DESIGNING ENGLISH WRITING INSTRUCTIONAL MATERIALS USING ENGLISH MOVIES FOR SENIOR HIGH SCHOOL GRADE TEN A THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

     

DESIGNING ENGLISH WRITING INSTRUCTIONAL MATERIALS

  

USING ENGLISH MOVIES FOR SENIOR HIGH SCHOOL GRADE TEN

A THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

  By

  F. Aldhika Deinza Saputra Student Number: 06 1214 093

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA

  

2011

DESIGNING ENGLISH WRITING INSTRUCTIONAL MATERIALS

  i

  

USING ENGLISH MOVIES FOR SENIOR HIGH SCHOOL GRADE TEN

A THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

  By

  F. Aldhika Deinza Saputra Student Number: 06 1214 093

  

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2011 ii

iii

iv

  DEDICATION PAGE "It's My Life"

  This ain't a song for the broken-hearted No silent prayer for the faith-departed

  I ain't gonna be just a face in the crowd You're gonna hear my voice

  When I shout it out loud It's my life

  And it's now or never 'Cause I ain't gonna live forever

  I just want to live while I'm alive It's my life

  My heart is like an open highway Like Frankie said

  I did it my way I just want to live while I'm alive

  'Cause it's my life! This is for the ones who stood their ground

  For Tommy and Gina who never backed down Tomorrow's getting harder make no mistake

  Luck ain't even lucky Got to make your own breaks

  Better stand tall when they're calling you out Don't bend, don't break, baby, don't back down

  Bon Jovi This thesis is dedicated to: Bapak, Ibu, Papa, Mama, Deizvi, Veila, Luluk v

   

  

ABSTRACT

  Saputra, F. Aldhika Deinza. 2011. Designing English Writing Instructional

  

Materials Using English Movies for Senior High School Grade Ten . Yogyakarta:

English Language Education Study Program, Sanata Dharma University.

  Globalization has brought a valuable impact to education in Indonesia. English culture that has entered Indonesian culture in form of movies or videos could assist the process of English learning writing. The teacher can help the students by providing English movies and videos in the process of writing. Using English movies and videos in English writing will stimulate the students’ thought.

  It aims at increasing the students’ interest. Furthermore, applying English movies or videos in the class will give opportunities to the students to develop their ability in writing. In addition, the teacher should have the suitable and appropriate materials to support the learning process in writing class.

  Two problems were formulated in this study. The first problem was about how English writing instructional materials using English movies were designed. The second problem was what English writing instructional materials using English movies looked like.

  The researcher’s model adapted from instructional design by Kemp and Research and Development cycle were combined to answer those problems. There were: (1) Research and Information Collecting, (2) Planning, (3) Developing Preliminary Form of Product, (4) Preliminary Field Testing, and (5) Product Revision. The questionnaires were distributed to the students of SMA K Sang

  

Timur to meet the students’ characteristics and the interview with two English

  teachers of SMA K Sang Timur was conducted. The competency standard, basic competencies, syllabus, topic, and indicators were developed after data gathering. Task-Based Learning was applied in the designed materials. There were four types of activities applied in each unit that represented three cycles in Task-Based Learning by Willis. The activities were: (1) “Let’s Get Started” that represented the Pre-Task, (2) “Let’s Discuss It” that represented the Task Cycle, and (3) “Let’s Write” and (4) “Let’s Review” that represented the Language Focus. Evaluation was conducted by distributing the questionnaires to two English teachers of SMA K Sang Timur and three English lecturers of Sanata Dharma University. The English teachers’ and lecturers’ opinions, suggestions, and expectations were used to revise and develop the designed materials.

  The materials that were intended to the students of senior high school grade ten consisted of four units. In unit one, the students would learn about narrative text. The topic of unit two was recount text. The students would learn descriptive text in unit three. And the topic of unit four was news item. vi

  

ABSTRAK

  Saputra, F. Aldhika Deinza. 2011. Designing English Writing Instructional

  

Materials Using English Movies for Senior High School Grade Ten . Yogyakarta:

Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

  Era globalisasi telah membawa pengaruh yang baik bagi dunia pendidikan di Indonesia. Kebudayaan dari Inggris telah masuk ke dalam kebudayaan Indonesia dalam bentuk film atau video, yang mampu membantu proses pembelajaran menulis dalam Bahasa Inggris. Para guru dapat membantu para siswa dengan memberikan fasilitas film atau video dalam proses penulisan Bahasa Inggris. Penggunaan film atau video dalam penulisan Bahasa Inggris akan merangsang ide-ide atau gagasan para siswa. Penggunaan film atau video ini juga akan menarik perhatian para siswa. Lebih lanjut, penggunaan film atau video dalam Bahasa Inggris dalam kegiatan di kelas akan memberikan kesempatan bagi para siswa untuk mengembangkan kemampuan mereka dalam menulis. Namun, guru harus memiliki materi yang tepat dan cocok untuk mendukung proses pembelajaran.

  Ada dua rumusan masalah dalam penelitian ini. Rumusan pertama adalah bagaimana membuat seperangkat materi dengan menggunakan film dalam Bahasa Inggris. Dan rumusan kedua adalah seperti apa bentuk dari seperangkat materi tersebut.

  Model perancangan peneliti yang menyadur model perancangan dari Kemp digabungkan dengan R&D cycle berguna untuk menjawab dua rumusan masalah di atas. Ada lima tahap yang dilakukan dalam proses penelitian ini yaitu, (1) Penelitian dan Pengumpulan Informasi, (2) Perencanaan, (3) Pengembangan Produk, (4) Pengujian Awal Produk, dan (5) Evaluasi. Peneliti membagikan kuesioner kepada para siswa SMA K Sang Timur dan wawancara dengan guru Bahasa Inggris SMA K Sang Timur. Hal ini bertujuan untuk menemukan kebutuhan para siswa dalam pembelajaran menulis dalam Bahasa Inggris. Standar kompetensi, kompetensi dasar, silabus, indikator, dan topic dikembangkan setelah pengumpulan data. Task-Based Learning digunakan dalam materi yang disusun.

  Setiap unit terbagi atas empat bagian berdasakan Task-Based Learning yaitu, “Let’s Get Started” yang menggambarkan Pre-Task, Let’s Discuss It yang menggambarkan Task Cycle, dan Let’s Write dan Let’s Review yang menggambarkan Language Focus. Evaluasi dilakukan dengan membagikan kuesioner kepada dua guru Bahasa Inggris SMA K Sang Timur dan tiga dosen Bahasa Inggris Universitas Sanata Dharma. Pendapat, saran, dan harapan dari para responden digunakan untuk memperbaiki dan mengembangkan materi yang disusun.

  Materi yang ditujukan untuk para siswa SMA kelas sepuluh ini berisi 4 unit. Unit satu, para siswa akan belajar tentang teks narrative. Topik dari unit dua ada;ah teks recount. Kemudian, unit tiga berisi tentang teks descriptive. Dan siswa akan belajar tentang teks news item di unit empat. vii viii

  

AKNOWLEDGEMENTS

  First of all, I would like to express my greatest gratitude to my Lord, Jesus Christ, whose greatest love has always inspired, strengthened, and taken good care of me in my beautiful life. He has led and guided me to finish my thesis. I believe because of His power I could finish my thesis.

  I dedicate my greatest gratitude to Caecilia Tutyandari, S.Pd., M.Pd., my sponsor, who had given her love by guiding and encouraging me from the beginning until the end of the process of finishing my thesis. I really thank her for her patience, attention, suggestion, comment, correction, and criticism that I had up until now. I dedicate my honest gratitude to Yuseva Ariyani Iswandari, S.Pd., M.Ed., Christina Lhaksmita Anandari, S.Pd., M.Ed., and Nugraha Krisdiyanta, S.Pd., M.Hum., for their kindness in giving valuable evaluation, correction, and suggestion to my designed materials. My sincere gratitude is addressed to all the lecturers of English Language Education Study Program, who had given their contribution to my thesis. I also addressed my thanks to English Language Education Study Program staffs that had helped me in the administrative process.

