Analysis of the Aspect of Organization
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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
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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.