OF SMP INSTITUT INDONESIA YOGYAKARTA
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Emanuel Adven Eko Setyawan Student Number: 061214076
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
OF SMP INSTITUT INDONESIA YOGYAKARTA
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Emanuel Adven Eko Setyawan Student Number: 061214076
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
I honestly declare that this thesis, which I have written, does not contain the work or parts the work of other people, except those cited in the quotations and the references, as a scientific paper should.
Yogyakarta, 12 Agustus 2010
The Writer
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIK
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: Nama : Emanuel Adven Eko Setyawan
Nomor Mahasiswa : 061214076
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:
ENGLISH WRITING INSTRUCTIONAL MATERIALS USING THE PROCESS-BASED APPROACH FOR THE GRADE VIII STUDENTS
OF SMP INSTITUT INDONESIA YOGYAKARTA
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: 2 September 2010
Yang menyatakan
Setyawan, Emanuel Adven Eko. 2010. English Writing Instructional Materials Using the Process-Based Approach for the Grade VIII Students of SMP Institut Indonesia Yogyakarta. Yogyakarta: English Language Education Study Program, Sanata Dharma University.
This thesis was conducted to design English Writing Instructional Materials Using the Process-Based Approach for the Grade VIII Students of SMP Institut Indonesia Yogyakarta. To help students of SMP Institut Indonesia Yogyakarta in learning writing, the Process-Based Approach was chosen because it shares some principles which let the students to learn writing with some steps. This makes the students’ learning activity more effective.
There are two problems discussed in this study. They are 1). How is a set of English writing materials based on the Process-Based Approach for grade VIII students of SMP Institut Indonesia designed? 2). What does the set of English writing instructional materials using the Process-Based Approach for grade VIII students of SMP Institut Indonesia look like? To answer the two problems, the writer conducted pre-design survey and post-design survey. The pre-design survey was conducted to obtain data about the students’ needs by distributing questionnaires to the students. The post-design survey was conducted to gain evaluations and feedback of the designed materials by distributing questionnaires to the teachers of SMP Institut Indonesia Yogyakarta and the Lecturers of English Education Study Program of Sanata Dharma University.
To answer the first question in the problem formulation, the writer combined the two instructional design models from Kemp and Yalden. Based on the Kemp’s and Yalden’s Instructional Design Model, the writer arranged the writer’s Instructional Design Model which its steps were used to design the set of English writing instructional materials using the Process-Based Approach for grade VIII students of SMP Institut Indonesia. The writer’s Instructional Design Model consisted of six steps. The steps were (1) conducting need survey, (2) specifying goals, topics, and general purposes, (3) formulating learning objectives, (4) selecting and organizing contents, (5) selecting learning activities and resources, and (6) evaluating materials. To answer the second question in the problem formulations, the writer attached the designed materials in appendix F. The materials consist of eight units. Each unit has seven sections, namely “Let’s start”, “Study the words”, “Get focused”, “Let’s write”, “Ask for feedback”, “Get ready to revise”, and “Make sentences”.
Setyawan, Emanuel Adven Eko. 2010. English Writing Instructional Materials Using the Process-Based Approach for the Grade VIII Students of SMP Institut Indonesia Yogyakarta. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Skripsi ini disusun untuk mendesain seperangkat materi writing untuk siswa-siswa kelas VIII SMP Institut Indonesia Yogyakarta. Untuk membantu siswa-siswa kelas VIII SMP Institut Indonesia Yogyakarta dalam belajar menulis, pendekatan Process-Based dipilih karena pendekatan tersebut memuat beberapa prinsip-prinsip yang memberikan kesempatan kepada para siswa untuk belajar menulis melalui beberapa langkah. Hal ini membuat aktivitas belajar menjadi lebih efektif.
Ada dua permasalahan yang dibahas dalam penelitian ini. Yang pertama adalah bagaimana mendesain seperangkat materi writing untuk siswa kelas VIII SMP Institut Indonesia Yogyakarta menggunakan pendekatan Process-Based. Permasalahan yang kedua adalah bagaimana penampilan dari materi yang didesain tersebut. Untuk menjawab kedua pertanyaan tersebut, penulis mengadakan survey sebelum pembuatan materi and survey sesudah pembuatan materi. Survey sebelum pembuatan materi dilaksanakan untuk memperoleh data tentang kebutuhan siswa dengan cara menyebarkan kuesioner kepada para murid. Survey sesudah pembuatan materi dilaksanakan untuk memperoleh penilaian dan masukan tentang materi yang didesain dengan cara menyebarkan kuesioner kepada para guru SMP Institut Indonesia Yogyakarta dan para dosen dari Progam Studi Bahasa Inggris, Universitas Sanata Dharma.
yang didesain adalah 3.9 dari total nilai 5. Oleh sebab itu, materi yang didesain dianggap pantas dan sesuai untuk diajarkan pada siswa kelas VIII SMP Institut Indonesia. Penulis berharap materi tersebut akan berguna bagi siswa. Semoga materi tersebut juga akan berguna bagi para peneliti dalam mengembangkan tema penelitian yang lain.
First, I would like to give my greatest gratitude to Jesus Christ, My Lord who has given me spirit and strength in finishing my thesis. Without His guidance, I would not be able to finish my thesis.
I would like to express my deepest gratitude to my major sponsor Drs. Y.B Gunawan, M.A. Because of his patience, encouragement, guidance, generosity, and criticism, I could finish my thesis.
I am also grateful for Drs. Supardi as the headmaster of SMP Institut Indonesia Yogyakarta who gave me the opportunity to do research in the school. My gratitude is also addressed to Agustina Nellawati S. Pd. and Agnes Insani Bhuana S. Pd., the English teachers of SMP Institut Indonesia Yogyakarta, who have given me guidance and evaluation for my materials design. My sincere gratitude is also for all staffs and the grade VIII students of SMP Institut Indonesia Yogyakarta.
I owe a great deal to Yuseva Ariyani Iswandari, S. Pd., M. Ed.,Ag. Hardi Prasetyo, S. Pd., M.A., Gregorius Punto Aji, S. Pd., M. Hum. as the participants of my materials evaluation. I thank also all the lecturers and the secretariat staffs of English Education Study Program of Sanata Dharma University and all the librarians who assisted me during the completion of my thesis.
