23 students analyze the text model, identify its parts and determine the generic
structure.
c. Joint Construction of the Text
In this stage, students participate in constructing text. The process of constructing text can be done by providing jumble sentences to the students and
the students construct the sentences into good order. The model of exercises can be also in the form of outlining text, paragraph arrangement, determining topics
and thesis sentences, developing paragraph, and providing support details for topic sentences. The activities help students to understand text construction and to
enter in the process of creating text.
d. Independent Construction of the Text
In this stage, students are asked to create a kind of text in which the students can implement their knowledge and understanding about the model. The
model of text is constructed in the process of creating a text, in which the students determine the topics, brainstorming the ideas, searching information, drafting the
ideas, writing a rough text, revising and writing a neat one.
e. Linking to Related Text
In this step, the students compare their result with other text in the same or similar context.
B. Theoretical Framework
The theories above give the basis in developing this study. In this study, the writer refers to Kemp’s model because it is a flexible process. In designing an
24 instructional program, we can start with whichever element we are ready to start
and to move back and forth to the other steps. Based on Kemp’s model as the reference of the study, in designing the
material, the writer considers the goals of the writing course given, lists topic and states general purpose. In determining the goals and general purposes, the writer
uses the terms of competency standards and basic competencies, the term from School Based Curriculum. The topics of the materials are taken from students
need analysis. To follow Kemp’s model, the writer then enumerates the important characteristic of the learners and specify the learning objectives. The learners
characteristics will be determined by survey in need analysis process. The objectives of learning are adapted from the indicators in School Based
Curriculum. In developing the designed materials, the subject content will be adapted from the cycle of learning and teaching in which the students will build
the context, model and deconstruct the text, joint construction of the text, and work independently for constructing the text. In selecting teachinglearning
activities, the writer used competency based language teaching. The focus of this research is writing skill. The theories of writing,
techniques of writing teaching, kind of writing give the basis for the materials given in this course. The basis can give a comprehensive understanding for
researcher to provide appropriate materials and the way how to teach the material to the students. The materials given also refer to the theories especially about the
kind of writing. The focus of writing materials given is the material for academic writing without neglecting the process of creating writing in general such as how
25 to create sentences and paragraph. In developing the writing materials, the writer
focuses on the process and genre approach. The processes of writing that are used in this study are planning, drafting and revising. The genres of writing that will be
included in these designed materials are the materials of narrative, descriptive, news item, reports, spoof, discussion, hortatory exposition, and analytical
exposition texts. The approach that the research used to teaching writing is CBLT. CBLT
focuses on the output or result. Based on this approach, the aim of this course is to make the students of grade XI in SMA Seminari Pius XII Kisol mastery in writing
skill and at the end of the course they can produce a scientific paper. The materials in this course are the materials of teaching writing. In
choosing the materials the researcher considered the principle in writing materials and the elements provided in material design as stated by Hutchinson and Waters
and Brian Tomlinson 2005: 7-21. The materials provided should be the stimulus to learning and acquisition, maximize the changes of learning and acquisition, and
create new technique of teaching. The materials consist of input, contents focus, language focus and task.
The syllabus model of this course is the syllabus of School based Curriculum. In general the syllabus is the combination of functional and structural
syllabus. It also refers to skilled-based syllabus which also considers the features of communicative syllabus. The syllabus given focuses on writing skill. The
syllabus also considers the procedural syllabus. The syllabus provided the terms
26 of lesson identity, competency standard, basic competencies, indicators, materials,
teaching learning activities, evaluation, time allocation and sources or references. In designing the writing materials, the writer also considers the content of
current curriculum. In this way, the writer uses School Based Curriculum. The material of writing provided in SBC are the narrative, descriptive, news item,
reports, spoof, discussion, hortatory exposition, and analytical exposition. The materials provided would be used in designing the material for the students of
grade XI of Seminari Pius XII Kisol. In developing the materials, the writer also uses the cycle of teaching and
learning proposed by Feez and Joyce. The cycle of teaching and learning includes the processes of building the context, modeling and deconstructing text, joint
construction text and independent constructing text. The processes are used to deepen students understanding on the process and genres of writing. In
implementing the process, the writer uses the term of get started, dig it out, hand in hand and find the goal.
27
CHAPTER III METHODOLOGY
This chapter contains a detailed description about methodology that is used in this study. It presents the explanation about research method, research
participants, research instrument, data gathering technique, data analysis, and research procedure.
A. Research Method
This research aimed to obtain the answer to a research question as stated in problem formulation in chapter one. The research question restated as follows:
what is the ideal of instructional materials to teach writing to the students of grade XI of SMA Seminari Pius XII Kisol? It means that this research aimed to explore
the process of designing the materials of writing and to perform the model of the instructional materials. To answer this research question, the writer used
Educational Research and Development. Educational Research and Development R D means a research to
develop and validate educational products Walter R. Borg and Meredith Damien Gall 1991: 772. R D is the development of educational research. It does not
only concern on finding of new knowledge as the educational research takes, but also focus on developing educational products. The area of R D is broader than
educational research. The aim of R D is not only to discover new knowledge on basic research or to answer the practical problem questioned in applied research,
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