  I am intensely indebted to Dra. Th. Retno Hartutiningsih, as a headmaster of SMA K Sang Timur Yogyakarta who had given the opportunities for me to conduct the research there. I give my special thanks to Drs. Heri Cahyono and Yovita Mahanari Krisyudanti, S.Pd., the English teachers in SMA K Sang Timur Yogyakarta who had been willing to give the evaluation, correction, and suggestion to my designed materials. ix

  I deeply thank my father and mother, Wiryanta and Y. Ika Dyah Purwaningsih, and my grandmother, Sukiyatini, who gave me chances to study until I could finish my thesis. They are my truly inspiration in my life and my thesis. I thank my young sister, Claurizza Deizvi Aldanewi, and my young brother, Viegavadela Deveila Aldaneva for their support and motivation. My special thanks is addressed to my beloved girlfriend, Luluk Trisetiani for her patience, support, and encouragement.

  I address my thanks to the big family of Empatsisi Management and the bands, specially to n’Lift Band and management, my brother Yosef Setya Adi Nugraha, Nalaswara Bayuadi, Sebastianus Reza Fetrica Putra, Wahyu Triharjanto, and Hosana Priladosi Nugroho who never stopped support me to finish my thesis.

  I am deeply indebted to my best friend, Farida Noor Rohmah who never gave up motivating and encouraging me to finish my thesis. I also dedicate my deepest gratitude to Arum Widyastuti, Arif Ruzna, Isaac Jacques Danny, Rika Raswitasari, Rina Seabaya, Yenny Setyawati, Natalia Debby for the great friendship, for the time to share, and for their support. I never forget to say thanks to all of my friends in PBI 2006 and my KKN friends for the unforgettable memory and friendship.

  I finally thank those whom I can not mention their name one by one. May the Lord, Jesus Christ bless them in their beautiful life.

  F. Aldhika Deinza Saputra x

  TABLE OF CONTENTS

TITLE PAGE …………………………………………………………... i

APPROVAL PAGES ……........................................................................ ii

DEDICATION PAGE …………………………………………………. iv

STATEMENT OF WORK’S ORIGINALITY ………………………. v

ABSTRACT ……………………………………………………………. vi

ABSTRAK ………………………………………………………………. vii

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI ………….. viii

ACKNOWLEDGEMENTS …………………………………………… ix

TABLE OF CONTENTS …………………………………………….... xi

LIST OF TABLES ……………………………………………………... xiii

LIST OF FIGURES ……………………………………………………. xiv

LIST OF APPENDICES ………………………………………………. xv

  

CHAPTER I. INTRODUCTION ……………………………………… 1

A. Research Background …………………………………………… 1 B. Problem Formulation ……………………………………………. 3 C. Problem Limitation ……………………………………………… 3 D. Research Objectives …………………………………………….. 4 E. Research Benefits ……………………………………………….. 4 F. Definition of Term ………………………………………………. 4

CHAPTER II. REVIEW OF RELATED LITERATURE …………… 7

A. Theoretical Description ………………………………………….. 7

  1. Instructional Material Design …………………………..... 7

  2. Writing …………………………………………………… 9

  3. Task-Based Learning …………………………………….. 14

  4. Syllabus ………………………………………………….. 17

  5. Movies …………………………………………………… 19 xi

  B. Theoretical Framework ………………………………………….. 21

  

CHAPTER III. METHODOLOGY …………………………………… 25

A. Research Method ………………………………………………… 25 B. Research Respondents …………………………………………… 28 C. Research Instrument ……………………………………………... 29 D. Data Gathering Techniques ……………………………………… 30 E. Data Analysis Techniques ……………………………………….. 31 F. Procedure ………………………………………………………… 33

CHAPTER IV. RESEARCH RESULTS AND DISCUSSION ……….. 35

A. The Step of Designing Materials …………………………………. 35

  1. Research and Information Collecting …………………….. 36

  2. Planning …………………………………………………… 40

  3. Developing Preliminary Form of Product ………………… 43

  4. Preliminary Field Testing ………………………………… 46

  5. Main Product Revision …………………………………… 50

  B. The Final Presentation of the Designed Materials ……………….. 51

CHAPTER V. CONCLUSION AND SUGGESTIONS ………………. 52 A. Conclusion ……………………………………………………….. 52 B. Suggestions ………………………………………………………. 55 REFERENCES ………………………………………………………… 56 APPENDICES …………………………………………………………. 59

  xii

  

LIST OF TABLES

  Table Page

Table 3.1 Sample of Agreement …………………………………………… 32Table 3.2 The Sample of Descriptive Statistics ……………………............. 33Table 4.1 Topics, Competency Standard, and Basic Competencies ………. 41Table 4.2 The Units, Topics, and Indicators ………………………………. 42Table 4.3 The Descriptions of Research Participants ……………………… 45Table 4.4 The Descriptive Statistics of the Respondent’s Agreement ……... 45Table 4.5 The Units, Topics, and Text Model ……………………………… 48