Pamudyaningtyas for her attention and love that I can finish this study. And I also thank my best friends: Rinaldi, Nonok, Riris, Satrio, Esti, Nita, Yoga, Mupet, Dita, Kucluk, Vika, Rizky, Vita, Sri, Sari, Puput, Guntur and all PBI 2006 students for wonderful relationships. The last, I also give my deepest gratitude to all people whose name I cannot mention one by one for their patience, friendship and attention.
Emanuel Adven Eko Setyawan
Page
TITLE PAGE ... i
APPROVAL PAGES ... ii
STATEMENT OF WORK’S ORIGINALITY ... iv
ABSTRACT ... vi
ABSTRAK ... viii
ACKNOWLEDGEMENTS ... x
TABLE OF CONTENTS ... xii
LIST OF TABLES ... xvi
LIST OF FIGURES ... xvii
CHAPTER I. INTRODUCTION A. Background ... 1
B. Problem Identification ... 5
C. Problem Limitation ... 6
D. Problem Formulation ... 6
E. Objectives of the study ... 7
F. Benefits of the study ... 7
G. Definition of terms ... 8
CHAPTER II. REVIEW OF RELATED LITERATURE A. Theoretical Description ... 10
1. Instructional Design Models ... 10
a. Kemp’s Model ... 10
b. Yalden’s Model ... 15
2. Teaching Writing to EFL ... 18
a. Approaches in Teaching Writing to EFL Students ... 18
4) Genre-Based Approach ... 21
5) Contextual Teaching and Learning ... 23
b. Techniques in Teaching Writing to EFL Students Using Process-Based Approach ... 26
1) Brainstorming ... 27
2) Word Mapping ... 27
3) Quick Writing ... 27
4) Guided Discussion ... 28
3. The Theory of the Process-Based Approach ... 28
a. The Steps of Writing Using the Process-Based Approach... 29
1) Planning (Pre-writing) ... 29
2) Drafting ... 30
3) Feedback ... 30
4) Revising ... 31
5) Proofreading and Editing ... 31
b. Learner’s Role ... 32
c. Teacher’s Role ... 33
d. The Role of Instructional Materials ... 34
4. School-Based Curriculum ... 34
B. Theoretical Framework ... 35
CHAPTER III. METHODOLOGY A. Research Method ... 39
B. Research Participants ... 43
C. Research Instruments ... 44
1. Pre-design study ... 44
2. Post-design study ... 46
D. Data Gathering Technique ... 46
1. Pre-design study ... 46
2. Post-design study ... 48
F. Research Procedure ... 51
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION A. Elaboration of Steps in Designing a Set of English Writing Instructional Materials Using the Process-Based Approach to the Grade VIII Students of SMP Institut Indonesia Yogyakarta ... 52
1. Conducting Need Survey ... 52
a. Students’ Need Based on the Interview with the Teacher ... 53
b. Students’ Need Based on the Questionnaire to the Students ... 55
2. Specifying Goals, Topics, and General Purposes ... 57
a. Stating Goals ... 58
b. Topics ... 58
c. General Purposes ... 59
3. Formulating Learning Objectives ... 59
4. Selecting and Organizing Subjects Contents ... 62
5. Selecting Learning Activities and Resources ... 65
6. Evaluating the Materials ... 66
B. The Findings and the Designed Instructional Materials Evaluation ... 66
1. The Description of the Respondents ... 66
2. Data Presentation ... 67
a. The Descriptive Statistics of the Respondents’ Opinion ... 67
b. Respondents’ Comments and Suggestions on the Designed Materials ... 69
C. Discussion on the Designed Instructional Materials Evaluation ... 70
D. Presentation of the Designed Instructional Materials ... 73
1. The Description of the Designed Instructional Materials ... 73
A. Conclusion ... 76
B. Suggestions ... 79
1. For English teachers, especially the English teachers of the SMP Institut Indonesia Yogyakarta ... 79
2. For researchers of further study ... 79
BIBLIOGRAPHY ... 81
APPENDICES ... 83
APPENDIX A: Surat Ijin Penelitian ... 84
APPENDIX B: The Pre-Design Questionnaire ... 86
APPENDIX C: Questionnaire of Evaluation ... 91
APPENDIX D: Syllabus ... 101
APPENDIX E: Lesson Plan ... 105
APPENDIX F: Presentation of the Instructional Materials Design ... 109
Page
Table 3.1 The Blueprint of Post-Design Participants ... 48
Table 3.2 The Blueprint of Participants’ Opinion on the Designed Materials ... 50
Table 4.1 Topics that the Grade VIII Students of SMP Institut Indonesia like in Learning English ... 57
Table 4.2 List of Topics which were used in the Designed Materials ... 59
Table 4.3 Learning Indicators ... 61
Table 4.4 Description of the Post Design Participants ... 67
Table 4.5 The Participants’ Opinion in the Designed Materials ... 68
Page
Figure 2.1 The Kemp’s Instructional Model ... 11
Figure 2.2 The Yalden’s Instructional Model ... 17
Figure 2.3 Producing a Piece of Writing ... 19
Figure 2.4 Example of Feedback Form ... 30
Figure 2.5 The Model of Writing Instruction in the Process-Based Approach ... 31
Figure 2.6 The Writer’s Instructional Model ... 36
Figure 3.1 R & D Cycle and the Writer’s Model ... 43
INTRODUCTION
This chapter consists of six parts. The first part is background of the study
which reveals the writer’s reasons for conducting the study. The second part is
problem formulation which conveys the problems that will be discussed in the
study. The third part is problem limitation which gives clear limitation about what
is discussed in the study. The fourth part is objectives of the study which shows
the aims of the study. The fifth part is the benefit of the study. This part reveals
the advantages of the study. And the last is definition of terms which clarifies the
terms used in the study.
A. Background
There are four English skills which people must consider when they learn
English. The skills are listening, speaking, reading, and writing. Those skills are
important to the improvement of learning English. One skill which is given the
most priority is writing. As a productive skill, it needs longer time to learn writing
rather than the other skills.
Writing is important both for academic and non-academic environments. The
fact that writing is learnt by students when they are still young shows that writing
is one of the most basic necessities in the academic environment. Based on the
writer’s experience in teaching students during teaching practice at a local Junior
to make the students familiar with the writing habit. Writing is also important in
the non-academic environment. For example, there are many opportunities for
people to communicate via the Internet. The activities done in this situation, for
example, are chatting, email, blogging, etc. Most of them are done by writing.
