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In the theoretical description, the researcher had put two models of designing the materials. The models we
re Kemp’s Instructional Design Model and Yalden’s Instructional Design Model. The reason the researcher chose the models
because the models were suitable to design English writing materials. Besides, two models compl
eted each other. Kemp’s model provided simple steps by explaining significant things to do in designing, while Yalden’s model revealed
needs survey in the first step of designing the materials. In this part, the researcher would use the combination of the models to conduct the research. The steps were:
1. Conducting Needs Survey
This step was taken from Yalden’s model. In this stage, the researcher conducted needs analysis to the tenth graders of SMA Sang Timur Yogyakarta. It
aimed to obtain students’ opinion, responses, and learning strategies towards English writing materials.
2. Defining and Determining the Goals and General Purposes
Yalden’s and Kemp’s models were formulated into this step in the researcher’s model. After employing needs analysis, the researcher defined the
goals and general purposes. The researcher arranged the goals and general purposes based on School-Based Curriculum KTSP 2006 in designing English
writing materials for the tenth graders of SMA Sang Timur Yogyakarta.
3. Stating the Topics and Learning Objectives
This step was adopted from Kemp’s model. After determining the goals and general purposes, the researcher stated the topics and specified the learning
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objectives to be achieved by students in every meeting in the design of English writing materials.
4. Determining TeachingLearning Activities
This step was adopted from Kemp’s model. In this step, the researcher determined the activities that were going to be provided in the materials. The
teaching learning activities would be based on CLT approach. It would help students follow the learning process easily and communicatively.
5. Specifying Some Support Services
This step was adopted from Kemp’s model. In this step, the researcher determined some support services related to the design. The services were time
allocation, teaching aids or equipment, and coordinating with other activities. This aimed to make the design applicable and suitable for students’ activities.
6. Evaluating the Materials
This step was adopted from Kemp’s and Yalden’s models. After developing the materials, the researcher did the evaluation by asking one English
lecturers of English Language Education Study Program of Sanata Dharma University and two English teachers of SMA Sang Timur Yogyakarta. Evaluation
helped the researcher revise and improve the materials, because the evaluators gave comments and suggestion toward the designed materials. Then, it could be
seen whether or not the design was suitable for the tenth graders of SMA Sang Timur Yogyakarta.
