56 easily understood. In this section, students understood the information by reading
the explanation. This section would be the gate to the main writing activities.
c. Happy Writing
Here, the section aimed to help students write carefully by concerning accuracy and fluency. Because Happy Writing provided longer time for students
to make the writing products, this section gave some activities that stimulated students to write, such as reading and comprehending the information about
generic structure, doing exercises of particular language features, and producing a writing product.
d. Get Betterment
Get Betterment was the first section in post writing part. This aimed to
evaluate students’ writings by discussing what they have done in their writings. The section provided students by sharing, editing, or giving suggestions toward
stu dents’ writings. The activities were done in pair groups, or small groups.
e. End It Well
This was the last section. This section was a reflective activity as it aimed to give opportunities for students to write and to find out how much students gave
attention to the lesson and their writings. This was done individually. All the materials would not be plain as it was for senior high school
students. However, the researcher also engaged some interesting pictures and colours in the materials. This would help students follow the learning process with
interesting materials.
57
5. Specifying Some Support Services
In this step, the researcher determined supporting tools for designing the materials, especially, before evaluating the materials. The supporting services
were important to prepare the materials before being evaluated. The first the researcher did was determining the services that would be used in the materials,
such as using chalkboard or boardmarker, using notebook, and providing pictures. The researcher also determined the time that would be provided in designing the
materials. Besides, the researcher also produced teacher’s manual. This aimed to
help teacher conduct the materials. Finally, the researcher made the lesson plan and syllabus. The designed materials were according to School-Based Curriculum
KTSP 2006 and used Communicative Language Teaching principles in the learning process.
6. Evaluating the Materials
In this step, the researcher did the evaluation of the materials. The respondents of evaluation were one English lecturer of the English Language
Education Study Program of Sanata Dharma University and two English teachers of SMA Sang Timur Yogyakarta. The evaluation helped the researcher revise and
improve the materials, because the evaluators gave comments and suggestions toward the designed materials. Then, it could be seen whether or not the design
was suitable for the tenth graders of SMA Sang Timur Yogyakarta. The description of the respondents was presented in Table 4.3.