People use the Internet or mass media to conquer the world. The word “conquer”
here means that by writing, people could persuade and make others believe about
what they write.
Meanwhile, some students think that writing is difficult to learn. There are
many kinds of reasons for this which researchers have written on their respective
books. In his article “A writing laboratory for beginner”, Baskoff says that the
students had to be motivated to want to write, as many were shy about writing
because they felt that they had nothing to write. (Baskoff 1975:3). “…Students
who learn English as the foreign language do not have the experience to express
the knowledge in their own languages. They may be frustrated with writing as a
result of a too limited vocabulary and knowledge of grammatical structure, to
convey adequately what they know and want to say. They obviously have
experience and knowledge of their subjects which they want to relate, but they do
not yet have the means to express that knowledge in English…” (Hugley. et al.,
1983: 16). Those are some descriptions which show the reality of what is
happening in daily class in the school.
As the development of information, students should have good writing skill.
skill. In many schools, writing practice is still done in a traditional approach. In
the traditional approach, writing practice is done using a teacher-centered
approach. The teachers become the center of the writing activity. Teachers make
topics for writing assignments. The students do the assignments as instructed by
their teachers. This approach would limit students in improving their skills.
Students could not develop their writing skill independently. The focus of the
study is on the result of writing. Teachers do not concern themselves about the
process of writing itself.
More recently, the more fundamental goal of writing is an emphasis on the
process of writing. Students do not learn how to finish the writing quickly in a
good format, but they learn how to process the writing.
“In recent years, the process approach to writing has been introduced as another option. This approach emphasizes the notion that writing is a process whereby the finished product emerges after a series of drafts. The process approach puts emphasis on an incubation period in which the written piece taken shape.”(Cohen, 1990; 105)
There should be a set of writing materials in school which lead students to
have better practices in writing. Process-based writing is an approach for writing
classroom activity which emphasizes on activities that are long-term and
student-centered. However this approach is still rarely used in schools’ teaching activity.
This approach has function to develop students’ writing skill. It allows students to
learn more about writing process rather than just finishing the writing product
Finally, the students are expected to practice the writing with strategies to improve
their writing skill.
SMP Institut Indonesia Yogyakarta is one of junior high schools which give
priority in training the students’ writing skill. This was seen when the writer had a
teaching practice in SMP Institut Indonesia Yogyakarta. While conducting the
teaching practice in SMP Institut Indonesia Yogyakarta for about three months,
the writer knew how the writing lessons were given priority in the school. Based
on the syllabus guideline, the English teacher of SMP Institut Indonesia
Yogyakarta often gives some exercises dealing with improving the students’
writing skill, for example writing a letter, memo, notice, experience, etc. Once, the
writer was given a chance to teach the students writing an invitation letter. The
writer applied the Process-Based Approach by giving the students more
opportunity to have peer corrections. There were some interactions between the
students to discuss the corrections given which made the learning process more
effective. As a result, the students learnt how to produce their writing better. They
knew about an invitation letter well including mentioning the components of an
invitation letter, how to write it, etc. Using the Process-Based Approach, they
experienced deeper understanding about how to write a good invitation letter. In
conclusion, the students of SMP Institut Indonesia Yogyakarta need the
B. Problem Identification
Due to the limited knowledge of the English language, students usually find it
is difficult to learn English writing skills. This limitation of knowledge may be in
a form of lack of vocabulary mastery – which makes students too shy to express
the ideas they may have. Besides, the mechanism of the learning activity holds a
great role in a successful English learning. As the writer has written above, there
are many schools which still apply the traditional approach to the teaching of
writing. The approach leads students to learn how to finish writing in time before
the meeting class is over. In many cases, many students who could not finish their
work still had to submit their writing as a finished product to the teacher.
Consequently, the students would not acquire valuable experience in the process
of writing. There would not be a session for students to obtain feedback from the
teacher and opportunities to revise their work.
Based on the situation which has been explained above, a good writing model
is required to improve the students’ writing skill. There should be a new set of
writing materials which applies the Process-Based Approach to the learning
activity. In designing such writing materials, there are some aspects which must
be considered. First is about the selection of materials which must reflect the
relevant tasks. The materials which are used should match the students’ needs.
Second, the materials should be arranged in a step by step process approach which
C. Problem Limitation
This study focuses on designing writing instruction materials for grade VIII
students of Junior High School. The reason why students of grade VIII were
chosen is because at this grade, the students start to be given more materials which
are related to their writing skills. They start to rehearse their writing skill using the
materials such as functional text, narrative text, etc. These kinds of materials will
support the students to improve their writing ability only if the activities are
arranged with the appropriate approach.
Besides, this study also focuses on the designing of writing materials based
on the Process-Based Approach. The reason is because this approach allows the
students to learn more about writing. They learn not only to have a mere product
of their work, which is done in the traditional approach, but also the step-by-step
process of completing their work. Therefore, applying this approach allows the
students to understand how to create a good writing product.
At the end of the study, the designed materials will be presented without
implementing them to find out their effectiveness.
D. Problem Formulation
As the study concerns with the material design for teaching writing for Junior
1. How is a set of English writing materials using the Process-Based
Approach for grade VIII students of SMP Institut Indonesia Yogyakarta
designed?
2. What does the set of English writing materials using the Process-Based
Approach for grade VIII students of SMP Institut Indonesia Yogyakarta
look like?
E. Objectives of the Study
As the study intends to find the answers of two questions asked in the problem
formulation, two objectives are stated here:
1. To find out how a set of English writing materials using the Process-Based
Approach for grade VIII students of SMP Institut Indonesia Yogyakarta is
designed.
2. To present the designed set of English writing instructional materials using
the Process-Based Approach for grade VIII students of SMP Institut
Indonesia Yogyakarta.
F. Benefits of the Study
This study is intended to benefit for:
1. English Teachers
The result of the research will be useful for Junior High School
2. Students
The result of the research can help the students in improving their
writing skill and encourage them to practice their writing skills more.
3. Designers
This research helps the other designers to be more creative and to
improve their knowledge especially in designing writing instructional
materials.
