The Storyboard Findings 1. Needs Analysis

i.e. BKOF – MOT – JCOT – ICOT. Therefore, this website also used those steps to construct the materials with some adaptation. Generally, each unit is divided into several sections. The first section is the introductory page. This page presents the unit title and an introductory paragraph. The purpose of the introductory paragraph is to introduce the learners about the topic and to inform the learners about the objectives of the learning. In addition, the paragraph provides information about the situation or context in which they will use their language competences. After the introductory page there are the main sections consist of stage 1 – stage 3 plus summary and self reflection page. The detailed information about each stage plus summary and self reflection page can be seen in the following table. Table 4.21 The unit design of web based materials SECTION DESCRIPTIONS Stage 1 BKOF and MOT - Lead-in The purpose of the lead in section is to introduce the students with the topic of the unit. It is also to provide background knowledge and context before the students do the real tasks. - Information centre This section will provide the students with some needed information to do the next tasks. - Exercises 1 In this section, the students will need the preceding information to complete the exercises. The exercises will lead the students to achieve the objectives one step closer. - Grammar As the name says, this section is functioned as a centre place for the students to learn the grammatical forms which are needed. Stage 2 JCOT - Exercises 2 This stage is the preparation stage before the students write. In this section, there are some exercises functioning as an evaluation before writing stage. Stage 3 ICOT In this final stage, the students will be expected to be ready for the writing activity. Generally, there are several activities here i.e. outlining, drafting, revising, and final writing. Summary This section was designed to presents the summary of the unit. Self Reflection The purpose of this section is to provide a self- assessment activity. Therefore, the students will know how much they have learnt from the unit. Another important thing is designing the layout. The layout of the website had been decided by the students through the questionnaire the picture of layout samples are listed in appendix. Below is the figure of the layout of the website: Figure 4.1: The layout of the website

4. The First Draft

The materials were developed from the course grid which was formulated based on the results of needs assessment and standards of competences and basic competences for the tenth grade of high school in their second semester. Previously stated, each unit consists of about 12 to 13 tasks. The organization of each unit has been presented in the previous section. For the full version of the first draft of materials, it is available in Appendix. Therefore, in this section, there will be the descriptions of each unit of the materials.

a. The Description of Unit 1

This unit is started by an introductory page consists of title, a picture, and learning objectives. The title of Unit 1 is “Finally They Lived Happily Ever After”. This title is a common line founded in narrative texts. As a result, by reading this title, the students were expected to have background knowledge about what they would learn in this unit. The picture in this page also emphasizes the genre which will be learnt. After the introductory paragraph is presented there will be Stage 1 consists of Lead-in, Information Centre, Exercises 1, and Grammar Centre. In the Lead-in section there are four pictures and six questions followed. All the pictures are related to narrative texts which are from local stories. The questions in this section are to make the students aware about the genre and learning objectives. The next section is Information Centre. In this section there are two tasks. The first task is reading task which serves as input. Before students read the main reading entitled “Timun Mas” there are several vocabularies which can help students to understand the reading more. After the reading, there are five questions which measure students’ understanding about the reading. The second task in Information Centre is studying the narrative text in context. There are explanations about what is narrative text, the generic structures of narrative context, and elements in narrative context in this task. The text used in this task is still “Timun Mas” because the students will be