ditentukan. (4) Pengujian Awal di Lapangan. Evaluasi dilaksanakan untuk mendapatkan komentar, penilaian, dan masukan berkaitan dengan materi yang dirancang. (5) Perbaikan Produk Utama. Data evaluasi digunakan sebagai dasar untuk memperbaiki produk utama. Hasil perhitungan menunjukkan bahwa rata – rata pernyataan setuju terhadap materi yang dirancang adalah 88,75%. Dengan demikian, dapat disimpulkan bahwa materi ini dapat diterima dan digunakan di sekolah.
Dalam menjawab pertanyaan kedua, studi ini menyajikan hasil akhir dari materi. Materi terdiri dari delapan unit. Setiap unit terbagi atas lima bagian yaitu, (1) Building the Context, (2) Modelling and Deconstructing the Text, (3) Joint Construction of the Text, (4) Independent Construction of the Text, dan (5) Linking Related Text.
Materi ini diharapkan dapat diterapkan di sekolah untuk meningkatkan kemampuan siswa dalam menulis dan dapat mendorong peneliti lain untuk mengadakan penelitian lebih lanjut tentang aspek lain dalam studi ini.
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ACKNOWLEDGEMENTS
Firstly, I would like to express my greatest gratitude and praise to the Almighty Jesus Christ for His blessing and guidance during the process of completing my thesis. God makes everything happens at the right time.
My sincere gratitude and honor go to my sponsor, C. Tutyandari, S.Pd., M.Pd., for always giving me correction, guidance, courage, and patience during my thesis accomplishment. Special appreciation also goes to all lecturers of English Education Study Program for teaching and guiding me during my study in Sanata Dharma University. My great thank goes to PBI staff, mbak Dani and
mbak Tari, for giving me nice services.
I deliver my best gratitude to the English teachers of SMA N 1 Depok, Priyanta Ari Nugraha, S.Pd. and Sri Suryanti, S.Pd., for their willingness to give valuable suggestions for my designed materials. I also address my thanks to the eleventh grade students of SMA N 1 Depok 2009/2010 for their help in filling questionnaires. Moreover, I sincerely thank Christina Kristiyani, S.Pd., M.Pd., Christina Lhaksmita Anandari, S.Pd., M.Ed., and Drs. JB. Gunawan, M.A., for their suggestions, comments, and criticisms toward my designed materials.
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lovely sister, Veronica Verlina W., A.Md. I thank her for her love, advice, support.
With all my love, I give my thanks to B. Anom Dwi Nugroho, S.Sn., for his love and being my everything. I thank him for his care, patience, support, and laugh during all this time. The same appreciation also goes to Gergunung family, for their love and warmth.
I never forget my magnificent friends in PBI 2006: Yuki, Deinza, Ritong, Fajar, Mbok Sus, Pyut2, Vita, Adey, Evi, Yeyen, Lance, Adven, and Rizky. These people always give me support and encourage me to accomplish my thesis. They have given me valuable inputs to improve my thesis. I also thank them for all happy and sad moments we have shared during my study in Sanata Dharma University.
In addition, I am very grateful to my ex-boarding house friends: mbak
Anggie, mbak Vita, Galih, and Novi. I thank them for the unforgettable moments we have spent together.
My thanks also go to all colleagues in SD N 3 Glodogan and TK/ KB Cahaya Intan, especially: mbak Frida, mbak Nia, mbak Peti, mbak Lia, and
mbak Tina. I thank them for giving me great opportunity to develop myself. Last but not least, I would also express my appreciation to those who have given me a hand, whom I have not mentioned. May God bless us forever.
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TABLE OF CONTENTS
TITLE PAGE ... ii
APPROVAL PAGES ... iii
DEDICATION PAGE ... iv
STATEMENT OF WORK’S ORIGINALITY ... v
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI ... vi
ABSTRACT ... vii
ABSTRAK ... viii
ACKNOWLEDGEMENTS ... ix
TABLE OF CONTENTS ... xi
LIST OF TABLES ... xiii
LIST OF FIGURES ... xiv
LIST OF APPENDICES ... xv
CHAPTER I. INTRODUCTION ... 1
A. Research Background... 1
B. Problem Formulation ... 4
C. Problem Limitation ... 4
D. Research Objectives ... 4
E. Research Benefits ... 5
F. Definition of Terms ... 6
CHAPTER II. REVIEW OF RELATED LITERATURE ... 8
A. Theoretical Description ... 8
1. School Based Curriculum ... 8
2. Kemp’s Instructional Design Model ... 9
3. Yalden’s Instructional Design Model ... 15
4. Theory of Writing ... 17
5. Teaching Writing Skill ... 19
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7. The Teaching/ Learning Cycle ... 21
B. Theoretical Framework ... 23
CHAPTER III. METHODOLOGY ... 28
A. Research Method ... 28
B. Research Participants ... 32
C. Research Instruments ... 33
D. Data Gathering Technique ... 35
E. Data Analysis Technique ... 36
F. Research Procedure ... 39
CHAPTER IV. RESEARCH RESULTS AND DISCUSSION ... 40
A. Research Results ... 40
B. Discussion of the Designed Materials ... 59
CHAPTER V. CONCLUSION AND SUGGESTIONS ... 61
A. Conclusion ... 61
B. Suggestions ... 63
REFERENCES ... 64
xiii
LIST OF TABLES
Table Page
3.1 The Blueprint of Participants’ Opinion on the Genre – Based Approach .... 37
3.2 The Blueprint of Participants’ Opinion on the Designed Materials ... 38
4.1 The Competence Standards and Basic Competencies of the Designed Materials ... 45
4.2 Topics ... 46
4.3 Indicators ... 47
4.4 The Description of the Evaluators... 53
xiv
LIST OF FIGURES
Figure Page
2.1 Kemp’s Model ... 14
2.2 Yalden’s Model ... 15
2.3 Teaching/ Learning Cycle ... 22
xv
LIST OF APPENDICES
Appendices Page
Appendices A
1. Permission Letter from Sanata Dharma University ...66
2. Permission Letter from BAPPEDA ...67
3. Official Statement Letter from SMA Negeri 1 Depok ...68
Appendices B 1. Questionnaire on Research and Information Collecting ... 69
2. Interview Guideline on Research and Information Collecting ... 72
3. The Questionnaire Result on Research and Information Collecting .... 73
4. The Interview Result on Research and Information Collecting ... 75
Appendices C 1. Questionnaire on Preliminary Field Testing ... 78
2. Gambaran Umum ... 81
3. General Description ... 84
4. The Result of Questionnaire on Preliminary Field Testing ... 87
5. Permission Letter for Distributing Questionnaire of Preliminary Field Testing ... 88
Appendices D 1. Indicators ... 89
2. Lesson Plans ... 92
3. Syllabus ... 123
4. The Designed Materials ... 144
CHAPTER I INTRODUCTION
This chapter is divided into six parts. The first part is the research background, which reveals the reasons of conducting this study. The second part is the problem formulation, which conveys the problems that will be discussed. The third part is the problem limitation. This part gives a clear border of the study. The fourth part is the research objectives, which shows the aim of the study. The fifth part is the research benefits. This part reveals the advantages of the study. The last part is definition of terms that clarifies the terms used in the study.
