The teacher’s comment has to be understandable to the students. It should be in simple words. It is important to the teacher to give time for individual
consultation for the students’ improvement. The feedback has to be able to make the students know their mistakes and correct it by themselves.
4 Clarify for yourself, and your students, how their writing will be evaluated The scoring in writing has to be clear between the teacher and the students.
Sokolin gave advice “Take class time to ask them what they value in writing. Ask them what features make writing enjoyable to read and what features
distract from the enjoyment.”Nunan, 2003:96 Ron White and Valerie Arndt as quoted by Harmer in The Practical for
English Language Teaching 2004 provided the writing process. Those are drafting, structuring ordering information, experimenting with arrangement, etc,
reviewing checking context, connections, assessing impact, editing, focusing that is making sure you are getting the message across you want to get across,
and generating idea and evaluation. Sometimes the process seems very long. It can be suited with the syllabus and also the task.
B. Theoretical Framework
The material design for second grade of department students in SMK Negeri 1 Kasihan combines the Kemp’s and Yalden’s models. The material based
on the Quantum Teaching method. The activities in each unit are following the five steps in quantum teaching. Since the material is integrated material, each unit
consists of the four skills, listening, speaking, reading, and writing. The writer PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
refers to the theory of teaching language in constructing the activity to make it appropriate and suitable for the students. There is a syllabus for this school, and
the writer will develop the material from the syllabus which is also based on the curriculum for second grade of vocational high school. In this thesis, the writer
uses research and development RD which will be elaborated in detail in Chapter III. The framework in designing the material is:
Figure 2.3 The Writer’s Theoretical Framework
continuing to consists of
feedback line
Evaluation
Revision Research and Information
Collecting
Planning and Developing Product
Preliminary Testing
Revision
Field-testing Need survey
Development and implementation of classroom procedures
Evaluation Goals, topics, and general purposes
Learning Objectives
Development and design material PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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CHAPTER III METHODOLOGY
This chapter discussed the method which was used in this research. It
consisted of research method, research participants, research instruments, data gathering technique, data analysis technique, and research procedure.
A. Research Method
The writer used research and development RD strategy. This strategy consists of a cycle, in which a version of the product is developed, field tested,
and revised Borg Gall, 1983: 771. The goal of this study was to take the knowledge of the research and to use it as a product to the school. There were five
steps which were used by the writer according to RD cycle Borg Gall, 1983: 774-775. They were Research and Information Collecting, Planning and
Developing Product, Preliminary Testing, Revision and Field Testing. Research and information collecting was the first step in RD cycle. In this
step, the writer looked for related literature which was stated in chapter II. Need survey was also conducted to obtain learners’ need and characteristic. The writer
conducted interview for the need survey. Planning and developing product was the second step. Planning included
defining skills and stating learning objectives. Developing product included preparation of the material, and everything related to it. It also included the
preparation of evaluation devices for the preliminary testing. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
