Analysis of the Aspect of Organization

60 In this research, the researcher encourages deep learning through activities in GAIL. It emphasizes the use of activities to help the students improving their writing skills. Each task or activity given serves a certain goal and also helps the students to produce good writing. In order to choose the suitable activities and design the suitable material based on the students’ need, the researcher implemented Instructional Design Theory by Kemp 1997. There are eight steps to design a material: goals, topics, and general purposes, learner characteristics, learning ojectives, subject content, pre-assessment, teachinglearning activities and resources, support services. Out of these eight steps, the researcher only took six steps; goals, topics, and general purposes, learner characteristics, learning ojectives, subject content and teachinglearning activities and resources. The reason for doing so is because the two omitted steps had actually been integrated in the chosen steps. In adapting the materials, the researcher also applied Material Development Theory by Tomlinson and Matsuhara. Out of the five theories proposed by them, the researcher only took two theories as the complement for Kemp’s theory; 1 the evaluation, and 2 the adaptation theory. The materials evaluation measurements cover seven inquiry points namely: 1 the appeal or attractiveness of the materials, 2 the validity or whether materials teach worth teaching, 3 the ability of materials to interest the learners and the lecturers, 4 the ability of the materials to motivate the learners or to stimulate the learners to want to give time and energy to the materials, 5 the potential learning value, 6 61 the preparation, delivery and assessment assistance given to the lecturers, and 7 adaptation flexibility of materials by lecturers to suit a particular context . The materials adaptation theory section that was implemented has three main categories: a Plus +, b Minus - and or c Zero 0 i.e. modification without changing quantity. In GAIL, the researcher applied minus category. It was because the researcher deleted some activities and lowered the difficulty of the material. After collecting and calculating the data, the result of the t-test showed mean score difference of the writing performance of both groups. The null hypothesis is rejected. Therefore, the alternate hypothesis is used.

5.2 Recommendations

Based on the result of this research, GAIL could improve the writing organization of the students; the experimental group performed significantly better than the control group. However, the t-test calculation showed that the pre-test and post-test mean score was unlikely to have a significant difference. As a result, the researcher did not have enough evidence to claim that GAIL will improve the students’ writing skill in other schools. To have research and writing improvement, the researcher wants to give several recommendations to the future researchers and also teachers. The first recommendation would be for the next researcher. It would be better for the next researcher to make research of specific problem. As a result of this research showed siginifant difference in organization aspect, it can be assumed that this kind of research probably works better for specific case. For