                   

     

  xiii

  LIST OF FIGURES

  Figure Page

Figure 2.1 Kemp’s Model ………………………………………… 8Figure 3.1 The Researcher’s Model and R & D Cycle …………... 28

         

  xiv

LIST OF APPENDICES

  Appendix Page Appendix A ………………………………………………………………. 59

  Letter of Permission to the Headmaster of SMA K Sang Timur ……… 60 Appendix B ………………………………………………………………. 61

  Questionnaire on Research and Information Collecting ……………… 62 The Result of Research and Information Collecting …………………. 65 Instrument of Interview (for Teachers) ………………………………. 68 Gambaran Umum ……………………………………………………… 69 General Description ……………………………………………………. 71

  Appendix C ……………………………………………………………….. 73 Questionnaire on Preliminary Filed Testing ………… ………………... 74 The Result of Questionnaire on Preliminary Field Testing ……………. 77

  Appendix D ……………………………………………………………… 80 Syllabus ……………………………………………………………….. 81 Lesson Plan …………………………………………………………… 86 The Designed Materials ………………………………………………. 102

   

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CHAPTER I INTRODUCTION A. Research Background English is taught as a compulsory subject in senior high schools. The

  students of senior high schools are required to learn four English skills namely listening, speaking, reading, and writing. Now, the teachers are looking for a new strategy to increase the students’ attention in English learning in order to enable the students to learn effectively and efficiently. Then, the students are expected to achieve their competence based on the curriculum.

  Now, globalization era has influenced Indonesia at all sectors including education. It means that the development of globalization has facilitated people in Indonesia to easily access information and to use the very latest technology. The development of technology has let English culture enter Indonesia. One of the examples of English culture is English movies. We are able to watch English movies, which have a lot of genres such as comedy, romantic, drama, etc., in all television channels in Indonesia or we can also find English movies in the Internet sites. Every television channel presents English movie everyday. Movies are recorded story (Hornby, 1995: 434) that can influence the children or students to learn knowledge based on their thinking and intend to entertain people (Darwanto, 2007: 131). Then, we can know that English movies are related to English recorded stories that can be used as a learning media to help the students to learn English. According to James (2007: 5) in Nine Principles of Learning, the

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  students would be able to learn effectively and efficiently if the teacher can make an excitement in a classroom activity.

  The teacher should give factual knowledge to the students in order to improve the students’ thinking (Graham and Perin, 2007). English movies also provide a real situation story (Darwanto, 2007: 126) and it means that English movies can be applied in English learning. The curriculum of senior high school clearly shows that the students have to master four major skills of English. One of the important skills that the students should master is writing skill. Writing is important because it is creative process that assists the students to develop their ideas (McMahon, 2004: 6). It is clear that writing can help the students to improve their competence in English and, in addition, the students are expected to improve their critical thinking.

  Applying English movies in English learning activity in senior high school, both the teacher and the students would obtain the advantages. Movies about issues that draw the learners’ interest can positively affect their motivation to learn (Stempleski, 1992; Allan, 1985; Lonergan, 1984). Furthermore, English movies are the example of various stimuli that are able to improve the students’ writing skill and the students’ critical thinking (Hyland, 2003: 91). Hyland also adds that English movies are able to stimulate the students’ imagination and increase their interest in writing. It means that English movies might increase the students’ interest to enhance their critical thinking to learn English writing.

  Using English movies in teaching writing should be supported by the language teaching method used by English teacher. Task-Based Learning

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  becomes one of the best language teaching methods. Willis (2003: 25) shows that Task-Based Learning could motivate the students to master four skills of English.

  It allows the teacher to use authentic materials such as looking at a text or watching movies.

  Using English movies in writing might become an innovation for the teacher. The teacher as a facilitator should be able to assist the students to achieve their competence. Thus, the students are expected to be able to apply what they have learnt in their daily activities. In conclusion, the teachers are expected to be facilitators who apply English writing materials using English movies to help their students to achieve their competence.