G. Definition of Terms
There are some terms that are referred to this study. To avoid
misunderstanding, it is necessary to explain them based on the relevant sources.
a. Writing
Writing is the application of spoken language in the form of text. It is the
application of grammatical rules, lexical items, and the theoretical patterns
to produce a text. (Walters, 1983: 17)
b. Process-Based Approach
The writing process approach (Cohen, 1990: 105) put emphasis on the
incubation period in which the written piece takes shape. The activities are
done in the several rounds of peer edits and self-assessment before it
c. Writing Instructional Materials
Instructional material means the material planed or designed by the teacher
for instructions. Banathy (1976:16) defines instructional material as a
system which includes the objectives, materials, and evaluation. According
to Dick and Reiser (1989: 3), instructional material can be in a form of
printed materials, computer-assisted instructions, and televised instruction.
Therefore, the writing instructional materials are materials that are
included in the instructional system. In this study, that material is in a form
REVIEW OF RELATED LITERATURE
In this chapter, two parts are discussed. They are theoretical description
and theoretical framework. Theoretical description describes some literatures that
are used to design the materials. Theoretical framework is used as the theoretical
guideline in designing materials.
A. Theoretical Description
In the theoretical description, four parts are discussed. They are Instructional
Design, Teaching Writing to English as Foreign Language (EFL) Students, the
Theory of Process-Based Approach, and School-Based Curriculum (KTSP).
1. Instructional Design Models
In designing material, the researcher applies Kemp’s model and Yalden’s
model. The following are brief explanations about the two models.
a. Kemp’s Model
Kemp (1977:7) states that there are eight steps in designing an instructional
design. The steps are:
1.Consider goals, list the topics, and state the general purposes for teaching
each topic.
2.Enumerate the important characteristics of the learners.
3.Specify the learning objectives in terms of behavioral outcomes
6.Select teaching/learning activities and resources
7.Choose some support services such as budget, equipment, facilities
8.Evaluate the students’ accomplishment to do revision and reevaluation of
the design in order to make improvement.
Kemp also says that those eight steps are a flexible process since a designer
may start the planning from any step that is ready to move back on any step to
others. Below is the description about the eight steps of Kemp’s instructional
model.
Figure 2.1 Kemp’s Instructional Model (Kemp, 1977:9)
The steps of the Kemp’s instructional model are explained as follows.
1) Consider Goals, Topics, and General Purposes
Instructional design planning starts with the recognition of the broad goals of
the school system or institution. The goals may be derived from three sources;
they are society, students, and subject areas. After establishing the goals, a
designer should list the major topics to be treated within the content area. After
that, the designer expresses explicitly the general purposes for the chosen topics.
2) Identify Learners’ Characteristics
In teaching-learning activity, the students are regarded as individuals and
groups. To serve the students both in individuals and groups, we must obtain
information about learners’ characteristics. Learners’ characteristic includes two
factors; they are academic factor and social factor. Academic factor includes
academic background, level of intelligence, number of students, reading level,
study habit, grade-point average, scores on standardized achievement and aptitude
tests, ability to work alone, motivation for studying the subject, background in the
subject or topic, expectation of the course. Social factors include age, maturity,
attention span, special talents, physical and emotional handicaps, relations among
students and socioeconomic situation.
3) Specify Learning Objectives
Kemp (1977: 24) says that learning objectives may be categorized into three
categories. They are cognitive, psychomotor, and affective. Cognitive domain is
mostly used in educational program. It includes objective concerning knowledge,
planner should consider the action verb that is used in specifying the learning
objectives because each verb relates to certain level of objectives.
4) Organize Subject Content
A student’s learning experiences must involve subject content that relates the
objectives to the students’ needs. In his book, Kemp (1977: 44) defines subject
content as the selection and organizing of the specific knowledge (facts and
information), skills (step-by-step procedures, conditions, and requirements), and
attitudinal factors of any topics. Subject contents support the objectives.
5) Develop Pre-assessment
Pre-assessment is conducted to answers two questions; they are (1) is the
students prepared to study the topic or unit? And (2) is the student competent in
some of the stated objectives? In order to answer those questions, a test is needed.
There are two kinds of test. The first is prerequisite test which aims to gain
information whether the students have appropriate preparation for the topic. It
enables the teacher to know who are ready to learn the topic, who need the
remedial or even who are not ready yet and should start from the beginning level.
The other test is pre-testing that aims to determine which of the objectives
students may already have achieved.
6) Plan the Teaching/Learning Activities and Resources
In conducting the teaching-learning process, a teacher must determine the
appropriate methods and then select the materials to provide learning experiences
activities, teacher should also concerns about the selection of materials that can
motivate the students and effectively explain the subject content. Besides, it is
also important for the teacher to determine the media to support teaching-learning
activity.
7) Organize Support Services
Teacher should organize the support services carefully. Support services
include fund/budget, facilities, equipment, time and schedule. In organizing
budget, a teacher should concern about two kinds of budgets. Those are budget
during the development, which covers all budget needed during the preparation of
the program, and budget during the implementation which covers all budgets
which covers all budget needed during the implementation of the program.
8) Evaluation
In this step, the teachers are ready to measure the result of learning and the
learning objectives. In this case, the teachers should determine standards of
achievement. The measurement can be in a form of evaluation. There are two
kinds of evaluation. They are formative which is done during development and
tryouts and summative evaluation which is done at the end of the course.
Evaluation also refers the evaluation of program. To evaluate the program, Kemp
(1977: 98) said that evaluation program can be done in several ways; they are (1)
test results, (2) reactions from the students, (3) observations of students at work,
In designing the model, another instructional model is also used. The next
instructional model is Yalden’s model.
b. Yalden’s Model
According to Yalden (1987: 88), there are seven stages in designing material.
The stages are the following:
1) Need Survey
Need survey is a very important part in designing material. It aims to know
who the learners are. Need survey is conducted to identify as much as possible the
students’ needs. The result of the need survey is used to establish the realistic and
acceptable objectives.
2) Description of Purpose
After conducting the need survey, the designer describes the purpose of the
program. In this stage, the designer clarifies the purpose of the language program.
It will be the basis to find solution when the designer faces problems in the next
steps.
3) Selection and Development of Syllabus Type
After deciding on the general category for a course, the next step is to select
the type of syllabus. Yalden says (1987: 108) that there is no single model of
syllabus design which is universally agreed upon. As the solution, the designer
should modify the existing structural syllabuses to a completely learner-centered
4) Production of the Proto-syllabus
In this stage, Yalden (1987: 138) says that the syllabus designer will turn to
the description of the content that the syllabus will have, i.e., the preparation of
syllabus specification. The designer should select and combine items in each
category. In other word, the designer should also describe and determine the
content of the syllabus.
