A SET OF INSTRUCTIONAL WRITING MATERIALS INCORPORATING JOURNAL WRITING FOR THE ELEVENTH GRADE STUDENTS
OF SMKN 2 DEPOK SLEMAN YOGYAKARTA
A THESIS
Presented as Partial Fulfillment of the Requirements To obtain the Sarjana Pendidikan Degree
In English Language Education
By
Dameria Magdalena S. Students Number: 031214025
ENGLISH EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
This thesis is dedicated to:
*All teachers who devote themselves
to teaching
*All students who inspire, give strength
and everlasting happiness, and never
stop learning
ACKNOWLEDGEMENTS
Praise Our Lord Jesus, the almighty! Only because of His abundant blessings, I was able to accomplish my thesis. I am also blessed to have people who have supported and facilitated me. It is a wonderful opportunity for me to express my deepest gratitude to all of them.
My deepest gratitude goes to my beloved family. I should thank God for blessing me with my Bapak and Mama. The love, affection, patience, spirit, and prayer they always give me make me strong. I am also thankful for having my two brothers, Rico and Anggi, who always care about and support me facing anything. I am so abundantly happy to have them in my life.
My special gratitude goes to Drs. J. B. Gunawan, M.A., my major sponsor, for his willingness to guide me writing my thesis. I thank him for his time and energy to give me valuable criticisms, opinions, and suggestions for the improvement of my thesis. Without his kindness and guidance, I would not accomplish my thesis.
I should be grateful for having my truly friends Sarah, Mbak Pompom, and
Ipat, who are willing to share tears and laughter with me during my unforgettable moments, and also Mirtah, Tika, Neti, and Dita for the unforgettable good moments and friendship. I learn many great things from our friendship.
I am also grateful for having chances to learn so many things to Cik Lan and
Cik Wen in Klaten together with all kindhearted CEC teachers, Cik Endang, Kak Retno, Mbak Widi, Mbak Cecil, Kak Ima, Mbak Yani, Mbak Shanti, Mbak Woro, and all teachers in Putra Bangsa and Putra Persada, Klaten. I learn many precious things from all those great teachers.
I cherish my “angel” Ko Adi for sharing me many great things especially for his advice, opinions, and suggestions during the process of my thesis writing. Together with Ko Ggn, they shared time and taught me many things about computer programs so that I could finish my design magnificently.
I appreciate the support from my nice boarding house friends Mbak Nita, Ninae, Dewi “Lulur”, Dayu Citra, Dewi, Mbak Cin, Raida, Udayana, Mbak Dayu, Weni, Asni, and Windy.
I thank to all of my friends in PSM “Cantus Firmus”, especially our coach
Mas Mbonk for all happy family togetherness. Never stop singing bro’! Besides, I thank them for having “GVC Voice”, Arin, who shared the same hard word during the process of our thesis writing, Ima, Erin, Mace, Marcel, Melon, Mas Aji, Andi, Deddy, Mamad, and Goes, who always share the time singing anytime and anywhere. My appreciation goes to all my friends during my study in Sanata Dharma University, especially Lukas, Ji’i, Wiwid, Jody, Haris, Seto and all my friends in PBI’03. All we have been through make my life beautiful and colorful.
Finally, my gratitude also goes to those whom I cannot mention by names. May all of them be blessed with health, happiness, and prosperity.
TABLE OF CONTENTS
Page
TITLE PAGE ………... i
APPROVAL PAGES ………... ii
STATEMENT OF WORK’S ORIGINALITY ………. iv
DEDICATION PAGE ………... v
ACKNOWLEDGEMENTS ………... vi
TABLE OF CONTENTS ………... viii
LIST OF FIGURES ……… xii
LIST OF TABLES ………. xiii
ABSTRACT ………... xiv
ABSTRAK ………... xv
CHAPTER 1: INTRODUCTION ………... 1
A. Research Background ……… 1
B. Problem Formulation ……… 5
C. Problem Limitation ………... 6
D. Research Objective ……….….. 7
E. Research Benefit ………... 7
F. Definition of Terms ………... 8
CHAPTER II: LITERATURE REVIEW ……….... 11
A. Theoretical Descriptive ………. 11
1. Writing ……….. 11
a. The Nature of Writing ………. 11
b. The writing Situation ……….. 12
c. The Forms of Writing ………. 13
2. Journal ………. 22
a. Journal is A Way to Generate Ideas ……….. 23
b. Journal is Low Stake Writing ……… 24
c. Maintaining a Journal ……… 25
d. Journal Entries as Private Voice ……… 25
e. Discovering and Developing the Private Voice ………. 26
3. Reflecting Teaching in Second Language Classroom ………. 27
a. Opening ………. 27
b. Sequencing ……… 28
c. Pacing ……… 28
d. Closure ……….. 29
4. Designing Instructional Materials ………... 30
a. Kemp’s Instructional Design ……… 30
b. Yalden’s Instructional Model ……….. 32
B. Theoretical Framework ………. 35
CHAPTER III: METHODOLODY ………. 40
A. Research Method ……….. 40
B. Research Respondents ……….. 43
C. Research Setting ……… 44
D. Research Instruments ……… 45
1. Questionnaire ……….. 45
2. Interview ………. 45
E. Data Gathering Techniques ……….. 46
F. Data Analysis Techniques ……… 47
G. Research Procedures ……… 49
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSON ……… 51
1. Conducting A Need Survey ……… 51
a. The Data from the Questionnaire ………. 52
b. The data from the Interview ………. 57
2. Determining Goals, Topics, and General Purposes ……… 59
3. Specifying Learning Objectives ………. 60
4. Listing Subject Contents ……… 63
5. Selecting Teaching and Learning Activities and Materials ……… 65
6. Designing Materials ……… 66
7. Evaluating the Designed Materials ……… 66
8. Revising the Materials ……… 66
B. The Findings of the Designed Materials Evaluation ……… 67
1. Description of the Respondents of the Post-design Survey ……… 67
2. Data Presentation ……… 68
a. Descriptive Statistic ……….. 68
b. Respondents’ Opinions on the Designed Materials ……….. 69
c. Respondents’ Suggestions on the Designed Materials ………. 70
C. Discussion on Revisions of the Designed Materials ……… 71
D. Presentation of the Final Version of the Designed Materials ……….. 73
CHAPTER V: CONCLUSIONS AND SUGGESTIONS ……… 76
A. Conclusions ………. 76
B. Suggestions ……….. 77
REFERENCES ………. 80
APPENDICES Appendix A: 1. Letter of Permission ……… 82
Appendix C: The Interview Guidance ………. 87
Appendix D: The Evaluation Questionnaire ……… 88
Appendix E: The Result of Needs Survey ……….. 91
Appendix F: Syllabus and a Sample of Lesson Plan ………... 94
Appendix G: The General Description of the Designed Materials ………….. 108
LIST OF FIGURES
LIST OF TABLES
LEMBAR PERNYATAAN PERSETUJUAN
PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma : Nama : Dameria Magdalena S.