  B. Problem Formulation

  The problems are formulated based on the background above which are:

  1. How are English writing instructional materials using English movies designed?

  2. What do English writing instructional materials using English movies look like?

  C. Problem Limitation

  The writer conducts a research about English writing instructional materials using English movies for senior high school grade ten. The writer provides some English movies and videos related to writing materials of senior

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  high school grade ten. The writer focuses on how to design English movies as the writing instructional materials for senior high school grade ten.

  D. Research Objectives

  According to the problems, this study aims at:

  1. Describing how English writing instructional materials using English movies are designed.

  2. Presenting what English writing instructional materials using English movies look like.

  E. Research Benefits

  The study gives an alternative way for teaching English writing for senior high school, especially grade ten in Indonesia. The materials which are designed for writing class help the teacher in facilitating the students to achieve their competence in writing.

  F. Definition of Terms

  In this section, the writer clarifies some definitions of some terms. It aims at avoiding misinterpretation from the readers.

1. Designing

  Designing is a set of a new materials to achieve learning objectives and specific subject area of particular learners (Hutchinson and Waters, 1994: 106).

  The writer defines the definition of designing, a set of a new material that can help

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  the teacher to have a foundation to teach the students to achieve the objectives of English learning especially in writing class.

  2. English Movie

  Second, the writer is going to explain about movies. According to Gerlach (1980: 333) a film or movie is a series of still pictures (frames), usually 8mm or 16mm in size, taken in rapid succession. Then, Stanley (2003: 40) explains that a movie is a powerful medium: being primarily visual, it therefore caters to a wide audience. Movies can also reflect our society and values, or question them. Moreover, movie is a recorded story (Hornby, 1995: 434) that can influence the children or the students to learn knowledge based on their thinking and intend to entertain people (Darwanto, 2007: 131).

  The study is related to English learning writing using English movies. In conclusion, English movie that would be applied in the study can be defined as a recorded story which reflects American, British, and /or Australian life. English movie portrays American, British, and /or Australian life that uses English as their first language. English movie also portray particular issues. In the study, English movies are applied to help the students learn English writing.

  3. Instructional Materials

  Instructional materials are materials which are planned by the teacher to support the students in learning (Dick and Reiser, 1989: 3). It is important to the students to have a discussion about the topic they are learning and also to help the students to understand the topic provided by the teacher. In this study,

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  instructional materials help the teacher to plan what they are going to do in the classroom activity by applying English movies and videos.

4. Task-Based Learning

  Task-Based Learning specifically aims at facilitating learning involves balancing the amount of exposure and use of language, and ensuring they are both of suitable quality (Willis, 2003: 40). Task-Based Learning is a method used by the teacher to motivate the students to master four major skills of English. Task- Based Learning gives opportunities to the students to participate in the classroom activities. Therefore, they can express their ideas. In Task-Based Learning, the teacher has a role to facilitate the students in learning. Willis (2003: 40) says that, in Task-Based Learning, most of the emphasis is on the students. Task-Based Learning allows the use of authentic materials such as English movies. Since Task-Based Learning allows the use of authentic material, so it can be used by the teachers as a method to apply English movies in learning English writing in the classroom activity.

     

CHAPTER II REVIEW OF RELATED LITERATURE This chapter will discuss two major points, namely Theoretical Description and Theoretical Framework. Theoretical Description presents a

  discussion of the theories related to the instructional materials, writing, Task- Based Learning, and English Movies. Thus, Theoretical Framework discusses the relationship between each theory.

A. Theoretical Description

  Theoretical description is provided to answer the first problem formulated in the chapter one. Theoretical description contributes knowledge to the writer about how to design English writing instructional materials using English movies for senior high school grade ten.

1. Instructional Material Design

  The model of instructional material design by Kemp (1977: 8) has eight plans, they are: a. Consider goals, and then lists topics, stating the general purposes for teaching each topic.

  b. Enumerate the important characteristics of the learner for whom the instruction is to be designed.

  c. Specify the learning objectives to be achieved in terms of measurable student behavioral outcomes.

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    d. List the subject content that supports each objective.

  e. Develop pre-assessments to determine the students’ background and present level of knowledge about topic.

  f. Select teaching/learning activities and instructional resources that will treat the subject content so students will accomplish the objectives.

  g. Coordinate such support services as budget, personnel, facilities, equipment, and schedules to carry out the instructional plan.

  h. Evaluate students’ learning in terms of their accomplishment of objectives, with a view to revising and reevaluating any phases of the plan that need improvement.