A. Research Background
Writing is one of the language skills that are used as materials for English Language Teaching (ELT). It is an important skill that students should master. In the other hand, writing as language production is considered as a complex skill for language learners, as said by Nunan (1999: 271), “in terms of skills, producing a coherent, fluent, extended piece of writing is probably the most difficult thing there is to do in language”. A teacher functions as a facilitator of teaching learning activities should find an appropriate approach to teach writing. As a result, their students will not find any difficulties.
Recently, Indonesia embraces the School Based Curriculum (KTSP). School Based Curriculum (2006 Curriculum) is an operational curriculum which is arranged and held by the school/ education institution (Haryati, 2008:1). It is arranged based on the content standard, graduate competence standard, and
curriculum developing guidance by The Committee of Education National Standard or Badan Standar Nasional Pendidikan (BNSP).
Writing text is one of the basic competences of writing skill for senior high school grade XI of 2006 Curriculum. It is stated in the competence standard (6) at the end of the course, the students are able to reveal the meaning of short functional text and simple essay report, narrative, analytical exposition in daily context and competence standard (12) at the end of the course, the students are able to reveal the meaning of short functional text and simple essay narrative, spoof, dan hortatory expositionin daily context.
During an English practice teaching in SMA N 1 Depok, the writer found out that the students have a poor ability in English Writing. The major problem in writing in SMA N 1 Depok is that the students often have no idea about what they are going to write. The other is the students have difficulties in integrating ideas and organizing the structure properly. They also have difficulties in choosing appropriate vocabulary and employing the correct grammar rules. Those difficulties impact on their writing product. They have poor writing product. An approach to teach writing is needed since the students have difficulties in writing. The approach needed is an approach which engages students in writing. It is better for teachers to guide students using step by step procedure in writing so that the students could produce a good piece of writing that is really theirs.
focus on the language structures, text functions, creative expression, the writing process, content, and genre (Hyland, 2003: 3-22).
Genre approach is an approach that could overcome difficulties that students face in writing. There is a relationship between language and its social function. A language has function to express meaning. Therefore, each piece of writing that conveys meaning has its own purpose. This is called language used to accomplish our goal. In order to reach a goal, it is important to produce a piece of writing using steps. Genre approach employs a number of stages. It is called as the teaching/ learning cycle. The teaching/ learning cycle designed to gain the independent text producing. It means that the students can compose their own text through the teaching/ learning cycle.
“Genres are social processes because members of a culture interact to achieve them; they are goal-oriented because they have evolved to achieve things; and staged because meanings are made in steps and it usually takes writers more than one step to reach their goals. By setting out the stages, or moves, of valued genres, teachers can provide students with an explicit grammar of linguistic choices, both within and beyond the sentence to produce texts that seem well-performed and appropriate to readers.” (Hyland, 2003: 19)
The teaching/ learning cycle consists of five stages. The stages involve Building the Context, Modelling and Deconstructing the Text, Joint Construction of the Text, Independent Construction of the Text, and Linking Related Text. Each stage of the teaching/ learning cycle has various activities that help students in composing a well-organized writing.
grade of senior high school. Second, genre-based approach is a continuous and complex activity. Therefore, it is better to be applied to the students who have got the basic knowledge of English.
B. Problem Formulation
The researcher puts forward problem statements as follows:
1. How are English writing instructional materials based on genre approach for eleventh grade students of SMA N 1 Depok designed?
2. What do English writing instructional materials based on genre approach for eleventh grade students of SMA N 1 Depok look like?
C. Problem Limitation
In order to make the study specific, there are some limitations in this study. First, this study is about developing materials. The main focus is to develop materials that facilitate the teaching learning processes, not to implement or even to evaluate it. Second, the study concerns with the genre-based approach. The genre-based approach gives step by step procedure which guides students in writing. Third, the study is designed for eleventh grade students of SMA N 1 Depok.
D. Research Objectives
1. The study describes how English writing instructional materials based on genre approach for eleventh grade students of SMA N 1 Depok are designed. 2. The study presents the designed English writing instructional materials based
on genre approach for eleventh grade students of SMA N 1 Depok .
E. Research Benefits
An instructional material using genre based approach gives activities which guide students in composing a composition. The designed materials might encourage students to write using step by step procedure. The study is expected to be useful for English Language Teaching, especially, for students, teachers, and the other researchers.
1. For students
This study provides writing materials which allow students to write English composition using genre – based approach. Through these designed materials, the students might find no more difficulties in writing a composition. The materials motivate students in writing composition by interacting with the teacher and their friends. Therefore, the students can be more successful in writing. Furthermore, it will encourage students to have systematic thinking and critical thinking.
