92 Table 4.6 Continued
No. Topics
Learning Indicators
7 Scrap and Scratch
Students are able to: •
identify descriptive texts •
identify the generic structures of descriptive text
• produce descriptive texts
• share about knowledge and information
through detailed information in descriptive texts
8 Cheapy-Speedy-
Friendly Students are able to:
• integrate genres in both reading and writing
• present ideas in organized composition
• share values and awareness about
environment •
sum up the learning activities into a piece of writing
6. Producing Pedagogical Syllabus
In this step, the writer listed words considered essential for students. The words were selected from each unit of the designed materials. This section also
considering the language features from each unit. The words in each unit are presented on Table 4.7.
Table 4.7 The Words in the Designed Materials Unit
Topics Words
1 MEANINGFUL
WORDS reading, purpose, survival, technique, survey,
skim, scan, question, read, write, recite, review 2
“Hey I Have a Good Map”
writing, information, stage, mind-map, pre- writing, drafting, writing, editing, revising
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93 Table 4.7 Continued
Unit Topics
Words
3 BE AWARE OF
SIMPLE THINGS English structures, parts of speech, verb, noun,
adjective, preposition, minimum requirements, diction
4 Love, Life, Wisdom
tell, plot, arrangement, orientation, conflict, climax, resolution, value
5 Share the Love, Life,
and Wisdom… personal, experience, events, order, logical,
share, value
6 I Know, U Know, We
Know step, knowledge, information, detail, process,
material, ingredient, food, tool, craft, activity, command
7 Scrap and Scratch
description, classification, earth, global warming, green house effect, radiation,
temperature, heat, trap, pollution, green movement
8 Cheapy-Speedy-
Friendly friendly, fast, cheap, environment, vehicle,
future
7. Developing and Implementing Classroom Procedures
The next step was the writer developed learning activities and determined the time allotment for each unit in the designed materials.
a. Learning Activities
The learning activities were developed by considering some principles of teaching and learning, Cooperative Learning, the principles of reading, the
principles of writing, and the results of the needs analysis. In this stage, the appropriate learning activities were developed to meet the learning purposes.
Since Cooperative Learning characteristics were positive interdependence, accountability, and social skills, the designed materials emphasized the language
learning activities on pairs or group activities. It was expected that students would
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obtain both academic and social skills through problem-solving activities learned during tasks accomplishment. The learning activities employed Cooperative
Learning models which were had been adapted to students’ learning situation and proficiency levels. In the learning activities “Students would work in the same
pair or group for a constant time to learn from each other and learn to get along with people different with themselves” as noted by Freeman 2000: 167- 168.
Considering that the cooperative learning activities were aimed at supporting the integrated reading and writing materials for the tenth graders, the
writer utilized task-based model. Reading activities were expected to result in comprehension, while writing activities were expected in students’ writing in the
target language. Students were expected to learn together to accomplish the tasks and be accountable individually.
Reading activities as the input for writing activities were designed based on the process explained by Devine and Eskey, 1988: 13 which involve
recognition- initiation, prediction, confirmation, correction, and termination. There are six benefits of writing according to Percy 1981; a tool for self-expression, a
tool for understanding, a tool for developing personal satisfaction, pride and self- worth, a tool for increasing awareness and perfection of one’s environment, a tool
for active involvement, and a tool for developing understanding of an ability to use the language.
Since the designed materials were integrating reading and writing skills, the materials development were arrange to merge between the steps in reading and
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writing techniques. In details, the learning activities of the designed materials were described as below.
1 Pre-activities
The first section presents the students what exactly the purposes of the integrated reading and writing activities on that day. Pre-activities also set clear
instructions for each activity and what students are going to learn. In addition, this first step enables students to draw their prior knowledge of what are to
learn. 2
Main-activities In the second section, there are two main activities. Students firstly read the
text given by teachers. Students also answer reading comprehension questions 5W + 1H or True False questions. Then, they are to analyze the generic
structures of each text before reproducing the same text based on their own experiences, ideas, or opinions. The second part of main-activities is writing.
Based on the steps given, explained, and discussed in the earlier meeting, students produce their writing pieces. Writing session enables students to work
in group or pairs for discussion and revision. Students learn to appreciate, respect, cooperate, contribute, and construct each other. Later, at the end of the
lessons, students are to compile their writings into a portfolio. 3
Post-activities The last section brings students to reflect their activities for grasping
meaningful experiences in their learning. Teachers reinforce the achievement made in the day. Also, teacher and students give comments or suggestion about
the day’s activities in order to make the next meetings better.
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Meanwhile, the Cooperative Learning models employed in the designed materials which considered suitable for the tenth grade students were Integrated
Language Arts and Writing, Group Discussion and Group Project, and Team Product. Each model employed in the designed materials was described in
Chapter II.
b. Time Allotment
There were twelve meetings to complete eight topics of the designed materials. Some topics were utilized for two meetings. The contact hours for each
meeting were 90 minutes.
8. Developing the Materials