5) Production of the Pedagogical Syllabus
Pedagogical syllabus is described in this stage. It provides a repertoire of
words and phrases based on the function and topics. The designer’s work is to
make the repertoire come to life.
6) Development and Implementation of Classroom Procedure
The next step is development and implementation of classroom procedure in
which the designer develops the classroom procedures. It includes selection of
exercise types and teaching techniques, preparation of the lesson plan, and
preparation of weekly schedule.
7) Evaluation
This is the last stage in Yalden’s instructional model. There are two aspects
which are evaluated in this stage. They are the students and the material design.
This stage is also called recycling stage because the whole cycle can be begun
again at this point.
To give clearer description about the Yalden’s instructional model, the
Figure 2.2 Yalden’s Instructional Model (Yalden, 1987: 88)
All steps in the two instructional models above would not be used in this
design. The writer combined the two models and only took some of the steps.
From Yalden’s model, the writer took the first step, namely need survey. It is
important since a need survey becomes the foundation to determine the materials
which is developed. The second step of Kemps’ model is not used in this design
because this step has been included in the need survey. From the Kemps’ model,
the writer takes the first step, namely Goals, Topics, and General Purposes. It
becomes the basis of the designing the materials. Kemps’ third step is used to
determine the objective of the designed materials based on the Process-Based
Approach. Subject content becomes important because it determine the applying
of the principle of the Process-Based Approach in the designed-materials. The
next step which is used from Kemp’s model is Teaching-Learning activities.
Some of methods in Process-Based Approach are applied in this step. The final
step is evaluation. It measures the outcome of the material designed. It is also
important to obtain the evaluation values which are used to revise the materials.
Needs survey
Description of purpose
2. Teaching Writing to English as Foreign Language (EFL) Students
Learning a foreign language demands people to be able to communicate with
other people, including how to understand them, talk to them, read what they have
written and write to them. Today, a new culture of communicating has been
developing among people. They learn how to communicate to people while the
other person is not in front of them; even without directly listening what is said
and looking the gestures and facial expressions. It becomes the reasons why
teaching writing is important.
Another reason why writing should be taught to learners is that writing helps
students to learn. Writing reinforces students to learn grammatical structures,
idioms, and also vocabulary. In writing, students are able to express their ideas. A
writer tries to put their ideas on paper with the appropriate way especially in
choosing the words. They may often discover something new to write and how to
express their ideas while trying to find the right word and sentence. Writing has a
close relationship with thinking. And it makes writing becomes valuable in any
language course.
a. Approachesin Teaching Writing to EFL Students
In writing, a writer has to deal with some aspects such as the grammar,
diction, content, etc. Since there are so many aspects in writing which should be
taught, a teacher may use a different approach, depending on what aspect which is
being emphasized. Below is a diagram showing what writers have to deal with as
Figure 2.3 Producing a Piece of Writing
Based on those features, a teacher should be able to choose the appropriate
approach considering what feature is taught. The following are some of the
approaches used in teaching writing.
1) The Free-Writing Approach
Ralmes (1983: 7) says that Free-Writing Approach emphasizes the writing
composition on the quantity of content and fluency; not to worry about form.
When students are able to write their idea on paper, the grammatical accuracy or
organization will follow. The teacher may ask students to write on any topic in the
beginning of class without worrying about grammar and spelling. In the
beginning, students sometimes find it very difficult. However after several Clear, fluent, and
effective
communication
of ideas
CONTENT
Relevant, clarity, originality, Logic, etc.
SYNTAX
Sentence structure, Sentence
boundaries, Stylistic choices,
GRAMMAR
Rules for verbs, agreement, articles, pronouns, etc
MECHANICS
Handwriting, spelling, punctuation, etc
WORD CHOICE
Vocabulary, idiom, tone
PURPOSE
The reason for writing
THE WRITER’S PROCESS
Getting ideas, Getting started, Writing drafts, revising
ORGANIZATION
Paragraphs, topic and support, cohesion, unity
AUDIENCE
The reader/s
They are able to write fluently. Therefore, the focus of this approach is to make
students comfortable with the act of writing and less afraid to make errors and
experiment with ideas.
Ralmes also adds that in this approach, the teacher does not pay attention
on the correction of the writing. But the teacher will simply read it and give
comment on the content of the writing.
2) The Communicative Approach
In his book, Ralmes (1983: 8) states that the Communicative Approach
emphasizes the purpose of a piece of writing and the audience for it. In this
approach, students act like they are a truly writer in real life. They have
considered about why they are writing this and who will read it. Traditionally, the
audience of the students’ piece of writing is the teacher itself. But this approach
suggests that students will be able to do their best when the writing is truly a
communicative act, with a writer writing for a real reader. Therefore, teachers
using Communicative Approach extend the readership. In this approach, the
students can be seen as the real reader. They do not only read the piece but also do
something with it, such as respond, summarize or make comments.
3) The Process Approach
Ralmes (1983; 10) says that the teaching of writing moves from a
concentration on a written product to an emphasis on the process of writing.
Students are not only prepared to answer the questions about purpose and
writing here is that what the students firstly put down on a paper is not the final
product of their writing, but only the beginning. They should not think that every
word they write on the paper will be perfect instantly. During the process of
writing, students will find a new idea, words, sentences, writing first draft, and
revising second draft. In the Process-Based Approach, teachers do not ask student
to write in a given topic and restricted time. They explore the topic through
writing.
4) Genre-Based Approach
In his book entitled “Written Genre in the Secondary School”, Hardy and
Klarwein (1990: 2) state that a genre is a social activity, which has a purpose or
goal, a recognizable structure of pattern and is a product of the culture. In line
with this statement, Knapp and Watkins (2005: 16) argue Genre Approach
proposes that while language is produced by individuals, the shape and structure
of the language is to a large degree socially determined. It means that in
Genre-based Approach, there is a social interaction between teacher and students to have
such discussion about the structure of the language. In this case, the students are
given a text model to be discussed with the teacher before they begin to write.