2. For English teachers
that can be applied in writing class. The English teacher can also broaden their knowledge of English language teaching through this study.
3. For the other researchers
This study can be used as a reference to conduct a research and write scientific paper related to this study. It also gives description about designing instructional materials based on genre approach in teaching English writing for eleventh grade students of senior high school. Through this study, the researcher can gain essential information that can be used to support their study.
F. Definition of Terms
This section presents some key words used in this study. In order to avoid different concept of the key words, here, the related terms are discussed.
1. Instructional material
According to Briggs and Gagne (1979: 3), instruction is a set of events which affect the learner in such a way that learning is facilitated. Further, Savignon (1997: 132) states that a set of instructional materials can be resources in pursuing the language activities at hand. In this study, instructional material refers to a set of units that are used by teachers or instructors as the supplementary materials in the teaching-learning processes in order to develop students’ writing skill in English.
2. Genre – Based Approach
generalized, systematic guiding principles about how to produce meaningful passages. In this study, genre-based approach refers to an approach of teaching writing that focuses on the step by step procedure to encourage students to produce a well-performed writing.
3. Eleventh grade students of senior high school
CHAPTER II
REVIEW OF RELATED LITERATURE
There are two major points that will be discussed in this chapter. The first is theoretical description of related theories to the study. The second one is the theoretical framework that would be used as the guideline to design the materials.
A. Theoretical Description
There are six topics to discuss in this section. They are School Based Curriculum, Kemp’s Instructional Design Model, Yalden’s Instructional Design Model, Theory of Writing, Teaching Writing Skill, Genre-Based Approach, and Teaching/ Learning Cycle.
1. School Based Curriculum
Haryati (2008: 1) defines curriculum as a set of plans and rules concern about aims, content, materials, and strategy in teaching as the direction to conduct teaching-learning activities to reach certain education purpose. Further she stated that School Based Curriculum develops by referring to the content standard, graduate competence standard, and the curriculum developing guidance by The Committee Education National Standard (2008: 1).
There are seven principles that should be considered in developing School Based Curriculum (Haryati, 2008: 1-2). They are (1) oriented in student’s potential, development, needs, and importance, (2) varied and integrated, (3) responsive to science, technology, and art, (4) relevant to life needs, (5) general
and continued, (6) long life education, and (7) balance between national and local needs.
Based on Government Regulation or Peraturan Pemerintah (PP) No. 19/2005, eight Education National Standard or Standar Nasional Pendidikan (SNP) should be carried out to implement School Based Curriculum. They are (1) content standard, (2) process standard, (3) graduate competence standard, (4) educator standard, (5) equipment standard, (6) management standard, (7) funding standard, and (8) education assessment standard
In School Based Curriculum, students are positioned as the subject of the education, not merely as the object. Therefore, the students play important role in the teaching-learning process. The students are more dominant than the teacher. In this curriculum, a teacher functions as the facilitator in teaching-learning process. The students have their own potency to be developed. Students’ potency will grow if they have freedom and opportunity to think independently.
2. Kemp’s Instructional Design Model
To obtain these three essential elements, Kemp offers eight stages of the plan. The explanation of the eight stages is as follows:
Step 1. Defining Goals, Topics, and General Purposes
All school systems have broad goals. The goals may be derived from society, students, and subject areas. After defining goals, the major topics which would be treated in the content area are then listed. Afterwards, teacher should list the topics. It can be sequenced according to a logical order or according to their own subject preferences or teaching experiences. How many topics should be chosen depend on many factors such as learner characteristic, time allocation, budget, facilities, resources, etc. General purposes are what students are generally expected to learn as a result of instruction (Kemp, 1997: 13). The teacher expresses explicitly the general purposes from chosen topics.
Step 2. Finding Out the Learner Characteristics
social factors are the age, the maturity, the attention span, the special talents, the physical and emotional handicaps, the relation among students, and the socioeconomic situation. The other factors according to Kemp are the learning condition and learning style. As stated by Kemp, learning conditions refer to groups of factors that can affect a person’s ability to concentrate, absorb, and retain information (Kemp, 1997: 19). Each student has certain method of learning that is more effective than others. It is called as learning styles.
Step 3. Specifying Learning Objectives
Each learning process expects performance and achievement levels that should be achieved in the end of the process. Those performance and achievement levels are stated in the measurable objectives. Kemp stated that objectives can be categorized into three categories. They are cognitive, psychomotor, and affective. From those three categories, cognitive domain is mostly applied in educational programs. Cognitive domain includes objective knowledge, comprehension, application, analysis, synthesis, and evaluation. In planning process, an instructional designer should consider the action verbs that are stated in specifying the learning objective because each action verb relates to certain categories of objective.
Step 4. Organizing Subject Content
behavior identified by Gagne (Kemp, 1997: 44). Those are facts, concepts, principles, and problem.
Step 5. Developing Pre - Assessments
Pre – assessments answer questions of what students has acquired the necessary prerequisites for studying the topic and what students may have already mastered about the subject to be studied (Kemp, 1997: 51). There are two kinds of test that can help the material designer answers those two questions, namely prerequisite testing and pretesting. Prerequisite testing aims at obtaining information whether the students have appropriate background for the topic. The result of the prerequisite testing lets the designer know which students are ready for the topic, which one need remedial, and which are not ready yet. Therefore, the designer should start the topic at the low level of the students. The second one, pretesting, aims at obtaining information about which objectives that students have gained.
Step 6. Planning Teaching/ Learning Activities, Resources
themselves – work together in small groups to discuss, question, pursue problems cooperatively, and report (Kemp, 1997: 70). The planner then selects media to support the teaching / learning activities. Selecting media is not an easy work. It is because of three reasons (Kemp, 1997: 74). First, there are many audiovisual resources. Second, there are no clear guidelines for selecting media. The last one is just few educators have had enough experience with the resources.