Figure 2.1 Kemp’s Model (Kemp, 1977: 9)

  

Goals,

Topics,

and

General Learner

  Purposes Character- Evaluation istics Support Learning Services

  Objectives Teaching/ Subject Learning Content Activities, Resources

Pre-

Assessment

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2. Writing

  Writing is a way of thinking, learning, and sharing ideas with others (Zimmerman and Radrigues, 1992: 4) which is expressed by organizing them into statements and paragraphs. The purpose of writing is to provide information.

  Thus, the writers, in this case the students, should learn how to write English explicitly and correctly. It is not surprising when L2 students have some difficulties to achieve the goals of English writing.

a. Writing Process

  Knowing the writing process is able to help the teacher to assist the students to achieve the students’ goal of English writing based on the competencies they should master. Anthony Seow (2002: 315) presents some basic stages in the process of writing, namely, planning, drafting, responding, revising, editing, evaluating, and post-writing.

  1) Planning

  This step should stimulate the students’ thought to write. Planning helps the students to get started with what they want to write. In this step, the students need to generate their ideas and gather information for writing. There are some activities that can help the students to plan their writing namely group brainstorming, clustering, rapid free writing, and wh-questions.

  2) Drafting

  After generating ideas and gathering information for writing, the students move to the second stage that is drafting. In this step, the students are expected to focus on the fluency of writing and not preoccupy with grammatical accuracy.

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    3) Responding

  Responding has an important role in the writing process. The responses can be oral or writing, both of them will help the students to have a good writing.

  

Text-specific responses will be meaningful to be understood by students and

  later, they can know what they should revise. Responding to the students’ writing can be done by the teacher or peers.

  4) Revising

  After having the feedback, the students are expected to revise their writing based on their feedback. It does not mean that the students will only focus on grammar errors, but also the students should revise global content of their writing.

  5) Editing

  In this stage, the students should prepare their final draft to be evaluated by the teacher. The students edit their grammar, spelling, punctuation, diction, sentence structure, etc.

  6) Evaluating

  The teacher should have a good analytical scoring that may encourage the students to evaluate their writing and then continue writing.

  7) Post-Writing

  The students are expected to continue writing with the complete pieces of writing. After having complete pieces of writing, the students publish, share, and /or read aloud their work. It is intended to motivate the students to keep writing in their study and their life.

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    b.

   English Writing Teaching

  Indonesian teachers are expected to be able to help the students to achieve the students’ competence in English writing. Since English is not the students’ mother tongue, Indonesian teacher should understand how to teach L2 students in English writing. The teacher should know what the students need to learn and then, teacher provides effective writing instruction. Hyland (2003: 27) presents guiding concepts in English writing teaching. He argues that the teachers teach L2 students in writing by focusing on language structures, focusing on text functions, focusing on creative expression, focusing on the writing process, focusing on the content, and focusing on the genre. Hyland also adds that the teacher should deal with five kinds of knowledge in teaching English writing. They are:

  1) Content knowledge

  Content knowledge of the ideas and concepts in the topic area the text will address.

  2) System knowledge

  System knowledge of the syntax, lexis, and appropriate formal conventions needed.

  3) Process knowledge Process knowledge of how to prepare and carry out a writing task. 4) Genre knowledge

  Genre knowledge of communicative purposes of the genre and its value in particular context.

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5) Context knowledge

  Context knowledge of reader’s expectations, cultural preferences, and related texts.

c. Materials in Writing Class

  Hyland (2003: 90) mentions the important role of materials in writing class that used by the teacher provides a stimulus to writing or discussion. The materials play the role for the only contact for the students to get started in learning English. Hyland explains in his book that instructional materials play an important role to assist the students to understand of writing and language use. He also explains about stimulus material that is used to stimulate the students’ ideas.

  Hyland provides some examples of stimulus materials which are:

  1) Readings

  They are some examples of readings such as short stories, journalistic texts, autobiographies, and professional texts.

  2) Audio materials

  They are some examples of audio materials such as songs, rap lyrics, music, lecturers, recorded conversation, and radio plays.

  3) Visual materials

  They are some examples of visual materials such as video documentaries, movies, TV programs, photographs, pictures, and cartoons.