Nomor Mahasiswa : 031214025
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul :
A SET OF INSTRUCTIONAL WRITING MATERIALS INCORPORATING JOURNAL WRITING FOR THE ELEVENTH GRADE STUDENTS OF
SMKN 2 DEPOK SLEMAN YOGYAKARTA
beserta perangkat yang dibutuhkan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau media lain untuk kepentingan akademis tanpa perlu meminta izin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.
Demikian pernyataan ini yang saya buat dengan sebenarnya. Dibuat di Yogyakarta
Pada tanggal 1 Mei 2009
Yang menyatakan
ABSTRACT
Magdalena S., Dameria. 2009. A Set of Instructional Writing Materials Incorporating Journal Writing for Eleventh Grade Students of SMKN 2 Depok Sleman Yogyakarta. Yogyakarta: English Education Study Program, Sanata Dharma University.
This research aims to design a set of instructional writing materials incorporating journal writing for eleventh grade students of SMKN 2 Depok Sleman Yogyakarta. Developing materials incorporating journal writing is potential in improving students’ motivations and enjoyment in learning writing as well as improving their writing skill. This research dealt with two problems: (1) How is a set of instructional writing materials incorporating journal writing for the eleventh grade students of SMKN 2 Depok Sleman Yogyakarta designed? and (2) what does the set of instructional writing materials incorporating journal writing for the eleventh grade students of SMKN 2 Depok Sleman Yogyakarta look like?
To solve the first problem, the researcher adapted and combined the instructional design models offered by Kemp and Yalden. There were eight steps to design the materials, namely: (1) Conducting a Need Survey, (2) Determining Goals, Topics, and Materials, (3) Stating Objectives, (4) Listing Subject Contents, (5) Selecting Teaching Learning Activities and Resources, (6) Designing Materials, (7) Evaluating the Designed Materials, (8) Revising the Materials. The researcher also adapted reflective teaching in designing the materials.
The researcher conducted educational research and development (R&D) in which the research process was used to develop a set of instructional writing materials. Having finished designing a set of materials, the researcher distributed a questionnaire to three English teachers of SMKN 2 Depok Sleman Yogyakarta and two lecturers of the English Education Study program of Sanata Dharma University to obtain opinions, comments, criticisms, and suggestions on the designed materials.
To solve the second problem, the researcher presented the final version of the designed materials after making some revisions and improvements based on the results of the materials evaluation. The materials consist of eight units. They are Heroes, Lifestyles, The Sea, Cyberspace, Global Warming, A Lot Like Love, Hi-Technology, and Design.
Each module consists of four main parts, namely (1) Warm Up, (2) What’s New?, (3)
Let’s Practice It!, and (4) My Journal.
Based on the results of the designed materials evaluation, the researcher concluded that the designed materials were acceptable and appropriate. It was shown from the data presentation of the descriptive statistics that the grand mean was more than 4 (four).
ABSTRAK
Magdalena S., Dameria. 2009. A Set of Instructional Writing Materials Incorporating Journal Writing for the Eleventh Grade Students of SMKN 2 Depok Sleman, Yogyakarta. Yogyakarta: Program Pendidikan Studi Bahasa Inggris, Universitas Sanata Dharma.
Penelitiian ini bertujuan untuk mengembangkan seperangkat materi menulis yang mengikutsertakan penulisan jurnal untuk siswa kelas sebelas SMKN 2 Depok Sleman Yogyakarta. Mengembangkan materi yang mengikutsertakan penulisan jurnal berpotensi untuk mengembangkan motivasi and kesenangan dalam belajar menulis begitu juga meningkatkan kemampuan menulis. Terdapat dua pertanyaan dalam penelitian ini: (1) bagaimana seperangkat materi menulis yang mengikutsertakan penulisan jurnal untuk siswa kelas sebelas SMKN 2 Depok Sleman Yogyakarta dirancang? dan (2) Bagaimana bentuk seperangkat materi menulis yang mengikutsertakan penulisan jurnal untuk siswa kelas sebelas SMKN 2 Depok Sleman Yogyakarta tersebut?
Untuk memecahkan permalahan pertama, peneliti mengadaptsi dan menggabungkan dua model yang dukemukakan oleh Yalden dan Kemp. Ada delapan tahap dalam pernacangan materi, yaitu: (1) melakukan survey untuk mengetahui kebutuhan siswa, (2) menentukan tujuan, (3) merumuskan tujuan pembelajaran, (4) mengurutkan materi belajar, (5) memilih aktifitas belajar/mengajar dan sumber pembelajaran, (6) merancang materi, (7) mengevaluasi, dan (8) memperbaiki. Peneliti juga mengadaptasi pembelajaran refleksi dalam perancangan materi.
Untuk memecahkan permasalahan kedua, peneliti menampilkan hasil akhir materi. Materi terdiri dari delapan unit. Masing-masing unit terdiri dari empat bagian, yaitu: (1) Warm Up, (2) What’s New?, (3) Let’s Practice It!, dan (4) My Journal. Setiap bagian kegiatan saling berhubungan satu sama lain untuk membangun konsep berpikir dalam siswa yang akan dituangkan dalam akitivitas menulis jurnal.
Peneliti melakukan penelitian pengembangan yang proses penelitiannya digunakan untuk mengembangkan materi. Setelah materi selesai dirancang, peneliti membagikan kuesioner kedua kepada tiga orang guru Bahasa Inggris SMKN 2 Depok Sleman Yogyakarta dan dua dosen Pendidikan Bahasa Inggris universitas Sanata Dharma untuk memperoleh pendapat, komentar, kritikn dan saran mengenai materi yang telah dirancang.
Menurut hasil evaluasi materiyang telah dirancang, peneliti menyimpulkan bahwa rancangan materi dapat diterima dan sudah sesuai dan dapat diterapkan. Hasil tersebut ditunjukkan dari sajian data statistic deskriptif di mana nilai total rata-rata adalah lebih dari 4 (empat). Namun demikian, perbaikan masih tetap dilakukan untuk menyajikan suatu rancangan materi yang lebih baik.
CHAPTER I INTRODUCTION
To reveal a thorough discussion of the main problems of the research, the researcher presents several important points. Systematically, chapter one elaborates the background of the study, problem formulation, problem limitation, objectives of the study, benefits of the study, and definition of terms.
A. Research Background
Writing is primarily a social activity. People write mostly for communicating with others. When they write something, it means that they try to communicate what they are thinking to others. Hayes (2000:12) says that what people write, how they write, and whom they write to are shaped by social convention and by their history of social interaction. It means that when they write something, to express what they are going to tell about, they consider about whether the audience is familiar to them or not stranger. That will also influence the way they convey the message to the audience, such as to choose the proper form of the writing so that the message can be revealed by them well.
enable the students to use the writing as an instrument of discovery, speculation, and learning in their lives.
Raimes (1983:1) states three advantages of writing activity for the students. First, writing reinforces the grammatical structures, idioms, and vocabularies learnt before. When writing, students unconsciously challenge themselves to make use of various vocabularies and idioms to make their writing clearly-understood. In thus regard, they do exploration in finding the right word and the right sentence to express their ideas. Likewise, this activity also facilitates the development of their grammar.
Second, when the students write, they also have a chance to be adventurous with the language, to explore what they have just learnt. Moreover, in the writing process, the students are challenged to explore information kept in their mind and make it out into their writing. They also learn how to organize their ideas into a coherence piece of writing. Overall, writing activity may improve their way of thinking.
Third, when they write, the students necessarily become very involved with the new language. They try as many efforts as possible to express their ideas. They use facial expression such as the constant use of eye when they write, in order to express their ideas. They also use their hands to reinforce their ideas so that they can express it well.
experience when doing Praktek Pengajaran Lapangan (PPL) in SMKN 2 Depok Sleman showed that the students there had lack of chances to explore their writing skill. They rarely had time to think more about any prompt and to transfer their responses of the prompt into their writing. This happened because the focus of the English lesson itself was not merely on writing but all skills including all aspects of the language learning, such as grammar, speaking, reading, and listening. However, sometimes their improvement on writing skill, including their thinking process, seemed to be neglected. They had limited time and chance to explore more about what was in their mind about the lesson taught, and limited media to express and record their thought, opinions, responses, or reflections to what they learnt. Hence, when the students were involved in the writing activities, they would use most of the time just wondering about the correct form of their writing or even formulating their ideas as exactly the same as the model given. Those things obstructed their improvement in writing skill because unconsciously, they would reduce the time and attention of expressing the ideas and thoughts to write. Whereas, when they were doing practices in writing they are also indirectly gathered with the forms of writing that had been taught before. Besides, they would be also gathered with the vocabularies when they were trying to find out the proper words related to what they were writing.
grammar, punctuation, and the mechanism of writing. Those made the students consider writing as a frightening activity.
Thus, there is a need to provide the students more time and chance to think and write more including the challenging materials to support their learning. The fundamental consideration is that a teacher need to find the suitable strategy to cover all things aimed at the improvement of the students’ writing. When an appropriate strategy and materials are given to the students, they may improve their writing skill as well as their grammatical knowledge. Therefore, the researcher chooses expressive writing that is considered as low-stakes-writing to be adapted in the materials development so that students may explore their ideas and all expressions to be written in their writing.
One good strategy that represents low-stakes writing assignment is using a journal (Vacca and Vacca, 2000:226). Journal writing is closest to natural speech, and writing can flow without self-consciousness and inhibition. It is a safe strategy to practice writing in day-to-day basis because it is less formal and less threatening. The journal is also a mean for the students to “talk” what is in their mind about a particular topic (Hopkins, 1999).
Journals are tools for growth through critical reflection, for it is not enough to observe and record experiences, but "equally important is the ability to make meaning out of what is expressed" (Clark, 1994:355). Journals provide time for the students to connect both new information given and what they have already known into values or further thoughts they can formulate through journals.
For teachers who teach English as a Second Language (ESL) or as a Foreign Language (EFL), this activity helps them to understand about their students’ ability in the new language as well as their interests and needs. With increased understanding comes the possibility of helping learners to adjust more fully to the teaching-learning situation, to the new language and for those in an ESL setting, to life in a new culture (Hiemstra, 2002). Besides, teachers can also find their students’ grammatical weaknesses through their journal writing as consideration of further learning on grammar section.
B. Problem Formulation
Considering the previous explanation above, the researcher conducts this research to answer questions stated as follows:
2. What does a set of instructional writing materials incorporating journal writing for the eleventh grade students of SMKN 2 Depok Sleman Yogyakarta look like?
C. Problem Limitation
The problems to discuss in this study are limited to designing and presenting a set of instructional writing materials incorporating journal writing for the eleventh grade students of SMKN 2 Depok Sleman Yogyakarta. This research intends to help the students increase greater competence in writing in challenging and enjoyable way. Besides, this research is about designing the materials and is not meant to be developed into experimental research.
Using journal supports students’ personal interaction with course materials. It helps the students to generate ideas, write predictions, and arouse curiosity about topic to be learnt. Moreover, journal also encourages them to record thoughts and feelings in response to what they have read (Vacca and Vacca, 2000:226). Therefore, the researcher attempts to develop a set of writing materials by emphasizing the use of journal writing. Journal writing challenges the students to have frequent time to write and express their thoughts, reactions, responses, feelings, and experiences so that they can gradually improve their writing skill through the meaningful process.
but most of all invite them to have regular writing. By doing this, it is hoped that writing will not be considered as difficult but interestingly challenging.
The materials developed in this research are intended to facilitate the students and encourage them to discuss, listen, comment, share, read, give opinion, response, and engage them into the language. There will be also prompts to facilitate the students having themes for their writing so that the students will not be confused with what they are going to write.
D. Research Objectives
Considering the formulation of the problems, there are two objectives to be obtained. They are stated as follows:
1. To find out how is a set of instructional writing materials incorporating journal writing for the eleventh grade students of SMKN 2 Depok Sleman Yogyakarta designed.
2. To present a set of instructional writing materials incorporating journal writing for the eleventh grade students of SMKN 2 Depok Sleman Yogyakarta.
E. Research Benefits
1. for students of SMKN 2 Depok Sleman Yogyakarta
Students of SMKN 2 Depok Sleman will be provided with a set of instructional writing materials incorporating journal writing based on the result of the research. The set of the materials provides chances and activities to think and write more so that it may challenge the students to improve their writing skill as well as engage themselves with the language.
2. for the English teachers of SMKN 2 Depok Sleman Yogyakarta
The English teachers will be provided with a set of instructional writing materials incorporating journal writing that can be considered as good alternative for the materials and sources for the teaching.
3. for the researcher
The researcher, who is a student of English Education Study Program, will get many benefits because she has to learn how to design instructional materials concerning developing students’ writing skill by incorporating journal writing. 4. for further researches
The result of this research can be as a starting point to conduct another research about English for Senior High School because the materials designed still needed evaluation.