Step 7. Organizing Support Services
Support services include funds, facilities, equipment, time, schedule, and coordinating with other activities. The planner should organize those things carefully. Fund can be categorized into two sections, namely fund during development and fund during implementation. Fund during development covers all budgets that the designer needs during the preparation of the program. In the other hand, fund during implementation covers all budgets needed when the designer implements the program. Facilities include room where the program takes place. The choice of the equipment usually depends on the materials applied. The time and schedule are the most difficult element. Coordinating and communicating with others can develop understanding and maintain good feelings.
Step 8. Evaluating Students’ Achievement
of the program. Both feedbacks from the formative and summative evaluation should be used for revising and improving any parts of the instructional plan that need it (Kemp, 1997: 99).
The steps of Kemp’s model are represented in Figure 2.1:
Figure 2.1 Kemp’s Model (Taken from Kemp, 1977: 9)
Kemp states that this is a flexible process. The material designer can start from any stage that he/ she is ready to do. The sequence and order are the designer’s choice. However, it is recommended that the designer should treat most of the eight to get the desired result. Kemp has conveyed important information in constructing instructional material. Nonetheless, a researcher will
Goals, topics, and
general
purposes Learner
Characteristics
Learning Objectives Evaluation
Teaching/ Learning Activities, Resources
Pre-Assessment Support
Services
Revise
not stick on one kind of instructional design model. The next model of instructional design is Yalden’s model.
3. Yalden’s Instructional Design Model
[image:31.612.120.547.236.525.2]Yalden considers seven stages in designing materials. The stages will be described in the following figure.
Figure 2.2 Yalden’s Model (Taken from Yalden, 1987: 88) There are seven stages in planning instructional materials according to Janice Yalden (1987). The seven stages will be elaborated in the following explanation.
Stage 1. Needs Survey
The reason for all of information gathering according to Yalden is to understand as much about the learners as possible prior to the beginning of the program, in order to establish realistic and acceptable objectives (1987: 101). The need survey can include the learner’s desires or wants. This means that need survey is essential to be conducted in the beginning of designing material to understand who the learners are.
Need Survey
Description of Purpose
Selection of Development Syllabus Type
Production of Proto Syllabus
Production of Pedagogical
Syllabus
Development and Implementation
of Classroom Procedure
Stage 2. Description of Purpose
This stage is conducted after the designer gathered information about the learners. In other words, the result of the needs survey becomes the basis of defining the purposes of the language program. As stated by Yalden, the more accurately one can predict what the learners’ language or communicative needs will be, the more clearly the content of a syllabus can be delineated (1987: 105). The defined purposes will be the foundation for the major decision faced by the designer in the next stage.
Stage 3. Selection of Development Syllabus Type
There is no single model of syllabus design that is universally agreed upon. The designer can combine more than one syllabus to gain the model of syllabus that is more reliable. A modification of existing structural syllabuses to a completely learner–centered approach is one of the solutions.
Stage 4. Production of Proto Syllabus
At this stage, the syllabus designer will turn to the description of the content that the syllabus will have (Yalden, 1987: 138). The researcher should work to select the most effective and efficient syllabus to gain the description of the syllabus content.
Stage 5. Production of Pedagogical Syllabus
Stage 6. Development and Implementation of Classroom Procedure
In this stage, the designer develops the classroom procedure such as selection of type of exercise, teaching technique, preparation of the lesson plans, and preparation of the weekly plans.
Stage 7. Evaluation
The last stage in Yalden’s model is evaluation. There are two major aspects of evaluation. The first is evaluation of the students in the program. The second is the evaluation of teaching as well as the over – all design.
The stage in Yalden’s model is labeled as the recycling stage because the whole cycle can be started again at this point. The writer would not use all of those stages. It means that some steps will be applied in this study, but the others are not applied. The writer will combine two of those models to obtain the desired result.
4. Theory of Writing
Considering that this study is about designing instructional English writing materials, the theory of writing is essential to be discussed since it supports the design of the reading materials. As restated by Meeampol in his study, writing is seen as the written form of spoken language.
In writing that focuses on language structures, writing is seen as marks on a page or a screen, a coherent arrangement of words, clauses, and sentences, structured according to a system of rules (Hyland, 2003: 3). This type of writing directs attention to writing as a product.
Writing that focuses on text functions introduces the idea that particular language forms perform certain communicative functions and that students can be taught the functions most relevant to their needs (Hyland, 2003: 6). Further he stated the aim of this focus is to help students develop effective paragraphs through the creation of the topic sentences, supporting sentences, and transitions, and to develop different types of paragraphs (2003: 6).
The third focus of writing is on creative expression. This focus organizes the writing based on students’ personal experiences and opinions, and writing is considered a creative act of self-discovery to produce writing that is fresh and spontaneous (Hyland, 2003: 8). Further he stated that writing is a way of sharing personal meanings and writing courses emphasize the power of the individual to construct his or her own views on a topic (2003: 9).
The fourth type of writing is focus on the writing process. This type emphasizes the writer as an independent producer of texts (Hyland, 2003: 10). As restated by Hyland from Flower and Hayes statement, the most model of writing processes accepted is the original planning-writing-reviewing framework (2003: 11).
interest that establish a coherence and purpose for the course or that set out the sequence of key areas of subject matter that students will address. Further he stated that a content orientation can also form the basis of courses that focus more on language structures and functions (2003: 16).
The last focus is on genre. Genre orientation incorporates discourse and contextual aspects of language use that may be neglected when attending to structures, functions, or processes alone (Hyland, 2003: 18). Further he stated that writing instruction begins with the purposes for communicating, then moves to the stages of a text which can express these purposes (2003: 20). Writing that emphasizes on the genre is the main focus of this study.
5. Teaching Writing Skill
There are two approaches in teaching writing according to Nunan (1999: 272). The first is product-oriented approach. The product oriented focuses on the final product, the coherent, error-free text (Nunan, 1999: 272). This approach focuses on tasks in which students imitate, copy, and transform the model provided by the teacher or textbook. Therefore, this approach focuses more on quality rather than quantity.
text (1999: 272). This approach focuses less on a perfect final product. Therefore, this approach focuses more on the quantity rather than quality.
