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2 Wordmapping Maggie Sokolik defined this was an activity which required students to
begin with an idea at the top center of blank paper. They then thought of related ideas and draw relationships with boxes, circles, and arrows as cited in Nunan,
2003, p. 97. 3 Quickwriting
Maggie Sokolik conveyed that quickwriting was done where students began with a topic then they wrote quickly about the topic. This aimed to help
students keep writing without stopping and just let the ideas come without concern for spelling, grammar, or punctuation as cited in Nunan, 2003, p. 97.
Related to this, Barbara Kroll, who stated that freewriting was a various term of quickwriting, said that this form of writing often worked well for EFL
student. It was because students were given limited time to begin to write something as cited in Celce-Murcia, 2001, p. 224.
The design that the researcher made was oriented in writing skills. The researcher would apply the theories in designing English writing materials. The
theories would help the tenth graders of SMA Sang Timur Yogyakarta communicate well in English through their writing products.
3. Communicative Language Teaching Approach
According to Larsen-Freeman 2000, Communicative Language Teaching CLT approach was an approach that aimed to apply the communicative
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perspective by making communicative competence the goal of language and synthesizing the interdependence of communication and language p. 121.
Besides, Richards and Rodgers 2001 added that CLT aimed to develop procedures for the teaching of the four language skills namely listening, speaking,
reading, and writing p. 155. Because CLT required communication, Littlewood stated, CLT employed an interaction in a situation which went to communicative
competence as cited in Richards Rodgers, 2001, p. 155. CLT had two different versions to apply. Howatt defined the weak version
was a version of applying CLT which emphasized on the importance of using English only for communicative purposes and of integrating the activities into a
wider language teaching program. Then, the strong one was a version which acquired an advanced language by using English to learn communication as cited
in Richards Rodgers, 2001, p. 155. Finally, Richards and Rodgers 2001 stated that CLT started from a communicative model of language and language
use which delivered the importance for theory of language, theory of learning, procedure, teacher roles and learner roles p. 158.
a. Theory of Language
CLT started from a theory of language as communication. Hymes stated the goal of language teaching was to develop the communicative competence. In
his view, a person who had communicative competence acquired both knowledge and ability for language use with respect to something was possible formally,
feasible, appropriate in a used and evaluated context, and done, actually
