conducting the RD cycle, there are only five important cycle that must be taken in order to develop and validate the product.
B. Procedure of Development
The research procedure in developing writing materials using task based language teaching for tenth grade senior high school students is adapted from
Masuhara’s model Tomlinson, 1998:247. Masuhara proposes 5 steps in designing the materials. Those five steps are needs analysis, goals, objectives,
syllabus design, methodology or materials, and testing and evaluation. According to Masuhara’s, this study used the model as follows:
Conducting a need analysis
Writing a course grid
Developing the first draft of the materials
Implementing the materials
Evaluating the materials
Revising and writing the final draft
Figure 3: The model of the research procedure modified by Masuhara in Tomlinson 1998:247
1. Need Analysis In line with the research question, the first step before developing the
supplementary materials was analyzing about the students’ needs. The purpose of
this stage was to collect information about the students’ needs and interests in
learning English. The data consisted of the materials about what the students interested in, their opinion about English writing, the learning materials e.g the
input, the task, the topic, and etc, the difficulties in learning English writing, the process of doing writing activity e.g individually, in pairs, in grup, and etc and
the guidance in doing the writing activities. The result of the need analysis was used as a starting point on developing the suitable English writing materials.
2. Writing the Course Grid The next step after analyzing the result of the students
’ needs was designing the course grid of the writing materials. The course grid was developed
based on the result of the need analysis. In this step, the course grid consisted of three units of writing materials which represented the two types of text namely
descriptive text and recount text. The course grid consisted of the learning materials and the learning
activities that would be conducted in the supplementary writing materials book. The sel
ected topics in each unit was selected based on the students’ interest. The theme was graded and followed by basic competencies, key grammatical
structure, vocabularies, input texts, and tasks. The materials were presented in
three steps based on task-based language teaching namely pre-task, task cycle, and language focus. The task cycle also consisted of task, planning and report
which focused on the task grade, while language focus consisted of analysis and practice which was related to the grammar and vocabulary.
3. Writing the First Draft of the Materials In developing supplementary materials, the first step was writing the first
draft. In this stage, the content of the materials based on the previous course grid. The course grid was used to be a guidance for developing the materials because it
contained many parts of learning materials that were appropriate with the students
’s needs.
4. Implementing the Materials The completed first draft materials implemented in the writing teaching
learning process was to make sure that the materials were appropriate with the students
’ needs. According to the Lee and Owens 2004, the implementation was divided into individual try out and field try out. In this research, the researcher
used the individual try out because of considering the time allocation. The materials had been tried out to 10 students of the tenth grade senior high school
students in order to get feedback that was used in revising the materials. Before trying out the materials, the first draft consulted with the thesis supervisor.