This study focuses on the both writing pedagogy. In genre approach, the students imitate the model of the text given. The genre approach also provides step by step procedure to produce a piece of writing.
6. Genre-Based Writing
Kim (n.d) as cited from Swales (1990) statement, genre is identified as a class of communicative events, the members of which share some set of communicative purposes. Therefore, genre uses certain rules associated with the writer’s communicative purposes. Further, Kim states that communicative purposes and the structural features should be identified when genres are used in writing classes (n.d: 34). Each genre has its own structural features according to its communicative purpose. Consequently, structural features are the characteristic of a genre. The structural features consist of the generic structure and the linguistic feature. The generic structure refers to how the text is sequenced. While the linguistic feature relates to grammar and commonly word used in the text.
various. The researcher employed the teaching/ learning cycle proposed by Feez and Joyce (2002).
7. The Teaching / Learning Cycle
Feez and Joyce stated that the cycle of teaching and learning activities in the genre approach consists of a number of stages which the teacher and students go through so that students gradually obtain independent control of a particular text–type (2002: 27). Further they stated that each stage is associated with different types of activities. There are five stages in the teaching/ learning cycle. They are Building the Context, Modelling and Deconstructing the Text, Joint Construction of the Text, Independent Construction of the Text, and Linking Related Text. The focus of each stage is outlined below.
The first stage is Building the Context. In this stage, the students are introduced to the social context of an authentic model of the text-type being studied, explore features of the general cultural context, and explore the immediate context of situation by investigating the register of a model text (Feez and Joyce, 2002: 28). The activities include presenting the context through pictures, audio-visual material, field-trips, guest speaker, etc; establishing the social purpose through discussions and surveys; cross-cultural activities; and comparing the model text with other texts.
model. Feez and Joyce stated that modeling and deconstruction activities are undertaken at both the whole text, clause, and expression levels (2002: 29).
After modelling and deconstruction activities, students enter the next stage, which is Joint Construction of the Text. In this stage, students can begin to create text whether with their peers or groups and with the help of their teachers. The activities in Joint Construction of the Text include teacher questioning, discussing, information gap, skeleton text, small group construction of text, and peer-assessment activities (Feez and Joyce, 2002: 28).
The fourth stage is called Independent Construction of the Text. In this stage, students work individually and independently to create the text. One of the independent construction activities includes writing tasks which demand that students draft and present whole text (Feez and Joyce, 2002: 28).
The last stage is Linking Related Texts. In this stage, students rewrite their composition, compare text with other text, and review what they have learnt. It can be related to other texts in the same or similar context and future or past cycle of teaching/ learning (Feez and Joyce, 2002: 28).
1 Building the
context
5 Linking related
texts
2 Modelling and deconstructing
the text
3 Joint construction
of the text
4 Independent construction of
[image:38.612.129.512.237.686.2]the text
There is a difference between teaching/ learning cycle proposed by Feez and Joyce (2002) and by Hammond, et al (1992). Teaching learning cycle by Feez and Joyce consists of five stages. In the other hand, teaching/learning cycle by Hammond, et al only consists of four stages. There is no Linking Related Text in the Hammond, et als’ teaching/learning cycle. Hammond, et al starts from the first stage called Building the Knowledge of the Field, while Feez and Joyce starts from Building the Context. In the first cycle of Hammond, et al, teachers and students build cultural context, share experiences, discuss vocabulary, and grammatical patterns. The researcher employed teaching/learning cycle by Feez and Joyce since it provides complete stages of the teaching/learning.
B. Theoretical Framework
There are some steps involved in the process of designing English Writing Instructional Material using genre-based approach for the eleventh grade of senior high school. The researcher will employ genre based approach since it aims at developing students’ writing skill. In every step of writing the students deal with the stage in teaching/ learning cycle. Because of the various activities in each stage of teaching and learning cycle, the students will practice different activities for each step of writing in order to produce a good composition
model can be applied at any educational level. The Yalden’s model also gives contribution in arranging the framework by combining two steps with some Kemp’s steps
Kemp formulates eight stages in the instructional design. However, the writer replaces some stages with Yalden’s model. Some stages in Kemp’s model that are replaced are Learner Characteristics, Pre Assessment, and Support Services. The second step of Kemp’s model, learner characteristic, is replaced by needs survey which is adopted from Yalden’s model. The first step of Kemp’s model is reordered. Formulating goals, topics, and general purposes are put after the needs survey. The fifth step, pre assessment, is omitted because the needs survey has covered the learners’ background. The information needed to design the materials based on the students’ needs and characteristics become the basic part in the pre-design. The seventh stage is not included because the support services are not necessarily needed.
Thus, there are six steps in the writer’s model. Those steps were: 1. Conducting Needs Survey
2. Specifying Goals, Topics, and General Purposes
The goals are derived from needs survey. The topics are sequenced based on 2006 Curriculum. This study is based on genre-based approach. The goal of genre-based approach is to achieve the goal of guiding students in writing by implementing step by step procedure. The researcher arranges the topic based on the genre of the text that is stated in the curriculum. The researcher then specified the general purposes.
3. Formulating Learning Objectives
The objectives are the indicators that students should achieve. The writer performs the objectives of each meeting because each learning process expects performance and achievement levels. The students should be involved in step by step activities to reduce their difficulties that often faced in writing.
4. Selecting and Organizing Contents
The subject content is always closely related to the objectives and to the students’ needs. In this step, the writer develops writing material based on genre- based approach. Then, the organizing of the contents is conducted to help the students to acquire the strategies and achieve the objectives.
5. Selecting Learning Activities and Resources
6. Evaluating the materials
CHAPTER III METHODOLOGY
This chapter presents detail information about the methodology used to answer two formulated problems stated in chapter one. The researcher discusses six points in this methodology. They are research method, research participants, research instrument, data gathering technique, data analysis technique, and research procedure.