  4) Electronic materials

  They are some examples of electronic materials such as web pages, bulletin board discussions, and chat rooms.

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5) Realia

  They are some examples of realia such as household objects, Lego bricks, Cuisenaire rods, and kit-form models.

d. Factual Writing Genres

  It is important to the teacher to think about the needs of the purpose of writing for the students (Hyland, 2003: 20). By knowing the genres of the writing, the students would know what they expect to write. And the students would easily write based on their needs. So, it is important to the teacher to know about the writing genres in order to help the students to write. There are some factual writing genres provided by Hyland (2003: 20) namely:

  1) Recount

  The students reconstruct past experiences by retelling events in original sequence.

  2) Procedure

  The students show how processes or events are accomplished – how something is done.

  3) Description The students give an account of imagined or factual events and phenomena. 4) Report

  The students present factual information about a class of things, usually by classifying them and then describing their characteristics.

  5) Explanation

  The students give reasons for a state of affairs or a judgment

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    3.

   Task-Based Learning Task-Based Learning becomes one of the alternatives in teaching method.

  Willis (2003: 25) shows that Task-Based Learning could motivate students to master four major skills of English. Willis adds that Task-Based Learning is not just intended to get the students to do one task and another task because if it happens, the students would be expert to do task. Task-Based Learning gives opportunities to the students to participate in the classroom activities. So, they can express their ideas. In Task-Based Learning, the teacher has a role to facilitate the students in learning. Willis (2003: 40) says that, in Task-Based Learning, most of the emphasis is on the students. The teacher has control to ensure that the students understand with the lesson. To apply Task-Based Learning in the classroom activities, the teacher should understand about Task-Based Learning Framework.

a. Components of the Task-Based Learning Framework

  Willis (2003: 38) explains about three phases of the Task-Based Learning Framework.

1) Pre-Task

  Introduction to the topic and task The teacher clarifies the topic to the students in order to help the students to understand the teacher’s instruction about the task. The students pay attention to the teacher’s explanation.

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    2) Task Cycle

  Task The students do the task in pairs, group, or individually. Then, the teacher has the role to control and monitor the students’ activities.

  Planning The students prepare to report what they have done to the whole class, how they did the task. The teacher helps the students to correct and /or give feedback to the students’ work and ensures that the purpose of the report is clear enough. Report The students report the task to the class and they could compare the result.

  The teachers give brief feedback on content and form it.

  3) Language Focus

  Analysis The students examine and discuss specific features of the text or transcript of the recording. The teacher reviews each analysis activity with the class.

  Practice The teacher conducts practice of new words, phrases, and patterns occurring in the data.

b. Types of Task

  Willis (2003: 26) presents six types of task in the Task-Based learning. The task would help the teacher to develop a variety of tasks on what the topic the teacher has.

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    1) Listing

  Listing tasks tend to generate a lot of talk as learners explain their ideas (Willis, 2003: 26). The processes are (1) brainstorming, in which learners draw on their knowledge and experience either as a class or in pairs/groups and (2) fact- finding, in which learners find things out by asking each other or other people and referring to books.

  2) Ordering and Sorting

  This task involves four main processes which are (1) sequencing items, actions or events in a logical or chronological orders, (2) ranking items according to personal values or specified criteria, (3) categorizing items in given groups or grouping them under given headings, and (4) classifying items in different ways, where the categories themselves are not given (Willis, 2003: 26).

  3) Comparing

  The task involves comparing information of a similar nature but from different sources or versions in order to identify common points and /or differences (Willis, 2003). The processes are (1) matching to identify specific points and relate them to each other, (2) finding similarities and things in common, (3) finding differences (Willis, 2003: 27).

  4) Problem Solving

  In this task the students analyze real or hypothetical situations, reasoning, and decision making.

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    5) Sharing Personal Experience

  In this task the students narrate, describe, explore, and explain attitudes, opinions, and reactions.

  6) Creative Tasks

  This task is the combination of previous task such as listing, ordering and sorting, comparing, etc.

4. Syllabus

  The teacher needs a syllabus as a guideline to help in teaching-learning activities in order to achieve success in learning process. According to Hutchinson and Waters (1987: 80) a syllabus is a document which says what will (or at least what should) be learnt. Nunan (2004: 27) says that syllabus is a basis plan courses of various kinds. He also presents two kinds of syllabus which are: