17
Stage 6. Development and Implementation of Classroom Procedure
In this stage, the designer develops the classroom procedure such as selection of type of exercise, teaching technique, preparation of the lesson plans,
and preparation of the weekly plans.
Stage 7. Evaluation
The last stage in Yalden’s model is evaluation. There are two major aspects of evaluation. The first is evaluation of the students in the program. The
second is the evaluation of teaching as well as the over – all design. The stage in Yalden’s model is labeled as the recycling stage because the
whole cycle can be started again at this point. The writer would not use all of those stages. It means that some steps will be applied in this study, but the others
are not applied. The writer will combine two of those models to obtain the desired result.
4. Theory of Writing
Considering that this study is about designing instructional English writing materials, the theory of writing is essential to be discussed since it supports the
design of the reading materials. As restated by Meeampol in his study, writing is seen as the written form of spoken language.
Hyland states various kind of organizing second language writing around a different focus 2003: 2. Writing could focus on language structures, text
function, themes, creative expression, composing processes, content, or genre of writing.
18 In writing that focuses on language structures, writing is seen as marks on
a page or a screen, a coherent arrangement of words, clauses, and sentences, structured according to a system of rules Hyland, 2003: 3. This type of writing
directs attention to writing as a product. Writing that focuses on text functions introduces the idea that particular
language forms perform certain communicative functions and that students can be taught the functions most relevant to their needs Hyland, 2003: 6. Further he
stated the aim of this focus is to help students develop effective paragraphs through the creation of the topic sentences, supporting sentences, and transitions,
and to develop different types of paragraphs 2003: 6. The third focus of writing is on creative expression. This focus organizes
the writing based on students’ personal experiences and opinions, and writing is considered a creative act of self-discovery to produce writing that is fresh and
spontaneous Hyland, 2003: 8. Further he stated that writing is a way of sharing personal meanings and writing courses emphasize the power of the individual to
construct his or her own views on a topic 2003: 9. The fourth type of writing is focus on the writing process. This type
emphasizes the writer as an independent producer of texts Hyland, 2003: 10. As restated by Hyland from Flower and Hayes statement, the most model of writing
processes accepted is the original planning-writing-reviewing framework 2003: 11.
The fifth way of writing is focus on content. Hyland 2003: 14 as cited from Mohan 1986 statement, this focus involves a set of themes or topics of
19 interest that establish a coherence and purpose for the course or that set out the
sequence of key areas of subject matter that students will address. Further he stated that a content orientation can also form the basis of courses that focus more
on language structures and functions 2003: 16. The last focus is on genre. Genre orientation incorporates discourse and
contextual aspects of language use that may be neglected when attending to structures, functions, or processes alone Hyland, 2003: 18. Further he stated that
writing instruction begins with the purposes for communicating, then moves to the stages of a text which can express these purposes 2003: 20. Writing that
emphasizes on the genre is the main focus of this study.
5. Teaching Writing Skill