Knapp and Watkins (2005: 16) also state that the aim of Genre Approach is to
provide the students with the ability to use codes of writing (the genre and
grammar) effectively and efficiently. Without these codes, writing can be
These are some stages in Genre-Based Approach according to Hardy and
Klarwein (1990; 8). They are:
a) Immerse the students in texts which are exemplars of the genre. Students
read with the teacher and discuss the social context of purpose, subject
matter, roles and relationships of the writer and the readers.
b) Guided reading of a text model of the genre. The model should be of a high
level of achievement. Each student receives a photocopy of the text model
and the teacher displays it on an overhead transparency to focus on during the
lesson. The teacher and students read the text together, discussing its textual
features. In this step, students are expected to discover the generic structure of
the text model themselves. The teacher can ask the students to take a note.
c) Modeled writing by the teacher of this new genre. Teacher “thinks aloud”
while composing the writing on a different topic, but in the same genre as the
text model. As the teacher thinks aloud, the students become aware of the
cognitive processes involved while composing this form of writing.
d) Joint construction of thegenre- the Shared Writing of a text by the teacher
and students. The teacher contributes the students to the composing by
discussing and negotiating meanings and language.
e) Guided writing of the new genre by the students. Tentative students could
compose their writing with a partner or in a small group, before being
scaffolding used in the previous demonstrations to compose a text in the new
genre.
f) Response – The teacher accepts the students’ approximation and gives
positive feedback to them.
g) Independent writing of the genre by individual students. Students’
approximations will improve to meet the teacher’s high expectations.
Students should also have high expectations of achievement, as they have
been taught how to write this new genre.
h) The Writing Process is used by the students when composing. Writers need
to plan, write draft/s, revise if necessary, edit, proofread and publish and
illustrate their writing.
5) Contextual Teaching and Learning
According to Musclish (2007: 40), Contextual Teaching and Learning is an
approach which is based on real world learning. Many students are not able to
connect what they have learnt in class to the application in the real world.
Contextual Teaching and Learning helps the students to have experience in
learning. Musclish also argues that the basic philosophy of Contextual Teaching
and Learning is constructivism. This means that learning is not only a matter of
reminding something but it is more on reconstructing the students’ knowledge and
through their life. The process of learning gives the students opportunity to have
There are some principles in Contextual Teaching and Learning which the
teacher should consider. They are:
a) Constructivism
Students with the help of the teacher construct their previous knowledge
which is related to the materials. Here, the process of learning is more
valuable than the result of the learning. Students get more opportunities to
find and improve their own idea.
b) Inquiry
It is important for students to find the idea which is based on their experience.
In other words, the students really experience the idea of what they are
writing. The students will have longer memory of it.
c) Modeling
Contextual Teaching and Learning suggests that the learning activity should
have a model which the students could imitate. The model is just for example
to make the students’ writing.
d) Reflection
It is done to reflect the knowledge which has been learnt by the students. It is
important because it becomes a response towards the knowledge which they
got. It can be in form of making simple notes, having discussion, or having
e) Authentic Assessment
One component which is also important in Contextual Teaching and Learning
is authentic assessment. It is done by observing and analyzing the data which
are collected during the process of learning; not only based on the final
product.
The writer used the Process-Based Approach as the main approach in
designing the materials. It emphasizes the process of producing a piece of writing.
Students would learn more about process rather than finish it quickly. Since the
writer designs the materials for SMP students, it would be better to put a writing
model in the designed materials. It is stated in the Genre-Based Approach that
modeling step is very important because the students can have guidance while
composing their writing. This step is also included in the Contextual Teaching and
Learning. Without modeling, students of SMP may face difficulties in composing
their writing. Based on those considerations, the writer will add the step of
modeling. The writer will put it before the steps of Process-Based Approach in
every unit in the designed material. The purpose is to give the students example
before they write and think about the generic structure of the text.
There are some terms which refer to Process Approach. Some of references
use the term Process-Based Approach. In his book of Communicative Language
Teaching Today, Richards (2006: 27) uses term Process-Based Approach. It
implies the same understanding as Process Approach which emphasizes the
references which use term Process Approach. In his book entitled Practical
English Language Teaching, Nunan uses the term Process Approach. He says that
the activities in the Process Approach encourage the students to learn writing
which is more than creating final product. It is more on learning of series of skills
leading to the product (Nunan, 2003: 96). In this study, the writer used the term
Process-Based Approach.
b. Techniques in Teaching Writing to EFL Students Using Process-Based
Approach
In order to create effective language learning, teachers should organize
activities that help students to achieve the learning goals. There are some steps in
the Process-Based Approach. They are Planning, Drafting, Having Feedback,
Revising, and Proofreading and Editing. Those steps are not discussed in this part.
They are discussed in the part of theory of Process-Based Approach.
In the first step which is Planning, students are expected to find ideas of what
will they write. The step of planning becomes the basis of the writing. Because of
the importance of finding ideas, it is important to create some techniques which
help students to find the ideas. Nunan (2003; 97) mentions some of the techniques
which can be used to help the students in finding ideas. Those techniques are
brainstorming, word mapping, and quick writing. The followings are the
1) Brainstorming
According to Nunan (2003: 96), brainstorming is a technique in which the
students list all the ideas they can think of related to a topic, either in writing or
aloud, quickly or without much planning. If there is no topic is given, the students
can brainstorm any possible topic. It can be done individually or in pairs or groups
of students. From the lists of the brainstormed ideas or topics, students can choose
those they are most interested in.
2) Word Mapping
The idea of word mapping is the same as clustering. In his book, Nunan
(2003: 96) says that in word mapping, the students begin with an idea in the center
of a blank paper. They then think of related ideas and draw relationships with a
series of boxes, circles and arrows. In clustering, Meyers (2004: 6) says that
students write the subject in the middle of the page and circle it. Then the students
write related ideas around the circle as they occur to the students. Then circle
those ideas and connect them to the subject circle. These ideas are like branches.
3) Quick Writing
According to Nunan (2003: 97), in quick writing, students begin with a topic.
They write rapidly about the topic. The teacher limits the time for students to
write (10 to 15 minutes). The teacher also instructs the students not to erase or
cross out the text, keep writing without stopping and just let the idea come out
identify the result of their quick writing by underlining them. These ideas are then
used in the first draft of their essay.
4) Guided Discussion
The discussion can be done by the students with their peers or the teachers.
This activity helps the students to explore their knowledge about some issues. It is
expected that the students can finally draw their own idea based on the discussion.
