42 design writing materials. It is because the teacher stated that the students were
poor in making a composition because of four factors. They are 1 arranging ideas, 2 organizing generic structure, 3 employing grammar rules, and 4
choosing appropriate vocabulary. However, genre-based approach has not been fully implemented in teaching writing skill, whereas it helps students in arranging
the ideas. Therefore, in this study, the researcher intended to design English writing instructional materials using genre-based approach for the eleventh grade
students of SMA N 1 Depok in order to develop the students’ writing ability.
b. The Results of the Questionnaires Distributed to Eleventh Grade
Students
The reseacher also distributed questionnaires to eleventh grade students of SMA N 1 Depok. The questionnaires are closed-ended questionnaires. There were
ten statements. The students judged the statements according to their real condition. The results of the questionnaires are presented in Appendix B.
The researcher distributed the questionnaires in three out of five classes of the eleventh grade of SMA N 1 Depok. It shows that the researcher distributed the
questionnaires to the majority student of the eleventh grade of SMA N 1 Depok. Therefore, the total number of the participants was one hundred and five students.
From the results of the questionnaires, on the statement of students’ difficulties in writing, there were 56.2 of students who had difficulties in writing
English composition, while 43.8 of students stated that they had no difficulties. Therefore, most of the students had difficulties in writing English composition.
Based on the statement of students’ difficulties in conveying their ideas, there
43 were 65.7 of students who had difficulties in conveying their ideas when writing
a piece of composition and 34.3 of students stated they had no difficulties. In other words, conveying their ideas was one of the difficulties in writing English
composition, and most of the students had that problem. The third statement deals with the need of writing steps to obtain good
composition. There were 93.3 of students who said that they needed writing steps to obtain good composition. The rest of the students, 6.7, stated that they
did not need writing steps in producing a composition. In short, almost all students needed writing steps to produce good composition. The next statement
deals with activities to increase their interest in writing English composition. There were 96.2 of students who stated that they needed activities to increase
their interest in writing and 3.8 of students stated they did not need it. It meant that activities to increase their interest in writing were much needed by almost all
students. The fifth statement concerns with their interest for certain topics. There were 30.4 of students stated that they could write English composition well for
certain topics, while 69.6 of students could write English composition well for almost all topics. Therefore, the topic did not influence the ability in composing a
composition. The next statement deals with their habit in writing. There were 66.6 of
students wrote a composition directly, but 33.4 of students did not write a composition directly. In short, most of the students had habit in composing
English composition directly. The seventh statement is about their habit in making outline before writing. There were 45.7 of students who made an outline before
44 composing a composition and 54.3 of students did not make an outline before
composing a composition. In other words, most of the students did not make an outline before they composed a composition. It has relation with the previous
statement. They had habit in making a composition directly without any outline as the guidance. The next statement concerned with their further step in writing,
which was developing the outline. Related to the previous statement, there were 61.9 of students who did not develop an outline to make a composition, while
38.1 of students developed an outline to make a composition. The ninth statement deals with the correction before the final writing. There were 62.9 of
students who did not do correction, while 37.1 of students did correction before the final writing. The last statement is about rewriting the composition. There
were 68.5 of students who stated that they did not rewrite their composition, while 31.5 of students stated that they rewrote their composition.
In conclusion, most of the students have difficulties in writing English composition. Mostly they have difficulties in conveying their ideas because they
did not implement steps of writing in producing a text.
2. Planning