F. Definition of Terms
1. Instructional Design
Banathy (1976:16) defines instructional design as “any interaction between the learner and his environment through which the learner was making progress toward the attainment of specific and purposed knowledge, skill, and attitude”. Moreover, Gagne and Briggs (1978:18) offer another definition as follows:
“…… designing an instructional system is the construction of an-over arching framework for accomplishing whatever variety of learned outcomes the course (or curriculum) intends. The design of such an instructional system is drown from the accumulated wisdom contained in teaching models, learning theory and other relevant discipline and experiences. The purpose of an instructional system, however, is to provide the necessary means for achieving all the types of outcomes called for in the curriculum or course being considered”.
In this research, instructional design is defined as the whole process of developing instructional materials and the activities involved in order to provide better learning for the students incorporatingjournal writing.
2. Instructional Materials
Richard and Rodgers (2001:29) define that instructional materials can provide detailed specifications of content, even in the absence of syllabus. Richard and Rodgers give guidance to teachers on both the intensity of coverage and the amount of attention demanded by particular contents of pedagogical tasks. In this research, similar to Richard and Rodgers, instructional materials focus on the discussion and all things that are going to be taught and learned.
3. Writing
that includes what happens before the students writes(pre-writing) and what happens after the students write(post-writing). During the process, the students think, feel, and experience as they produce a piece of writing. That is why the process becomes more important than the final product because the students will learn more from the process itself.
4. Journal Writing
A journal is a record of thoughts about your learning within a course or professional setting. It is a written regularly over a specific period. In journals, we can draw on wider reading, describe events, experiences, and issues associated with a particular study and also analyze and reflect on them (Writing a Journal). Vacca and Vacca (2000:226) stated that journals are sometimes called learning logs. In this research, journal writing is an activity as facilitation for the students to express their thoughts, feelings, experiences, opinions to the prompts given. To help them express their thoughts, feelings, experiences, opinions to the prompts, the researcher will provide every single writing activity with particular guided theme.
5. Eleventh Grade Students of SMKN 2 Depok Sleman Yogyakarta
CHAPTER II
REVIEW ON RELATED LITERATURE
This chapter mainly discusses the review of related literature to support the research. There are two parts of discussion. The first part is Theoretical Description consists of brief discussion on some theories as the basis of the study. The theories discussed to establish the framework of the study. The second part is Theoretical Framework that summarizes all the major relevant theories for designing the materials.
A. THEORETICAL DESCRIPTION
There are four major issues underlie this study. Those are the issues on the nature of writing, Journal Writing, Instructional Design concept and the structure of language lesson in reflective teaching. Therefore, this section is divided into four parts. Each parts reviews the theories of the issues mentioned previously.
1. Writing
a. The Nature of Writing
what has already been taught. It means that writing is a way of separating thoughts from ourselves-making them a visible form outside our mind so that we can think about them and improve them. Moreover, according to Vacca and Vacca (2002:214), writing can be a powerful means of making sense of experience and constructing meaning. We can use writing to think, understand, and learn. Besides, writing also functions as an instrument of discovery, speculation, and learning in the lives.
From all the definitions above, writing is an active process of transferring the thoughts, reactions, experiences, and ideas in our mind to a visible form that can be learnt and understood by both others and ourselves.
To teach writing skill, teacher must be able to create the situation where the students have more time to write what is in their mind related to issues being discussed as well as to provide them with suitable materials and themes needed. In this point, writing skill acquires to expressively jot down thoughts relevant to the prompts or themes given as they learn their particular language features. That is why practice writing using journal is needed in acquiring an excellent writing skill.
b. The Writing Situation
Thus, all writing situation can be described as this simple diagram: topic
writer text reader form of
writing
The central level of the diagram (writer Æ text Æ reader) describes the basic process of written communication. The writer produces the information or message in form of text, and the reader interprets and understands it. In order for this to happen, however, both the writer and the reader have to share the same knowledge, the topic being discussed and the form of writing or the text.
In this writing practice, the students as the writers are challenged to communicate their personal “voice” toward the prompts in form of texts they write in their journal so that the messages can be delivered to the reader. It is hoped that through writing their journals, they can express their thoughts creatively and in the same time understands grammar and vocabulary as well.
c. The Forms of Writing
In the following discussion, Scholes and Comley (1985:8-12) suggest ten basic forms for writing categorized in three orientations.
1) Writer-oriented Forms
observation, and documentation. Thus, writing is considered as a way of thinking as well as a means of communication, and the one who thinks is us. This personal writing can be easier accomplished if we understand the personal forms of writing and understand well our own feeling and values. There are two forms of writing that are writer-oriented:
a) Expression
This form most concerns about the feelings or thoughts of the writer. Jotting down what is in our mind into words can make us feel better and understand more about ourselves. Besides, practices in expressive writing allow us to extend and grow our thoughts. Most of our writings are for others to read but written expression is for us.
b) Reflection
Reflection is so much different with expression. When we write reflection, we do not simply write subjectively about ourselves, but objectively as well. It means that we need perspective to look back some previous self-aimed to find out significance in the events of our own lives.
2) Reader-oriented Forms
Forms of writing that are reader-oriented focus the writing on the principle of paying attention to the reader. There are two forms of reader-oriented forms:
a) Direction
must focus on the reader and present procedures that do not make any confusion to the reader.
b) Persuasion
Reader is also the major point in persuasion. However, persuasion is designed to produce a want or to motivate an action. Thus, persuasion is closely related to emotion of the reader.
3) Topic-oriented Forms
Topics given in topic-oriented forms are presented to the reader for the sake of informing or for thoughtful consideration. There are six major types of topic-oriented forms:
a) Narration
Narration is a form of writing shared by a creative writer who invent the events to be narrated and a reporter or researcher who seeks to record or recovers some actual events. From practice in narration, we learn how to manage time, organize language as well as to capture and display the events.
b) Description
In description, we manage an object or scene and capture it in language. We organize the detail of the object or scene to be described in most effective way.
c) Classification
d) Argumentation
Argumentation is different with persuasion. It is aimed to clarify a topic rather that to move the reader. It functions to make the reader see about a particular way or view rather than to make the reader do action.
e) Analysis
Analysis is about both how to observe and how to write what have been observed. It involves how to see things separately and see how those things related each other.
f) Synthesis
In synthesis, the writer develops a thesis using the structure of an argument and the data provided by the researcher of the analysis.