A. Research Method
The research was conducted to answer two formulated problems. The formulated problems are: “How are English writing instructional materials based on genre approach for eleventh grade students of SMA N 1 Depok designed?” and “What do English writing instructional materials based on genre approach for eleventh grade students of SMA N 1 Depok look like?”
In order to answer those two formulated problems, the researcher employed a method that was proposed by Walter R. Borg and Meredith Damien Gall, which is Educational Research and Development. They stated that Educational Research and Development (R&D) is a process used to develop and validate educational products (1983: 772). The product can be in the form of teaching materials, teaching methods, and method for organizing instruction.
The researcher employed R & D method because the goal of R & D is to take this research knowledge and incorporate it into a product that can be used in the school (Borg and Gall, 1983: 771). Moreover, it increases the potential impact
of the finding to the teaching practice by using them into usable educational products.
R & D cycle consists of ten major steps (Borg and Gall, 1983: 775). They are (1) Research and Information Collecting, (2) Planning, (3) Development of Preliminary Form of Product, (4) Preliminary Field Testing, (5) Main Product Revision, (6) Main Field Testing, (7) Operational Product Revision, (8) Operational Field Testing, (9) Final Product Revision, and (10) Dissemination and Implementation (Borg and Gall, 1983: 775).
Based on the two main focuses of the study mentioned previously, the researcher only employed five out of ten steps of R & D cycle. The first five steps were used to answer the problems. The steps were (1) Research and Information Collecting, (2) Planning, (3) Development of Preliminary Form of Product, (4) Preliminary Field Testing, and (5) Main Product Revision. The researcher just put five steps of R & D cycle because this study was only on designing materials. It did not need implementation. There was just once product revision based on the result of the material evaluation questionnaire.
Step 1: Research and Information Collecting
In this step, the researcher conducted a study to gather information about what educational product that would be developed. The researcher collected data from the eleventh grade students and an English teacher of SMA N 1 Depok.
In this study, the researcher conducted an interview to one of the English teachers of eleventh grade of SMA N 1 Depok. The interview was conducted in order to find out the teaching learning strategies used in writing class. Furthermore, the researcher distributed questionnaire to the students of eleventh grade in SMA N 1 Depok to figure out the interest, abilities, and problems concerning to the English writing Skill.
To collect information related to the planned development, the researcher used review of literature. Data and information about techniques in classroom, skill, and specific technique were gathered from journals, 2006 Curriculum, and educational books.
Step 2: Planning
Step 3: Development of Preliminary Form of Product
The next step was Development of Preliminary Form of Product. In this step, the researcher prepared the instructional materials, handbooks, and evaluation devices. The starting point in designing the materials was based on the result of the data and information gathered. It was done in order to create appropriate subject contents of the materials for the eleventh grade students of SMA N 1 Depok.
Step 4: Preliminary Field Testing
Preliminary Field Testing was conducted to obtain the evaluation, judgment, and suggestion on the designed materials. The suggestion used as the base of material improvement. There were two English teachers of SMA N 1 Depok and three lecturers of English Education Study Program Sanata Dharma University who would be evaluators on the designed materials. The evaluation would be conducted in the form of questionnaires.
Step 5: Main Product Revision
The evaluation data was used to conduct main product revision. It aimed at making a final revision before the designed materials would be applied. The researcher revised the designed materials based on the suggestions and other needs of some respondents. This step has the same purpose as the researcher’s step.
R & D Cycle The Researcher’s Model
Figure 3.1 R & D Cycle and the Researcher’s Model
Through the explanation of each step of R & D cycle, the researcher found that there were the same purposes between the researcher’s steps and R & D steps in designing materials. Furthermore, those steps could support each other to make the designed materials. It could be concluded that the R & D framework and researcher’s framework was matched.
Step 1
Research and Information Collecting
Step 2 Planning
Step 3 Development of Preliminary Form of Product
Step 3 Learning objectives
Step 5 Teaching/ learning activities and resources
Step 1 Needs Survey
Step 6 Evaluation Step 4
Preliminary Field Testing
Step 5 Main Product Revision
Step 4 Subject Content
B. Research Participants
There were two types of participants in this study. They were: 1. Participants of Research and Information Collecting
The students of eleventh grade of SMA Negeri 1 Depok were the first participant in research and information collecting. There were one hundred and five students involved. They were from the science classes, so they merely had the same English knowledge level. They belonged to 2009-2010 academic years. The researcher chose those participants because they learnt English and experienced writing skill in their English class. The questionnaires were aimed to dig out the students’ needs.
The researcher wanted to obtain as many information as possible in the first step through an interview concerning with the implementation of genre-based approach in teaching writing skill. Therefore, the researcher conducted an interview to one of the eleventh grade English teachers of SMA Negeri 1 Depok. 2. Participants of Preliminary Field Testing
Three lecturers of English Education Study Program, Sanata Dharma University were also involved in the fourth step of the study. They had sufficient English teaching experience. It was shown by their teaching period. The entire lecturers at least had four years English teaching experience. It indicated that they had enough teaching experience. The questionnaires were used to obtain the lectures’ evaluation, feedback, and comment on the designed material in order to improve them.
The participants became the focus of the study. The students of the eleventh grade of SMA N 1 Depok were the object of the study. Meanwhile, the English teachers of SMA N 1 Depok and lecturers of English Education Study Program, Sanata Dharma University were as the subject to evaluate the designed materials.
C. Research Instruments
Instruments of the study are essential in the research. It is a means that is used to gather the data needed. In this study, the researcher implemented two kind of instruments.
1. Instruments of Research and Information Collecting
close questionnaire, the options of answers were provided, so that the participants just chose one of the options. On the other hand, open questionnaire gave opportunity to the participants to write down their answers freely.
In research and information collecting, the researcher employed close questionnaires. It means that the participant chose one of the options provided. The respondent of the questionnaires in the first step of the study were eleventh students of SMA N 1 Depok.
