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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
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domain; knowledge, comprehension, application, analysis, synthesis and evaluation. As for the affective domain, it becomes one of the priorities because SMA Kolese De
Britto embraces the ideas of working in pairs and groups with the aim to support each other during the learning process. The significance of each of these domains will
relate closely to the subject content explained below.
2.1.3.4 Identifying the Subject Content
Kemp 1997 mentioned three things to consider in determining the subject content: selection and organizing of the specific knowledge facts and information,
skills step-by-step procedures, conditions, and requirements and attitudinal factors of any topic. The first subject content selection and organizing of the specific
knowledge deals with the writing activities. The researcher here applies Tomlinson and Matsuhara’s material development theory 2004. To choose the material in
GAIL, the researcher considered the result of the pre-test. At the same time, the teachers’ expectation and the students’ writing skills are also included in the subject
content. Skills described mainly about the processes and requirements of the Eclectic
Approach. The processes in the Eclectic Approach are pre-writing, outlining, drafting, revising, editing, and submitting Sundem, 2007. In the processes of writing, the
attitudinal facts in writing itself are integrated in the material design. Later on, the steps in Eclectic Approach were strengthened by the activities in GAIL. Therefore, to
support the subject content, the researcer should choose the learning activities and resources carefully, so they could serve the goals.
