40 learning. The teachers said that the students, while watching English movies,
forgot what the purpose of it. They only focused on watching English movies and they still could not learn from the movies. The teachers also had difficulties in
using English movies. They could not manage the time well because the movies took a lot of time. Yet, the teachers agreed that English movies could stimulate
the students in learning process.
g. The syllabus used by the teacher related to the students’ achievement
The teachers realized that the syllabus used by now had not fulfilled the students’ needs yet. The teachers said that they still adapted the syllabus, they did
not produce their own syllabus and it influenced to the student’s achievement because the syllabus did not meet the students’ needs.
h. Teaching-learning activities preferred by the students
One of the teachers tended to use games in teaching English writing in order to increase the students’ curiosity. Both of the teachers also believed that
the students did not like learning activities which were monotonous.
2. Planning
After the data was gathered, planning was developed. Planning consisted of 3 main steps. First, the syllabus was created. Second, topics, competency
standard and basic competencies were explained. Third, the indicators of learning were presented.
a. The Syllabus
Based on the data gathering, the writer decided to create a new syllabus that would be able to fulfill the students’ needs. In developing the syllabus, the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
41 writer dealt with the curriculum used by Sang Timur senior high school named
Kurikulum Tingkat Satuan Pendidikan 2006 KTSP.
b. Topics, Competency Standard and Basic Competencies
The skill that was developed from this research was writing. The materials were developed based on the topics. The topics were explored from the
competency standard and basic competencies from KTSP. The materials consisted of four units.
Table 4.1 Topics, Competency Standard, and Basic Competencies
Unit Topic Competency
Standard Basic
Competencies 1
Telling a Story To express the meaning of
short functional written text and simple essay in form of
recount, narrative, and procedure in the context of
daily life. To express the meaning and
rhetorical steps accurately, fluently, acceptable by using
various written languages in the context of daily life in
form of recount, narrative, and procedure.
2 Tell Us
about Your Interesting
Experience To express the meaning of
short functional written text and simple essay in form of
recount, narrative, and procedure in the context of
daily life. To express the meaning and
rhetorical steps accurately, fluently, acceptable by using
various written languages in the context of daily life in
form of recount, narrative, and procedure.
3 Describe It
To express the meaning of short functional written text
and simple essay in form of narrative, descriptive, and
news item in the context of daily life.
To express the meaning and rhetorical steps accurately,
fluently, acceptable by using various written languages in
the context of daily life in form of narrative, descriptive,
and news item.
4 World News
To express the meaning of short functional written text
and simple essay in form of narrative, descriptive, and
news item in the context of daily life.
To express the meaning and rhetorical steps accurately,
fluently, acceptable by using various written languages in
the context of daily life in form of narrative, descriptive,
and news item.
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Table 4.2 The Units, Topics, and Indicators
Unit Topic Indicators
1 Telling a
Story •
Students are able to identify the structure of the Simple Past Tense
• Students are able to use the Simple Past Tense
correctly •
Students are able to mention the example of narrative text
• Students are able to obtain moral value from the
narrative text •
Students are able to identify the generic structure of narrative text
• Students are able to identify the language features
commonly used in narrative text •
Students are able to produce narrative text 2
Tell Us about Your Interesting
Experience •
Students are able to identify the structure of the Past Continuous Tense
• Students are able to use the Past Continuous Tense
correctly •
Students are able to mention the example of recount text
• Students are able to obtain information from the
recount text •
Students are able to identify the generic structure of recount text
• Students are able to identify the language features
commonly used in recount text •
Students are able to produce recount text 3 Describe
It •
Students are able to use Adjective Order correctly •
Students are able to identify the generic structure of descriptive text
• Students are able to identify the language features
commonly used in descriptive text •
Students are able to produce descriptive text 4 World
News •
Students are able to use the Modal present past correctly
• Students are able to identify the generic structure of
news item text •
Students are able to identify the language features commonly used in news item text
• Students are able to produce news item text
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3. Developing Preliminary Form of Product