The second was interview. Interview is an instrument to gather information needed through question and answer between interviewer and interviewee. Furthermore, Borg and Gall (1983: 436) states the interview as a research method in survey research is unique in that it involves the collection of data through direct verbal interaction between individuals.
According to Wallace, there are three kinds of interview (1998: 146). They are structured, semi-structured, and unstructured interview. Structured interview has a very tight structure, and in which the questions will probably be read from a carefully prepared interview schedule, similar to a questionnaire but used orally (Wallace, 1998: 146). Semi-structured interview also has structure. There will almost certainly be a prepared interview schedule, but most of the questions will probably be open questions (Wallace, 1998: 147). In contrary, unstructured interview has some kind of structure but not as tight as structured interviews and it would be simply be a conversation (Wallace, 1998: 146).
might give their views, opinion, belief, or other information. The interviewee was one of the English teachers of eleventh grade SMA N 1 Depok.
2. Instruments of Preliminary Field Testing
In the Preliminary Field Testing, the researcher employed post-design questionnaires. The questionnaires were both open and closed questionnaires which were used to gain feedbacks, comments, and suggestions for the designed materials. The feedbacks, comments, and suggestions would be used to evaluate and then revise the designed material. The participants of the preliminary field testing were two English teachers of SMA N 1 Depok and three lecturers of English Education Study Program Sanata Dharma University.
D. Data Gathering Technique
In order to design English writing instructional material using genre-based approach for the eleventh grade students of SMA N 1 Depok appropriately, the researcher conducted the data gathering twice. The first is Data Gathering of Research and Information Collecting and the second one is Data Gathering of Preliminary Field Testing.
The explanation of each data gathering technique is as follows: 1. Data Gathering of Research and Information Collecting
After that, the researcher distributed questionnaires to one hundred and five students of eleventh grade SMA N 1 Depok. The students were from three science classes. The purpose of distributing questionnaires to eleventh grade students was to gain as many information as possible concerning with students’ interest, abilities and difficulties regarding to implement of writing skill in classroom. The distribution of research and information collecting questionnaires was done on the fifth until the seventh of May 2010.
2. Data Gathering of Preliminary Field Testing
The preliminary field testing was done after the researcher had finished the designed material. The researcher distributed questionnaires to the users and experts of the designed materials. The users were two English teachers of SMA N 1 Depok, while the experts were three lecturers of English Education Study Program Sanata Dharma University. The distribution of questionnaires and designed materials were used to obtain feedbacks, suggestions, and comments on the designed materials. The distribution of both questionnaires and designed materials were done on sixth until the twenty ninth of November 2010.
E. Data Analysis Technique
1. Data Analysis Technique of Research and Information Collecting
The participants’ needs were gained from the interview of English teachers of SMA N 1 Depok and the research and information collecting questionnaires of the students of eleventh grade of SMA N 1 Depok.
The researcher analyzed the interview that was conducted with the one of eleventh grade English teachers of SMA N 1 Depok. The interview was interpreted descriptively. The researcher concluded each answer to gain the information.
The data gathered from one hundred and five students of eleventh grade of SMA N 1 Depok was analyzed using Likert Scale. The respondents were supposed to gives their views, judgments, or opinion in four agreements:
1 : strongly disagree with the statement 2 : disagree with the statement
3 : agree with the statement
4 : strongly agree with the statement
In concluding the data gathered, the researcher described the result in terms of percentages. Percentages are easier for many people to understand.
The table is presented as follows: No Participants’
Opinion on
Statements
[image:53.612.130.514.231.641.2]1 (%) 2 (%) 3 (%) 4 (%)
Table 3.1 The Blueprint of Participants’ Opinion on the Genre – Based Approach
2. Data Analysis Technique of Preliminary Field Testing
The researcher analyzed the descriptive statistic data gathered through the questionnaires that were distributed to two English teachers of SMA N 1 Depok and three lecturers of English Education Study Program Sanata Dharma University. The data gathered was used as the base of revising and improving the designed materials.
The researcher analyzed two kinds of data. The first was the descriptive data about the participants’ statements. This concerned with closed questionnaires. In this type of questionnaires, the judgment of the participants’ statements also used Likert Scale. The respondents were supposed to gives their views, judgments, or opinion in four agreements.
1 : strongly disagree with the statement 2 : disagree with the statement
3 : agree with the statement
4 : strongly agree with the statement
In concluding the data gathered, the researcher described the result in terms of percentages. The table is presented as follows:
No Participants’ Opinion on
Statements
[image:54.612.128.510.233.621.2]1 (%) 2 (%) 3 (%) 4 (%)
questionnaires. The researcher compiled the feedbacks, suggestions, and comments on the designed materials. The researcher then revised the designed materials using the feedbacks, suggestions, and comments.
F. Research Procedure
This section explaines the procedure of conducting the study. The researcher employed twelve steps. The descriptions of the steps of the procedure in the study were as follows:
1. Doing library research
2. Asking for permission to conduct the research both from Sanata Dharma Universityand SMA N 1 Depok
3. Distributing questionnaires and doing interview in order to obtain information for the designed materials.
4. Analyzing the respondents’ answers
5. Formulating goals, topics, and general purposes 6. Determining objectives
7. Organizing the subject content
8. Determining and organizing the teaching and learning experiences 9. Designing the materials based on genre – based approach
10. Distributing questionnaires in order to gain feedback of the designed materials.
11. Analyzing the result of questionnaires
CHAPTER IV
RESEARCH RESULTS AND DISCUSSION
This chapter discusses the results of the study. The researcher discusses two points in this chapter. The first point presents Research Results in detail. The second point is the discussion on the designed material.
