Prerequisite learning Theoretical Review 1 Writing

students’ writing product. The teacher can ask the students to do a peer-editing as one of the writing task. By doing a peer-editing, the students can give a correction for other’s work and learn a correct grammar by themselves. The last stage of task cycle is report where the students are ready with their findings and they have to present in front of the class in a brief report. While a group explains a presentation, other group can give comments or questions related to the presentation. At the end of the presentation, the teacher should comment the content of the students’ reports as an improvement for other group presentations. The purpose of this stage is the students are trained to be a good public speaker and also build their self-confidence. Before composing a good writing product, the students have to understand about the English grammar which is also called as language focus. In language focus, there are two aspects that should be concerned by the students namely analysis and practice. The teacher focuses on the language tasks based on the texts that write by the students. In analyzing the language, the teacher asks the students to find the grammar used in a certain text such as find words or phrases related to the topic, find the tenses and etc and reviews what the students found at the end. The second is practice activity based on the language analysis. The practice activities include choral repetition, sentence completion, matching, and etc.

B. Review of Related Study

The related studies of designing a task based learning materials for senior high school students is done by Erythrina Cahyaningsih 2010. The study by Erythrina Cahyaningsih is a research and development study which aimed to provide more integrated reading and writing materials for senior high school students. The research observation was held in SMA BOPKRI 2 Yogyakarta which focus on giving some activities that can grasp the students’ attention during the learning process. The implementation of the study is adapted from Kemp’s and Yalden’s instructional model and employed research and development method. The materials consist of eight units which provide an integrated reading and writing skills using task based learning. The findings revealed that the designed materials are suitable and acceptable to be used in the senior high school. Based on the research’s findings, task based language teaching can be applied in developing the materials to facilitate the students in improving their reading and writing skill. In this research, the researcher focused on providing the supplementary writing materials which are related to the students’ needs. The materials design development was inspired by the previous research which used task-based language teaching to develop the materials. In the materials development, the researcher also used the technology for the writing task, therefore the supplementary writing materials attracted the students’ interesting in learning writing.