68.96 When will the language be used?

The 3 rd International Language and Language Teaching Conference 255 Conclusion After the researcher conducting every activity in this study, such as choosing the topic, developing the topic, preparing the instrument, conducting the research, and analyzing the data obtained,the research that has been done can be concluded that the students have a good understanding in learning purpose. They are not only needing a learning material procedure text by using game but also vocabulary, spelling and pronunciation. In organization, the students need a media to give exploration, observing, analyzing and creative. The researcher got the students’ interest in writing was not good, whereas writing is part of skill they need in procedure text. The last is methodology, most of the students like if they can learn a new thing out of the class and doing in pair. Students feel character education is important. This indicates that the student was actually thirsty for planting character presented in the learning process. The results obtained, the researcher analyzed the needs as well as processed and analyzed one by one repaired by researcher to produce media texts and teaching materials appropriate procedures to students needs. Based on the above conclusion, it can be suggested as soon as possible, the teachers work together to meet the needs of the media and teaching material particularly procedures text appropriate in Curriculum involved. Media and learning materials used in schools should not rely on teaching materials published by the government but from another sources accordance with the Curriculum involved and teachers can further develop existing media. Preparation of media and teaching materials should also be tailored to the needs and interests of students. The English language teachers should cooperate more intensively in the research of students’ needs so that the input data obtained can be used as a reference in the preparation of media and instructional materials are appropriate. References Becker, A. 2001. Research Based on Cognitive Processes. Writing Model Research Based on Cognitive Processes a Review of Writing Model. Retrieved from http:sun.iwu.edu~writcentwriting_processes.htm on Jan 23, 2014 Cohen, L, Manion, L Marrison, K. 2000. Research Methods in Education5 th ed. London New York: Routledge Falmer Dawson, C. 2002. Practical Research Methods.A user-friendly guide tomastering research. United Kingdom: Oxford ESC. 2013 .The Nature of Writing. 2013 Empire State College, Two Union Avenue, Saratoga Springs, NY 12866. 518-587-2100. Available at http:www.esc.eduonline-writing-centerresourcesacademic-writingthe-nature- of-writing on Dec 13, 2013 Jim, C. 1999. Writing strategies. State University of New York : Buffalo Kidwell, T. 2011. Vocabulary is fun Meaningful ways to practice vocabulary and to finally get it to stick. TEFLIN 58 th Book 1 Semarang, September 2011 Kusumawardhani, R. 2011. Improving Vocabulary Mastery through Call Computer Assisted Language Learning. TEFLIN 58 th Book 1 Semarang, September 2011 Masbied 2010. Penelitian dan Pengembangan. Retrieved from http:www.masbied.com20100320penelitian-dan-pengembangan on Feb 6 th 2014 McCarten, J. 2007. Teaching Vocabulary Lessons from the Corpus Lessons for the Classroom. United States of America: Cambridge University Press Nur Affini, L. 2011. ‘Stengelese’: An Art to Break Down Maxims. TEFLIN 58 th Book 1 Semarang, September 2011