A. Research Results
As the researcher discussed before in Chapter III, the researcher employed five steps of R & D cycle. Each step of R & D cycle has certain results. The result of each step is as follows:
1. Research and Information Collecting
In this study, conducting research and information collecting is essential since it aims to obtain the information about the students’ abilities, interests, and difficulties concerning with writing activities in the classroom. The information gathered is used as the base of designing the materials. To gather the information, the researcher conducted an interview to one of the English teachers of SMA N 1 Depok. The researcher also distributed questionnaires to the eleventh grade students of SMA N 1 Depok to obtain information of the students’ abilities, interest, and difficulties in English writing class.
There are two sections discussed in this part. They are the results of the interview and the results of the questionnaires.
a. The Results of the Interview with the English Teacher
The first step conducted for obtaining information was interviewing one English teacher of SMA N 1 Depok. There were thirteen questions to ask. It is attached in Appendix B. The result of interview with English teacher is attached in Appendix B. The eleventh grade English teacher gave information that most of the students thought that English was very needed in almost all fields. Therefore, the students were very interested in the English subject. Further, the English teacher stated that the students lacked of ability in writing because the students were poor in word order, tenses, choosing the appropriate vocabulary, organizing the structure of text, and also arranging their ideas.
According to the teacher, genre-based approach that involves building the context, modelling and deconstructing the text, joint construction of the text, independent construction of the text, and linking related text has not been fully implemented in teaching writing skill. Usually, the teacher just asks the students to compose a composition. Afterwards, the students consult their composition to the teacher. The consultation aims at giving feedback to the students work before the final writing.
The teacher also stated that genre-based approach is really good in terms of its effect to the students’ ability in writing although it needs more time to produce a piece of writing. Using genre-based approach, the students understand how to write well.
design writing materials. It is because the teacher stated that the students were poor in making a composition because of four factors. They are (1) arranging ideas, (2) organizing generic structure, (3) employing grammar rules, and (4) choosing appropriate vocabulary. However, genre-based approach has not been fully implemented in teaching writing skill, whereas it helps students in arranging the ideas. Therefore, in this study, the researcher intended to design English writing instructional materials using genre-based approach for the eleventh grade students of SMA N 1 Depok in order to develop the students’ writing ability.
b. The Results of the Questionnaires Distributed to Eleventh Grade Students
The reseacher also distributed questionnaires to eleventh grade students of SMA N 1 Depok. The questionnaires are closed-ended questionnaires. There were ten statements. The students judged the statements according to their real condition. The results of the questionnaires are presented in Appendix B.
were 65.7% of students who had difficulties in conveying their ideas when writing a piece of composition and 34.3% of students stated they had no difficulties. In other words, conveying their ideas was one of the difficulties in writing English composition, and most of the students had that problem.
The third statement deals with the need of writing steps to obtain good composition. There were 93.3% of students who said that they needed writing steps to obtain good composition. The rest of the students, 6.7%, stated that they did not need writing steps in producing a composition. In short, almost all students needed writing steps to produce good composition. The next statement deals with activities to increase their interest in writing English composition. There were 96.2% of students who stated that they needed activities to increase their interest in writing and 3.8% of students stated they did not need it. It meant that activities to increase their interest in writing were much needed by almost all students. The fifth statement concerns with their interest for certain topics. There were 30.4% of students stated that they could write English composition well for certain topics, while 69.6% of students could write English composition well for almost all topics. Therefore, the topic did not influence the ability in composing a composition.
composing a composition and 54.3% of students did not make an outline before composing a composition. In other words, most of the students did not make an outline before they composed a composition. It has relation with the previous statement. They had habit in making a composition directly without any outline as the guidance. The next statement concerned with their further step in writing, which was developing the outline. Related to the previous statement, there were 61.9% of students who did not develop an outline to make a composition, while 38.1% of students developed an outline to make a composition. The ninth statement deals with the correction before the final writing. There were 62.9% of students who did not do correction, while 37.1% of students did correction before the final writing. The last statement is about rewriting the composition. There were 68.5% of students who stated that they did not rewrite their composition, while 31.5% of students stated that they rewrote their composition.
In conclusion, most of the students have difficulties in writing English composition. Mostly they have difficulties in conveying their ideas because they did not implement steps of writing in producing a text.
2. Planning
material based on genre-based approach for eleventh grade students of SMA N 1 Depok is presented in Table 4.1:
Table 4.1 The Competence Standard and Basic Competency of the Designed Materials
No Competence Standard Basic Competency 1 At the end of the course,
the students are able to reveal the meaning of short functional text and simple essay report, narrative, analytical exposition in daily context.
The Students are able to:
1. Reveal the meaning in the form of formal and informal short functional text (banner, poster, pamphlet, etc) using various written language accurately, fluently, and acceptably in daily context.
2. Reveal meaning and rhetorical step in essay using various written language accurately, fluently, and acceptably in daily context in the form of report, narrative, and analytical exposition. 2. At the end of the course,
the students are able to reveal the meaning of short functional text and simple essay narrative, spoof, dan hortatory exposition in daily context.
The students are able to:
1. Reveal the meaning in the form of formal and informal short functional text (banner, poster, pamphlet, etc) using various written language accurately, fluently, and acceptably in daily context.
After formulating goals and general purposes, the researcher listed topics that were used in the designed materials based on the exploration of the basic competencies. The topics are listed based on students’ experiences and daily context. It is close to the students because students knew and experienced those events/ cases. The topics are presented in Table 4.2:
Table 4.2 Topics
No Basic Competencies Topics
1 To reveal the meaning in the form of formal and informal short functional text (poster) using various written languageaccurately, fluently, acceptably in daily context.
No Drug!
2 To reveal meaning and rhetorical step in essay using various written language accurately, fluently, and acceptably in daily context in the form of report.
Earthquake
3 To reveal meaning and rhetorical step in essay using various written language accurately, fluently, and acceptably in daily context in the form of narrative.
Legend
4 To reveal meaning and rhetorical step in essay using various written language accurately, fluently, and acceptably in daily context in the form of analytical exposition.
Food
5 To reveal the meaning in the form of formal and informal short functional text (Pamphlet) using various written languageaccurately,
