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
60 intended to provide examples of good composition. After that, the students decide
the generic structure and language features of the given text using the guiding questions. Third, Joint Construction of the Text, enables the students to decide
their main points of their composition. Fourth, Independent Construction of the Text, gives opportunity to the students to compose their composition based on the
outline, diagram, or chart in the previous activity. Then, students give comment and correction by exchanging their composition with their friends. Last, Linking
Related Texts, aims at improving students’ composition. The students also reflect all the activities done and compare the text with another kind of text.
The materials
were designed for a year two semesters with the time
allocation is thirty six contact hours. Each unit needs merely four contact hours and each contact hour consisted of 45 minutes. They were designed based on the
English syllabus of SMA N 1 Depok. In the first meeting, the activities includes Building the Context, Modelling and Deconstructing the Text, Joint Construction
of the Text, and Linking Related Texts. Then, the second meeting of each unit consists of Building the Context as a review of the previous meeting, Independent
Construction of the Text, and Linking Related Texts.
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CHAPTER V CONCLUSION AND SUGGESTIONS
This chapter presents the conclusion and the suggestion of the study. The first part, conclusion, concludes the problems stated in the problems formulation.
First is to find out how the English writing instructional materials based on genre- approach for eleventh grade students of SMA N 1 Depok are designed. Second is
to present the instructional materials. Besides, the conclusion part concludes all the findings of the study. The suggestion part includes the recommendation for the
English teachers of SMA N 1 Depok and for the other researchers.
A. Conclusions
As stated in the problem formulation, this study aims at finding out how the English writing instructional materials based on genre approach for eleventh
grade students of SMA N 1 Depok are designed and presenting the instructional materials. Therefore, the first problem related to the steps of designing the
instructional materials based on genre approach for eleventh grade students of SMA N 1 Depok and the second problem concerns with the presentation of the
designed materials. To answer the first question, this study adapted Kemp’s Instructional
Design Model, Yalden’s Instructional Design Model, and R D method to design the materials. There were several steps conducted in this study. The first step is
Research and Information Collecting. In this step, a need survey was conducted to gather information related to the study. The second step is Planning. In this step,
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