While the students have their discussion, the teacher monitors the process.
The designed materials were conducted based on the Process-Based
Approach. It became the basis of all designing materials in this study. The
techniques that were used to design the materials were brainstorming, word
mapping, quick writing and guided discussion. Those techniques are used to
design the writing instructional materials using the Process-Based Approach for
SMP especially in helping students to find the idea of what they are going to
write.
3. The Theory of the Process-Based Approach
Nunan (2003: 89) says that at the beginning, the activities in teaching writing
were concerned more with the correctness of form over function. The function of
writing was not to express the students’ idea. It was more on copying models
which was used to measure that students had mastered a particular grammar. The
teaching writing in classroom focused more on correct spelling, grammar. Those
aspects showed the students’ proficiency in writing. But then, discussions about
to include the entire process of writing-invention, drafting, feedback, revision- and
not just product” (Nunan, 2003; 89). Therefore, the focus of the learning to write
now is not on the product but process. Learning to write is more than creating a
final product. It is the learning of a series of skills leading to that product.
According to Cohen (1990; 105), “The Process-Based Approach puts
emphasis on an incubation period in which the written piece taken shape.” It
means that the Process-Based Approach is one of the approaches for writing
which emphasizes activities that are long-term. This approach helps students to
process the writing products step by step. It allows students to learn about writing
process rather than just finishing the writing product quickly. According to Nunan
(2003; 97), there are some steps in the Process-Based Approach which help
students in processing their writing.
a. The Steps of Writing Using the Process-Based Approach
The following are the explanation of the steps.
1) Planning (Pre-writing)
Pre-writing activity is any activity which prepares the students before they
write. The activities should be able to encourage students to write. Richards
(2002; 316) says that pre-writing activity should stimulates thoughts for getting
started. He also says that pre-writing activity moves the students away from
having to face a blank page toward generating tentative ideas and gathering
information for writing. In this step students are expected to find the idea of what
There are some techniques which the teacher may choose in helping students
to find their idea. Nunan (2003; 97) states some of the techniques which can be
used in this step. Those techniques are brainstorming, word mapping, quick
writing. Those techniques are discussed in the previous part which is techniques
in Process-Based Approach.
2) Drafting
After the students find the idea in the step of Planning, they are asked to start
their writing. This writing is not considered as the final result of writing. It will
become the draft of writing which will be revised in the next step. Here, the
students focus on the fluency of writing and the development of the idea; not
necessarily on the grammatical accuracy.
3) Feedback
After the draft is finished, the students ask for feedback. The feedback can be
given by the teacher and students. When the students are having peer feedback,
the teacher must monitor the classroom activity. It aims to control the students’
activity and make sure that the students’ feedback is not misleading. The feedback
can be in form of only comments or even correction/suggestion. Nunan (2003; 98)
writes in his book that if peer commentary is used, it is best to use some kind of
Figure 2.4 Example of Feedback Form
4) Revising
After the students receive feedback, they begin to revise their writing. In his
book, Nunan (2003; 98) quotes Sommers’ statement (1980) that in this step, the
students spend time for the reorganization, developing ideas, and so forth, as
separate from editing for grammar and spelling.
5) Proofreading and Editing
Nunan (2003; 98) said before the final draft is turned in for evaluation,
students should, of course, read for mistakes in spelling, grammar, punctuation,
and so forth. Nunan adds that in this step, the teacher should not correct a
students’ draft by supplying all the correct form of words, punctuation, and so
forth. It is better for students to do proofreading and editing themselves or with Peer Comment written by______________ for______________
Read your partner’s paper. Answer these questions!
1. Is the introduction effective? Explain your answer! 2. What is the author’s main idea? Restate it here:
3. Does the writer support that idea with evidence? What is that evidence?
4. What evidence is missing, or incomplete? 5. What question do you have about this writing?
6. Is the conclusion effective? How would you improve it? 7. Do you notice any grammar or word choice errors? Underline
them!
The following model is the model of writing instruction in the Process-Based
Approach according to Harmer (2007; 326).
Figure 2.5 The Model of Writing Instruction in the Process-Based Approach
The writing process is done through some steps. Those steps may be done
recursive. It means that the writer may loop backwards and move forwards
between the steps. Even when the writers think that they have come into the final
version, they may still go back and re-plan or re-visit the previous step.
b. Learner’s Role
In the Process-Based Approach, the students have important role in the
beginning of the writing process. Before they work on the writing, students have
to actively find their idea about what they want to write. It becomes essential
because in writing, everything comes from students’ mind. Therefore, it needs the
students’ participation. However, students will not work alone in brainstorming
their idea; teacher will help them to do it.
Planning Drafting
Final version? Editing
In the writing process, there is a process in which students have to share their
work with their peer. After having draft of their writing, students have to share
their work with peer. It aims to get some revisions. Since it is a process, the
revision has to be done many times. Here, students become Peer Revisers of
other’s writing. They share and make suggestions for improvement. It can be
asking part which is not clear, looking for better words, and talking about how to
make better work.
c. Teacher’s Role
In this approach, teacher has a role as the organizer. Teachers are demanded
to be creative in creating conducive learning atmosphere. Since the focus of this
approach is on the process, teachers have to be able to choose the appropriate
class activities which support the process-based learning. Activities like
brainstorming, drafting, giving feedback, facilitating peer responses are very
familiar in the Process-Based Approach. Teacher’s intervention is important at the
point of correction. Response is important in assisting learners to move through
the stages of writing process. Various means of giving feedback might be used by
teacher; for example teacher-students conferences, peer response, etc.
As stated in his book, Harmer (2004; 41) argues that the teacher’s job is
motivating and provoking. When writing, students sometimes lose for words or
get stuck with their idea. This, teacher help the students to overcome this problem.
Teacher can prepare any suggestions before conducting the class so when the
d. The Role of Instructional Materials
In this study, instructional material has important role to encourage student to
realize the process of learning. Materials are modified from the existing materials.
Besides, the designing materials are based on the need analysis. The writer
emphasizes the pre-activity which prepare the students with the idea before they
begin to write. The students will not start the writing alone and with no idea. They
will be guided by the teacher.
In general, Process-Based Approach emphasizes the students to be more
creative and productive. Focusing on planning, drafting, peer editing, and
revising, it helps students to produce their piece of writing. There are
participations between teacher and learners. The teacher helps students to be
creative and independently produce their writing. Good materials should also be
arranged well in order to support the students’ learning.