From the explanation above, it is concluded that practice writing through journal implements writer-oriented forms that concerns about expressions and reflections. Practically, most of the topics for journal entries given to the students will be about their expressions to the issues and their reflections about the materials learnt. This practice writing aims to give the students time or chances to be creative writers and let them write expressively that nothing can inhibit them.
d. The Concept of Writing
concept of writing. Each theory has been adopted, are appropriately translated into methodologies, and applied in the classrooms. However, according to Raimes as cited by Hyland (2003:2), it would be wrong if each theory applied separately and use it as a replacement of one theory to another. They are more treated as complementary because they tend to be overlapped when they adopted into the class because of the real complexity of writing. He states seven focuses of the theory. Those focuses are: 1) Language Structures
In this focus, writing is seen as a product. It concerns about the formal text or grammatical features of a text. The way it marked is from how good the students reproduce and manipulate the models provided by the teachers. The result of writing can be considered as an extension of grammar because it tends to require the students to produce well-formed sentences and emphasizes good writing as the demonstration of not only knowledge of lexical and syntactic but also the rules used to create the texts.
2) Text Functions
An important principle in this focus is to relate structures to meanings. It means that particular language forms will perform certain communicative function so that the students can be taught language functions that most relevant to their needs. This focus is sometimes called as “functional approach” and used for preparing the students about academic writing.
One purpose of this topic is to help the students develop effective paragraphs through certain topic sentences and supporting sentences and to understand different types of paragraphs. Moreover, this facilitates the students to produce sentences and develop them into paragraphs according to certain patterns given.
3) Creative Expression
This orientation aims to foster the L2 students’ abilities in expressing certain topics, and to encourage them to produce their opinions spontaneously. Thus, writing is considered as a creative act of self-discovery that helps the students generate their self-awareness of writers’ social position and literate possibilities (Friere, 1974) as well as facilitate “clear thinking, effective relating, and satisfying self-expression” (moffett, 1982:35).
urges the teachers to respond to their views or opinions they produce rather than dwell on formal error (Murray, 1985).
4) Writing Process
This process approach emphasizes the writer as independent producer of text, and concern about what the teacher should do to help the learners perform a writing task. It deals with cognitive processes that concern on students’ abilities to plan, define a rhetorical problem, and propose and evaluate solutions. Flower and Hayes (1981) as cited by Hyland (Hyland, 2003:11) provide a model of writing processes that is not linear, but recursive, interactive, and potentially simultaneous. The model of writing consists of planning, drafting, revising, and editing. The explanation of the model of processes can be described as follow:
Figure 2.1. A Process Model of Writing Instruction
Those processes above are interactive and do not happen in a neat linear sequence. It means that the writer can jump at any point backward or forward to any of the activities.
Selection of topic: by teacher and/or students
Prewriting: brainstorming, collecting data, note taking, outlining, etc. Composing: getting ideas down on paper
Response to draft: teacher/peers respond to ideas, organization, and style Revising: reorganizing, style, adjusting to readers, refining ideas
Response to revisions: teacher/peers respond to ideas, organization, and style
Proofreading and editing: checking and correcting form, layout, evidence, etc.
Evaluation: teacher evaluates progress over the process
Publishing: by class circulation or presentation, notice boards, websites, etc.
5) Content
This fifth point of theory focuses on what the students are required to write about. Naturally, this includes some topics or themes related to some interests and subjects matters that the students will deal with. Students will have some knowledge and information about those themes and topics and will be able to write expressively about all those themes given. However, it can be quite difficult for students who are not quite familiar with those themes or topics to write about them. However, this can be a good way to encourage the students to think more about particular topics.
Teachers can be a facilitator who will help the students to attain knowledge of topics and vocabularies to write a good text. For lower levels students, teachers may provide themes and topics including some information related to those themes in order to facilitate them with the materials for their writing. Meanwhile, for more advanced students, teachers may challenge the students to collect and share the information of themes before they compose their own writings.
content orientation writing has a close relation with reading that provides efficient texts for the students as the basis for their own writing.
Krashen (1993) as cited by Hyland (Hyland, 2003:17) says that researchers suggest a successful writing practice should be supported by extensive reading. Importantly, reading provides students rhetorical and structural knowledge they need to develop, modify, and activate schema, which are invaluable when they are writing. In other words, extensive reading equips a great deal of important knowledge of conventional features of the texts, such as grammar, vocabulary, patterns organization, and so on.
6) Genre
Practice writing through journal that concerns about expressions and reflections, as clearly stated before, tends to focus on creative expressions and contents. Journal writing practice facilitates the students to be writers that aware of their social positions, to express clear thinking as well as to satisfy their self-expressions. Meanwhile, content is focused as well. Content includes the topics or themes that will guide the students to have clear guidelines about what to write in their journals. For the students, they will be facilitated by some information related to issues will be discussed in order to provide them the materials for their writing. Hence, an extensive reading will also included in the materials in order to equip the students some important knowledge about grammar, vocabulary, and pattern organization.
2. Journal
understanding of ourselves through recording, clarifying and organizing of our personal experiences and our innermost thoughts.
Many writers as stated by Stanley (1988:3) says that a way to write day-to-day experiences, observations, and responses to life as directly, honestly, and completely as possible, without being excessively concerned on effects of what is written to others, is what is called a journal. It is also said that a journal is a daily record of one’s life. In a journal, we may write about responses and self-expressions to events, people, and things without fear of offending anyone and being harshly judged by other people. We may also focus on the journal with experiences and perceptions of the world outside, details of observations, ideas, questions, notes, and reflections on what have been learnt or discussed from listening practice or someone writing. Moreover, we can use a journal as a record of a lecture or a reaction of a reading assignment that can develop our thoughts as a students or a writer.
Stanley (1988:4) says further that a journal for many writers acts as a means of testing themselves in its argument with the world. In journal entries, we can express confusion, disillusionment, curiosity of peculiar shapes of daily experiences. From what have been written in the journal, we may know something about ourselves and our perception that have never been realized before.
a) Journal is a Way to Generate Ideas
period of time. When we are writing on a journal, we unconsciously develop our pattern of feeling or thought that reveal us in the act of resolving some personal conflict and perceiving a subject in a new way. It means that journal entries can indirectly expose us. But how should we start our journal and what to write as the first entry? Often, in starting a journal, writers will focus more on the feeling of writing a journal or writing in general. They may also start the journal with introducing themselves or even simply by recording events of the day. In other words, starting a journal does not need to deal with something difficult to write but interestingly something that closely related to the students.
b) Journal as Low Stakes Writing
have already known - to what they are studying. Moreover, low-stakes writing engages the students to write more and think more because interestingly, low-stakes writing allows the teachers to increase the volume of writing that occurs in a class.
c) Maintaining a Journal
White (2001:357) says that Writing is a way to interact with the world to make better sense of it, and to discover how our deepest thoughts can come to life from poems, stories, and essays of all kinds. Most writers – not only people who write for a living, but also those who write because they like it and want to be good at it – believe that a useful tool to develop writing is a journal.
To keep the journal, we may use any kind of notebooks. However, the effective and easiest kind of notebook White (2001:358) suggests is a loose-leaf notebook. It can be effectively used to remove some private entries when the teacher asks to hand in the journal. It is also important to set aside a certain time during the day, three or four times a week, to write in the journal. One thing that should be kept in mind is that our own journal should reflect our tastes, personality, and our writing style through and through.
d) Journal Entries as Private Voice
no one around. This is not easily to do; however, we can test our thoughts and feelings as well as our ability to express them openly and directly by keeping the journal. Thus, our journal entries are our private voices, the honest and original expression of ourselves.
e) Discovering and Developing the Private Voice
We do not often know what we think until we write it down and, then, to express exactly what we think we need to find suitable word or words to best convey it. Looking for unexpected perceptions on something contrasted to other’s perceptions or even to ours can be one of new ideas of discovering the private voices. We may consider positive aspect of a subject as a negative or vise versa. The complexity of explaining those things gives us opportunity and challenges us to reveal the complexity of our own characters. By trying to be brief, at the same time, as detailed as possible in the words of our voices, we can avoid of overly imitating others.
We can use a phrase only to explain more than a sentence or even a paragraph because we do not want to waste words. On the other hand, we can use longer sentences to provide details to convey the uniqueness of our observations or experiences or feelings.
voices. Others may hope a particular thing for us to say but we can strive for our own voices, unaffected by others, though sometimes it is the opposite.
3. Reflective Teaching in Second Language Classroom
Richards (1996:113) says that lessons are events, which take place in particular setting and normally involve two kinds of participants: the teacher and the students. Normally, lessons consist of recognizable kinds of activities. Therefore, lessons have a recognizable structure. They begin in particular way; they proceed through a series of teachings and learning activities; and they reach a conclusion.
In order to have effective lessons, a teacher should have plans to organize both the activities and the materials, which would be given to the students. A teacher needs to consider how lessons are organized into sequences and the momentum of the lesson is achieved. Richards calls it as structuring. There are four dimensions of structuring called opening, sequencing, pacing, and closure. The description of each would be explained as follows.
a) Opening
Richards explains further that openings are used to set up an appropriate affective framework for learning and, to a lesser extent, to establish an appropriate cognitive framework. Therefore, openings of lessons can be used by the students, as the boundaries of the materials should be prepared and as the ideas of what to expect from the lessons.
b) Sequencing
The next step after describing the procedures of the lessons to focus the students’ attentions is that the teacher will analyze the overall goals of lesson and the content to be taught and then plans a sequence of activities to attain those goals (Richards, 1996: 118). Teacher need to consider the evolution between an activity and another within a lesson when dividing a lesson into sub-activities. According to Doyle (1986) as cited by Richards (1996:121), skilled teachers mark the onset of transition clearly, orchestrate transitions actively, and minimize the loss of momentum during the changes in activities. Thus, effective transitions help maintain the students’ attention during transitions times and establish a link among activities. c) Pacing
Some strategies a teacher should consider when concerning pacing a lesson, are using a variety of activities rather than spending the whole lesson on one activity, avoiding long explanation and instruction and letting the students get on with the tasks, setting a goal and time limit for activities, and monitoring the students’ performance to ensure that they have learnt sufficiently and efficiently.
d) Closure
Closure is another important part in structuring a lesson in which the teacher closes the lesson effectively. Closure brings to the conclusion parts of the lesson, which serve to (a) emphasize what have been learned in a lesson, (b) integrate and review the content of a lesson, and (c) prepare the students for further learning. Richards (1996:124) suggests some strategies, which can be used to end up a lesson. A teacher can summarize what have been covered in the lesson, review the key points of the lesson, relate the lessons to the lesson goals and also to the students’ real-world needs, and praise students for what they have accomplish during the lesson.
materials more or go on to the next activities without ignoring to monitor the students’ performance and achievement within the lesson. Then, after completing those three parts, a teacher will come to the ending part of a lesson, the closure, which provides the teacher chance to review the whole important points of the lesson. From these activities, the teacher may know better about the students’ achievement of the materials taught.
4. Designing Instructional Materials
In this section, the writer discussed some basic consideration in making the instructional material design. The writer discussed Kemp’s instructional design and Yalden’s instructional material design model.
The writer chose these two models because they have similar characteristics in the process of analyzing learning needs, goals, and developing the system to meet the learners’ needs. The models describes clearly all detail and systematic procedures about what a language program designer should do in order to develop the program from the very beginning step. These models are also flexible, meaning that the models could be applied to design either the general English program or an ESP program. Then the writer combined both of them to be designed model.
a) Kemp’s Instructional Design
1) Considering the goals and then list of topics stating the general purpose for teaching each topic.
2) Enumerating the important characteristics of the learners for whom the instruction is to be designed.
3) Specifying the learning objectives to be achieved in terms of measurable students behavioral outcomes.
4) Listing the subject contents to support each objective.
5) Developing pre-assessment to determine the students’ background and present level of knowledge about the topic.
6) Selecting teaching/learning activities and instructional resource that will treat the subject content so the students will accomplish the objectives.
7) Coordinating support service such as budget, personnel, facilities, equipment, and schedule to carry out the instructional plan.
8) Evaluating the learners’ learning in terms of their accomplishment of objectives with a view to revise and re-evaluate any phases of the plan that need improvement.
Kemp offers a flexible model. This is the strength of Kemp’s model. It lies on the existence of the concept of design and development that the process may start from any step then move back and forth to the other steps whenever the designer is ready. To make it clear, look at the figure below:
Figure 2.2. Kemp’s Model (Kemp, 1977:9)
b) Yalden’s Instructional Materials Design Model
designing the materials. The process of developing a language program covers seven stages as follows.
Stage 1: The Need Survey
This step is conducted to collect the information about the learners’ needs. This stage is paramount to do in order that the production of the purpose for the program can be realistic and acceptable.
Stage 2: Description of the Purposes
Description of the purposes is prepared in term of the characteristics of the students and the skill the students to entry to and on exit from the program. The formulation of purposes of the language will set up the basis of selecting or developing the type of syllabus.
Stage 3: Selection or Development of Syllabus Type
There are a number of syllabus types. However, there is no single syllabus type design is generally applied in any language program. The combination of various model can possibly applied.
Stage 4: The Proto-Syllabus
Stage 5: The Pedagogical Syllabus
The syllabus design contains teaching, learning, and testing as well. It is intended to provide the teacher with knowledge about the learners, the learners’ purposes of learning English, and to match this knowledge with suitable content and teaching techniques.
Stage 6: Development and Implementation of Classroom Procedures
In this stage, the teacher has to select the teaching techniques and the type of exercise. The communicative syllabus will give implication changes in the teacher’s roles. The teacher should tend to be a facilitator rather that a leader of the class. Moreover, the teacher also needs to prepare the lesson plans and schedules for the program altogether.
Stage 7: Evaluation
There are three major aspects to evaluate in this stage, namely the students, the teaching, and the program as well. The final performance of the students is needed to be evaluated whether it fits the purposes of the program.
Stage 8: Recycling
At this phase, the revision of the materials and teaching approaches is done if there id discrepancies between the purposes of the program and the students’ final performance.
Figure 2.3. Yalden’s Model of Language Development Program (1987:88)
B. THEORETICAL FRAMEWORK
This research aims to develop a set of Writing Materials. Hence, the discussion on theory of writing is considered important to give some points to be understood. The description on the nature of writing helps the researcher to choose teaching method and materials. The researcher adopt the view that writing is not merely about making a final product of writing itself, but widely about jotting down the thoughts, feeling, or reactions as well as developing the grammar.
The researcher finds out the writing activities of the eleventh grade students of SMKN 2 Depok Sleman Yogyakarta need to be developed into an active learning through an activity that allows the students to be the center of the practice and learning, creative and expressive writers, and to give more chance to write to have continued writing practices. Therefore, the researcher introduces an alternative strategy, writing using a journal, in order to accomplish the purposes previously stated.
Need survey
Select. of syllabus type
Prod. of proto- syllabus
Prod. of pedagogic syllabus
Dev. of classroom procedure
Evaluation
Revision
In designing the writing material for the eleventh grade students of SMKN 2 Depok Sleman, Yopgyakarta the researcher needs to adapt and combine both Yalden’s instructional design model and Kemp’s model. The researcher combines the three similar stages, namely description of purposes, evaluation, and revision. The researcher adapts four stages of Kemp’ model namely determining goals, topics, and general purposes, specifying the learning objectives, stating subject contents, and selecting teaching learning activities and materials. The researcher also takes two stages from Yalden’s model that could not be found in Kemp’s model namely needs survey and development and implication of classroom procedures. In brief, the researcher sets eight stages from combining and adapting the two instructional design models. The stages are (1) conducting need survey, (2)determining goals, topics, and general purposes, (3) specifying learning objectives, (4) listing subject contents, (5) selecting teaching learning activities and materials, (6) designing materials, (7) evaluating, (8) revising.
1) Conducting a Need Survey
2) Determining Goals, Topics, and General Purposes
This step is taken from Kemp’s models “Considering goals, list topics, and stating the general purposes”, the same as Yalden’s model “Description of Purposes”. The researcher decides the goals as the foundation for developing the writing materials for the eleventh grade students of SMKN 2 Depok Sleman Yogyakarta. After that, the researcher chooses the topics to achieve the goals. The topics will be chosen based on the result of the need survey. After all, the researcher will formulate the general purposes of each topic.
3) Specifying Learning Objectives
This stage is adapted from kemp’s model. After considering the purposes, the researcher will formulate specified objectives of the learning to be achieved in every meeting.
4) Listing Subject Contents
This stage is taken from Kemp’s model. In this stage, the writer lists the subject contents to be learnt by the students in order to achieve the objectives.
5) Selecting Teaching Learning Activities and Materials
6) Designing Materials
This step is adapted from Yalden’s models;” Development and implementation of Class Procedures”. This research aims to develop a set of materials and do not propose the materials to be implemented in the classroom. The designed materials will be designed based on the result of needs survey from the questionnaire distributed to the eleventh grade students of SMKN 2 Depok SLeman Yogyakarta and the interview results from an eleventh grade English teacher.
7) Evaluating Materials
The researcher adopts the eighth step of Kemp’s models and the seventh step of Yalden’s. It is a need to observe whether the designed materials best facilitate the learning. To do this, the researcher will distribute a questionnaire to three English teachers of SMKN 2 Depok Sleman Yogyakarta and 2 lecturers of English Education Study Program of Sanata Dharma University.
8) Revising Materials
The last step of the study is taken from both Kemp’s and Yalden’s models. The researcher expects to gain opinion, suggestion, and criticisms on the proposed material object to a revision. Those are used to review the learning objectives, subject contents, and teaching learning activities and materials in order to be best suitable to achieve the goal of the program. Finally, the final version of writing materials incorporating journal writing will be presented for the eleventh grade students of SMKN 2 Depok Sleman Yogyakarta.
Figure 2.4. The Writer’s Framework adapted form Kemp’s and Yalden’s Instructional Design Models
Conducting a need survey
Determining goals, topics, and
materials
Specifying Learning Objectives
Listing subject contents
Selecting Teaching Learning
Activities and Materials
Designing Materials
Evaluating the Designed Materials
CHAPTER III METHODOLOGY
In This chapter, there are six sections of discussion. The discussions are about research method, research subject and respondents, which describe method of sampling, research participants, research instruments that describe kinds of instruments, data gathering techniques describing method and techniques used to collect the empirical data, data analysis describing the ways to analyze the findings so as to answer the research problems, and research procedures that describe the illustration of steps in the research.
A. Research Method
Borg and Gall (1983:779) states that in developing an educational product using R&D approach, the researcher will often have certain questions that cannot be answered by referring to pertinent research. Therefore, he suggests the researcher to conduct one or more small-scale studies prior to developing the product.
5 selected steps The Researcher’s Model of R&D Cycle
Figure 3.1. R & D Cycle ( Borg and Gall, 1983) and the Writer’s Model
Through the explanation of each step of R & D steps, the researcher found out that there were the same purposes between the researcher’s steps and R & D steps in designing the materials. Furthermore, those steps could support each other to make
Step 1
Research and information collecting
Step 2 Planning
Step 3
Developing preliminary form of product
Step 4
Preliminary field testing
Step 5
Final Product revision
Step 1 Needs Survey
Step 6 Designing Step 5
Teaching learning activities and materials Step 4
Subject contents Step 3
Learning Objectives Step 2
Goals, topics, and materials
Step 7 Evaluation
the designed materials. It could be concluded that the writer’s framework and R & D framework were match each other.
B. Research Respondents
There were two groups of this survey. The first group was involved in pre-design survey intended to gain information about the learners’ needs. The second group was involved in post-design survey intended to gain feedback on the proposed materials design in order to revise the materials to be best facilitated the learners’ needs.
