50
Table 4.3 Continued UNIT TOPIC
INDICATORS 7
Funny Story story.
Students are able to make draft of spoof text Students are able to give comments, suggestion,
and correction of their friend’s work Students are able to revise their composition
8 Rubbish
Students are able to list their thought about certain topic
Students are able to identify the generic structure of a hortatory exposition text
Students are able to make an outline about certain topic.
Students are able to make draft of hortatory exposition
Students are able to give comments, suggestion, and correction of their friend’s work
Students are able to revise their composition
3. Develop Preliminary Form of Product
After deciding the goals, general purposes, topics, and learning objectives, the researcher decided the subject contents and teaching learning activities and
resources as the base of developing the instructional materials.
In this stage, the researcher specified the subject contents that are related to the theories that supported teaching English writing using genre-approach. The
reseacher divided the subject contents into five parts in each topic. The explanation of each part is as follows.
51 a. Building the Context
In this step, the students are introduced to a topic through pictures and discussion. Afterwards, the students are introduced to the communicative
purposes, generic structures, and language features of certain genre being studied. This step not only enables students to interact with their friends, but also with
their teacher. It builds social relationship between them. b. Modelling and Deconstructing the Text
The next step is Modeling and Deconstructing the Text. The students decide the generic structures and language features of given text. The students
also arrange jumbled paragraphs into a good text before they decide the generic structure and language features.
c. Joint Construction of the Text In this step, the students begin to create text. The students create a simple
outline, diagram, or chart related to the topics. This step will guide the students in composing their composition in the next step.
d. Independent Construction of the Text This step is the main activity. The students create their composition based
on the previous activity. The previous activity enables them to have the main points of their composition. In this step, the students develop their main points
into well - writing composition independently. e. Linking Related Texts
It is the last step. In this step, the students rewrite their composition based on the feedback given by their friends. The function of this step is to improve their
52 writing, review what they have learnt, and compare the text with another kind of
text. The next stage of developing this instructional material is deciding
teaching learning activities and resources. The activities are done individually, pair work, group work, and whole class discussion. The pair work and group work
increase the social relationship among students. The whole class discussion increases the social relationship between teacher and students. While in individual
activities, the students have the opportunity to develop themselves in writing. The resources of designing the instructional materials are taken from text
books, electronic book, electronic journals, World Wide Web, and article.
4. Preliminary Field Testing