4. School-Based Curriculum
A curriculum has a close relation with school; the school is a place where the
curriculum is applied. The curriculum has an important role in this study. The
writer used it as the guidance in designing the materials. The curriculum which is
used in this study is curriculum 2006, Kurikulum Tingkat Satuan Pendidikan
(KTSP). The reason to use this curriculum is because KTSP is the newest
curriculum. There are many schools which try to use the curriculum. In this
curriculum, writing is given many opportunities to learn. Almost all of the
be productive. One of the strategies to make them productive in writing is by
conducting the writing material using the Process-Based Approach.
The school which was chosen to conduct this study is SMP Institut Indonesia
Yogyakarta. This school has applied School-Based Curriculum (KTSP) in the
learning process. According to Curriculum, students have to achieve some
standards at the end of their study. These standards are called graduate
competency standards which determine the success of the students to experience
the next levels. These graduate competency standards are supported by
competence standard and basic competence. Both competence standard and basic
competence are needed to achieve the graduate competency standards of each
subject.
Since this study discussed only the writing skill, the writer limited the
discussion of the graduate competency standards of English lesson especially for
grade VIII of SMP students. The competence standards and basic competence
used also to determine the learning objectives of the designed materials.
B. Theoretical Framework
In designing material, the writer used combination models between Kemp and
Yalden. Not all of the steps were taken in this research. The writer combined
some stages used to produce learning material which was appropriately applied
for SMP. The writer used those two models since the combination of these models
stated clear and complete steps in designing the materials. There were some steps
from Kemp’s model which were excluded. They were learners’ characteristics,
Yalden’s model. The step “Goals, topics, and General Purposes” was reordered.
It was put after Need Survey. The reason why pre-assessment was omitted was
that the Need Survey had covered data of learners’ background. The writer did not
include support services because this step was not necessarily needed in this
research. Thus, the writer combined the two models between Kemp and Yalden.
The steps were (1) conducting need survey, (2) specifying goals, topics, and
general purposes, (3) formulating learning objectives, (4) selecting and organizing
contents, (5) selecting learning activities and resources, and (6) evaluating
materials.
This is the combination between Kemps’ and Yalden models which the writer
constructs:
Figure 2.6 The Writer’s Instructional Model
Need survey
Teaching/ Learning activities, resources
Subject Content
Learning Objectives
Goals, topics, And General Purposes Evaluation
The steps of the writer’s steps are explained as follows.
Step 1. Conducting Need Survey
There were two activities were done to collect the data. They were
distributing questionnaires and conducting interview. The questionnaires were
distributed to VIII grade students of SMP Institut Indonesia Yogyakarta. Besides,
the writer also conducted an interview with the English teacher of SMP Institut
Indonesia Yogyakarta.
Step 2. Specifying Goals, Topics, and General Purposes
Based on the data from need survey, the goals were formulated. The
general purposes were specified into specific objectives in every topic. Since this
study is based on the Process-Based Approach, the goal of learning writing used
the Process-Based Approach focused on making the students’ awareness of the
process of learning writing. They learn much through process.
Step 3. Formulating Learning Objectives
The objectives include the indicators which the students should be
achieved on each meeting. The students must be active in learning especially in
pre-writing activity. It needs the students’ participation a lot for example in
brainstorming activity. The objective of learning writing-based on the
Process-Based Approach was to encourage students to learn through process, rather than
Step 4. Selecting and Organizing Contents
Subject content has a close relation with the objectives. In selecting the
content of the materials, the writer considers also about the objectives. Learning
through process is the basic goal of this designed-material.
Step 5. Selecting Learning Activities and Resources
In teaching and learning activity, teacher has to be able to encourage the
students to learn actively. Thus, the teachers have to be creative in choosing the
activities used in teaching-learning activities. Some activities used in this study
were brainstorming before the writing begins, clustering, interviewing, peer
discussion, etc. There were also activities which combine some students’ skills
especially speaking and reading.
Step 6. Evaluating the Materials
This step was done by evaluating the materials. The materials design
evaluation is conducted by distributing questionnaires. It aims to measure whether
METHODOLOGY
This chapter presents the methodology which is used to accomplish the
study. The methodology is used to answer two research problems as stated in
chapter I. These two problems are discussed into six parts. They are research
method, research participants, research instruments, data gathering technique, data
analysis technique, and research procedure.
A. Research Method
This research was conducted to answer two questions in the problem
formulation. The questions are “How is a set of English writing materials using
the Process-Based Approach for grade VIII students of SMP Institut Indonesia
designed?” and “What does the set of English writing instructional materials using
the Process-Based Approach for grade VIII students of SMP Institut Indonesia
look like?” In order to solve the problems, the writer used Research and
Development method (R &D). Borg & Gall (1983: 772) argue that Educational
Research and Development is a process used to develop and validate educational
products. Products which can be produced are teaching materials, teaching
methods, assessments instruments. The goal of R & D is to produce products
which functions to solve learning problems.
Based on the R & D steps, a set of writing materials for SMP Institut
Indonesia Yogyakarta was constructed. There are ten steps in R& D; they are
Product, Preliminary Field Testing, Main Product Revision, Main Field Testing,
Operational Product Revision, Operational Product Testing, Final Product
Revision, and Dissemination and Implementation (Borg & Gall, 1983: 775). Only
five steps of R & D were used in this research. It did not need product revision
and implementation. The writer did once product revision based on the results of
the materials evaluation questionnaire. The steps are Research and Information
Collecting, Planning, Develop Preliminary Form of Product, Preliminary Field
Testing, and Main Product Revision.
The writer also combined Kemp and Yalden models. The model was used
to help the writer developed the materials design. The writer’s model consists of
six steps; while the writer only took five steps in R and D cycle. And in order to
know whether the writer’s model matches the steps in R and D, the writer gives
the explanation on those steps.
The first step of R and D is Research and Information Collecting. In this
step, the researcher collected any data from grade VIII students of SMP Institut
Indonesia and also the English teacher of SMP Institut Indonesia. The data was
collected by interviewing the English teacher to know the activities of writing in
class. Besides, the writer also distributed a pre-design questionnaire to the grade
VIII students of SMP Institut Indonesia to know their p