1. Respondents of the Needs Survey
To collect the data for the needs survey, the researcher involved the eleventh grade students of SMKN 2 Depok Sleman Yogyakarta by distributing a questionnaire. It was because the course program was designed based on their needs and interests.
2. Respondents of the Evaluation Survey
The researcher designed the writing materials based on the learners’ needs analysis. Nevertheless, the proposed materials needed to be evaluated by the qualified and competent respondents in order to present the final version which best facilitated the students’ needs and interests. Therefore, there were two kinds of respondents. a. English Teachers of SMKN 2 Depok Sleman.
in the teaching learning situation. Thus, the researcher wanted to involve them as the interviewees in pre-design survey to gain as many information as possible through informal interview in order to find out the students’ needs based on their opinions. Furthermore, the reseacher also distributed a questionnaire in order to gain evaluation, suggestion, and judgment for the proposed materials.
b. Lecturers of English Education Study Program
Lecturer who teaches related to the research such as Language Teaching Methodology, Language Teaching Strategies, Curriculum and Material Development, Instructional Design, and teaching writing were also chosen to be the respondents of this research. Thus, the researcher distributed the second questionnaire to two lecturers of English Education Study Program of Sanata Dharma University intended to obtain evaluation for the proposed materials. The description of the respondents of designed materials evaluation is presented in table 3.1.
Table 3.1. Description of the respondents (blank) Sex Educational
Background
Teaching Experience (in years)
F M D3 S1 S2 S3 1-5 6-10 11-15 > 16
English teachers
English lecturers
C. Research Setting
some lecturers of the university. This research was also conducted for the eleventh grade students of 2008 academic year.
D. Research Instruments
According to Ary, Razavieh, and Jacobs (1979), research instrument can be used to obtained information concerning facts, beliefs, intentions, and so on. Tehrefore, the researcher used instruments for getting the information. There were two kind of instruments used in this research. They are as follows.
1. Questionnaires
The research used two questionnaires as the main instruments to obtain data from appropriate and qualified respondents. Questionnaires were considered more efficient and practical for this research. They took less time compared to interviewing each respondent.
The first questionnaire was used to obtain information about the learners’ needs, interests, and characteristics. According to Ary et. al. (1979), survey instruments have two basic types of questions namely open-ended questions and close-ended questions. The first type is used when there are a great number of possible answers and those answers could not be predicted. The second type is used when all the possible and relevant responses to a question can be specified and they are limited.
questionnaire was written in Bahasa Indonesia, so that the respondents would not find any difficulties in answering the questions.
The second questionnaire was used to gain evaluation and opinions of the proposed designed materials. It was used as the basis of revising and evaluating the designed materials. The questionnaire was divided into two sections. In the first section, the researcher used Likert-type items. The respondents responded each statement provided by choosing responses from “strongly agree” to “strongly disagree” with the range of 1 to 5. for the second section, the researcher used open-ended questions that required written answers.
2. Interview
An interview is conducted to obtain information by actually talking to the subject (Selinger and Shahomy, 1989: 166). In other words, an interview was a sense of oral questionnaire. In this research, interview was conducted in order to gain further information about the learners’ needs, which was not covered in the first questionnaire.
E. Data Gathering Technique
the writing materials. After designing the materials, the researcher distributed the second questionnaire to three of English teachers of SMKN 2 Depok Sleman Yogyakarta and two lecturers of English Education Study Program of Sanata Dharma University. The second questionnaire was intended to gain feedback on the proposed materials in form of suggestions, opinions, and ideas. The evaluation would be the basis for making the final revision of the instructional writing materials design.
F. Data Analysis Techniques
The data were attained from the questionnaire and interview. The first questionnaire distributed to the eleventh grade students of SMKN 2 Depok Sleman Yogyakarta containing some data about the students’ interests in learning writing, the topics and activities they were interested in, and difficulties in learning writing. The data from the questionnaire was calculated using the formula as follows:
n x
N = × 100%
Note:
N : The percentage of expected opinion from the students x : The number of students who choose a certain answer n : The total number of the students
and asking the second group respondents to point out those statements whether they are strongly agree, agree, undecided, disagree, or strongly disagree ( Ary et al., 2002:224). The five points of agreement which were used to assess the respondents’ opinion will be presented as follows:
Table 3.2: Points of Agreement on the designed materials
Points of Agreement Meaning
1 Strongly disagree
2 Disagree 3 Undecided 4 Agree
5 Strongly agree
The data were analyzed to find out the average of all scores in a distribution namely mean. The mean was found by adding all the scores and dividing by the number of the respondents. The respondents’ opinions on the designed materials were presented in table 3.3.
Tabel 3.3. The Results of the Second Questionnaire (Blank) No Respondents’
Opinions
Frequency of the Point of Agreement
N Central Tendency
1 2 3 4 5 Mn
The average points or means are calculated using this formula:
n x x=
∑
Note:
x : the average point
∑
x : the sum of all scores N : the number of respondentsG. Research Procedures
There were some procedures to conduct this research. The procedures in this research were as follows:
1. Preparing a questionnaire and interview for the learners’ needs analysis.
2. Distributing the first questionnaire to eleventh grade students SMKN 2 Depok Sleman Yogyakarta to gather information about their needs, interests, and characteristics and interviewing an eleventh grade English teacher to gain more information that was cont covered in the questionnaire.
3. Classifying the respondents’ answers by grouping similar answers.
4. Developing the writing materials incorporating journal writing based on the need survey results.
6. Analyzing the results of materials evaluation survey.
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
This chapter presents four major parts. The first part presents the elaboration of the stages in designing the materials. The second part presents the findings of the designed materials evaluation. The third part discusses the revision process on the designed materials based on the respondents’ evaluation. The last part presents the final version of the designed materials.
A. Elaboration of Stages in Designing the Materials
In designing the materials, the researcher used some stages. The design models used in this study covers eight stages resulting from the combination and modification of the instructional design model of Kemp’s and Yalden’s. Those stages were used as the main answer to the first question stated in the problem formulation. The explanation of those stages is presented as follows.
Stage 1: Conducting a Need Survey
and conducted an interview with an English teacher from the school to clarify the information that was not covered in the questionnaire. The result of the questionnaire and interview are presented as follows.
a. The data from the Questionnaire
The questionnaire was distributed to 32 eleventh grade students of Teknik Gambar Bangunan Class (TGB) of SMKN 2 Depok Sleman Yogyakarta. The researcher used closed-form questionnaire. In answering the questionnaire, the students simply crossed the appropriate answer or answers that represent their actual situation. The table of the result of the needs survey is presented in appendix E.
Some major points, which were needed as the basis for designing the materials, were explained in the result of the questionnaire presented in appendix E. The first question of the questionnaire asked the students whether they like writing or not (
