57 6. In the Independent construction and Linking Related Text, the generic
structure could not be seen. The students should see it in their own work. 7. Besides the lesson plan, a teacher’s guideline might be provided to give
instructions for the teacher. 8. For the lesson plans, the terms of pre activities, while activities, and post
activities were not in line with the steps of the genre approach. Another teacher might be confused reading the lesson plan because they did not go
hand in hand. 9. The sources of the materials were questionable.
5. Main Product Revision
In main product revision step, the designed materials would be revised in order to improve the materials to make the materials better. Finally, the final
version of the designed materials would be presented and ready for the operational use in the schools.
The revisions were based on the evaluators’ suggestions and criticism as follow:
1. Giving more various activities in each unit In each unit, it would be given more various activities. It functions to
prevent monotonous activities. Hopefully, the students would not be bored and the teaching learning activity becomes the enjoyable one.
58 2. Revising the examples of the text
For the examples of the text, it would be revised to give vocabulary difficulties level which were relevant to the students’ age and grade. It would
improve their English vocabulary. 3. Revising the writing tasks
The writing tasks asked the students to write the same writing as the example. Hence, it would be revised by asking the students to write different
writing with the same genre in each unit. 4. Adding the generic structure in the Independent construction and Linking
Related Text Since in the Independent construction and Linking Related Text did not
display the generic structure of the texts, it would be added so that the students really understand what they write.
5. Providing a teacher’s guideline Firstly, the researcher did not provide a teacher’s guideline. Therefore, it
would be provided a teacher’s guideline besides the lesson plans to give instructions for the teacher.
6. Revising the lesson plans Since in the lesson plans used the terms of pre activities, while activities,
and post activities which were not in line with the steps of the genre approach, the lesson plans would be revised into genre approach terms Building the Context,
Modelling and Deconstructing the Text, Joint Construction of the Text, Independent Construction of the Text, and Linking Related Texts.
59 7. Revising the sources of the materials
Since the sources of the materials were questionable, it would be revised to provide good information.
B. Discussion of the Designed Materials
This part answers the second question of the problem formulation. After conducting the revision and improvement of the designed material, the final
revision on the designed materials was presented. The full version of the designed materials could be seen in Appendix D.
The designed materials consist of eight units as follows: 1. No Drug
2. Earthquake 3. Legend
4. Food 5. Advertisement
6. Historical Story 7. Funny Story
8. Rubbish Each unit consists of five parts. First, Building the Context, aims at
brainstorming the students’ prior knowledge of the topic given. Then, the students are introduced to the communicative purposes, generic structure, and language
features of the text that would be given. Second, Modelling and Deconstructing the Text, involves sample of text related to the certain genre and topic which are
