45 2. The design was considered good but needed to have more exploration if the
total points were fifty percent up to seventy-five percent from the total maximum points. The range was 2.00
– 2.99. 3. The design was considered poor and needed crucial exploration if the total
points were less than fifty percent from the total maximum points. The range was 1.00
– 1.99. Next, to analyze the data of open-ended questions on the evaluation sheet,
the researcher classified the respondents‟ comments and suggestions, which ones were the strengths of the design and which ones were the weaknesses of the
design, then the researcher interpreted into paragraphs. The evaluation would help the researcher to revise and improve the designed materials.
F. Research Procedure
In this section, the researcher elaborated the steps in conducting the research, from asking permission for collecting information until implementing
the materials. They were: 1. Research and Information Collecting
In this step, the first step the researcher did was the researcher looked for the theories related to the Communicative Language Teaching approach, English
writing, and School-Based Curriculum KTSP 2006. Then, the researcher asked the permission letter from the chairperson of the English Language Education
Study Program of Sanata Dharma University. The letter was delivered to the
46 principal of SMA Sang Timur Yogyakarta. This aimed to ease the researcher to do
research and information collecting by doing needs survey to the participants, namely grade X students in SMA Sang Timur Yogyakarta. This activity was
called as needs analysis. Needs analysis aimed to obtain s tudents‟ responses and
learning strategies toward English writing. 2. Planning
After obtaining the data of needs analysis, the researcher prepared all related to the design. They were the objectives of the product, the handbooks and
needed cost. The researcher also prepared the needed devices which would support the product.
3. Stating the Goals and Learning Objectives In this step, the researcher stated the goals and learning objectives of the
materials clearly. Stating the goals and learning objectives here was based on needs analysis. It aimed to help students comprehend the materials.
4. Selecting the Activities and Needed Devices The researcher selected the teaching-learning activities which were based
on CLT approach and the chosen topics. The researcher also specified the needed devices which supported the materials. This aimed to ease students to follow the
teaching-learning activities. 5. Developing the Product
The researcher began to develop the product by referring to the previous steps. Here, the researcher tried to match the activities and devices with the
