Eclectic Approach As A Synthesis of Process-based and Genre-based

2.1.3.1 Identifying Goals, Topics a

There are three the students and the that the goals should be flex after conducting a pre students’ writing performance. In this study, Standard”, and the general Standard and the Basic applied at the school during implementation of Curriculum Identifying Goals, Topics and General Purposes are three things that can be used as the sources of goals: the subjects Kemp, 1997. Still from Kemp, the the goals should be flexible. Based on this suggestion, the researcher sets the goal conducting a pre-test, as a form of an assessment of the SMA students’ writing performance. study, the researcher refers the goals in GAIL the general purposes as “Basic Competencies”. the Basic Competence were taken from Curriculum school during this study. Further explanation in regards implementation of Curriculum 2013 will be laid out in Chapter V. Revis e Figure 2.1. Kemp’s Instructional Design Model 14 sources of goals: the societies, he important thing is Based on this suggestion, the researcher sets the goal SMA Kolese De Britto AIL as “Competence Competencies”. The Competence Curriculum 2006, as they were in regards to the current will be laid out in Chapter V. 15

2.1.3.2 Identifying Learners’ Characteristics

The materials designed by the teachers should help the students to learn on his their own pace Petrilli, 2011; thus, it is important to consider the academic and social factors of the students Kemp, 1997. Furthermore, Kemp 1997 explains that the teachers should also think about the learning conditions and cognitive styles mappings. GAIL was applied in SMA Kolese De Britto with homogenous academic and social factors. The research itself took place in the same place, so it can be concluded that the students had the equal learning environment. These students were the eleventh grader science students of SMA Kolese De Britto. At the time the research was conducted, they were learning about exposition text. While considering the students’ characteristics, the researcher noted that there are “a lot of factors that may affect the students’ writing results” Weigle, 2002: p.79. Some of them are motivation, interest, and learning environment Biggs Moore, 1993. In the research conducted by Marton and Saljo 1976, the students can perform unexpectedly well in reading test merely because they were interested in the topic. However, providing media to motivate the students may not work give satisfying result. A research conducted by Warnock, Boykin, and Tung 2011 showed that there was no significant difference in students’ performance, even though the students loved the media. Considering these facts, the result of GAIL implementation is still uncertain, since GAIL only provides activities to strengthen the steps in Eclectic Approach. 16 The activities in GAIL encourage the students to use their analysis in the writing text. As Kemp 1997 suggests, the teachers also need to consider four cognitive styles mapping. Set one describes the students who tend to seek from theoretical symbols to get the meaning of something new. Set two mentions about the ability to give meaning from their own experiences. Set three defines the students who like to analyze and give reasoning towards something unfamiliar. The last set, set four, is those who can explain something based on their memories. When the researcher conducted the internship program in SMA Kolese De Britto, she found that the students belonged to set three. Each learning activity should help the students in one or another way Petrilli, 2011. Therefore, the researcher should also set clear learning objectives Kemp, 1997.

2.1.3.3 Illustrating the Learning Objectives

In Kemp’s Instructional Design, the learning objectives become very important because learning itself should be the product or outcome of an instruction. There are three groups of learning objectives suggested by Kemp 1997: cognitive, psychomotor, and affective categories. In the process of making GAIL, the researcher considers two categories only: the cognitive and affective. In general, the teaching- learning activities in the Senior High School level focus more on the cognitive category rather than the affective. To support the cognitive category, the researcher considers Bloom’s Taxonomy, as mentioned by Kemp 1997. Bloom has seven levels of cognitive