English writing instructional materials using the process-based approach for the grade VIII students of SMP Institut Indonesia Yogyakarta.

THE PROCESS-BASED APPROACH FOR THE GRADE VIII STUDENTS OF SMP INSTITUT INDONESIA YOGYAKARTA

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Emanuel Adven Eko Setyawan Student Number: 061214076

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

ENGLISH WRITING INSTRUCTIONAL MATERIALS USING THE PROCESS-BASED APPROACH FOR THE GRADE VIII STUDENTS

OF SMP INSTITUT INDONESIA YOGYAKARTA

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Emanuel Adven Eko Setyawan Student Number: 061214076

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

I honestly declare that this thesis, which I have written, does not contain the work or parts the work of other people, except those cited in the quotations and the references, as a scientific paper should.

Yogyakarta, 12 Agustus 2010 The Writer

Emanuel Adven Eko Setyawan 061214076

LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIK

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: Nama : Emanuel Adven Eko Setyawan

Nomor Mahasiswa : 061214076

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:

ENGLISH WRITING INSTRUCTIONAL MATERIALS USING THE PROCESS-BASED APPROACH FOR THE GRADE VIII STUDENTS

OF SMP INSTITUT INDONESIA YOGYAKARTA

Beserta perangkat yang diperlukan (bila ada). Dengan demikian, saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin ataupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini saya buat dengan sebenarnya. Dibuat di Yogyakarta

Pada tanggal: 2 September 2010

Yang menyatakan

Setyawan, Emanuel Adven Eko. 2010. English Writing Instructional Materials Using the Process-Based Approach for the Grade VIII Students of SMP Institut

Indonesia Yogyakarta. Yogyakarta: English Language Education Study Program,

Sanata Dharma University.

This thesis was conducted to design English Writing Instructional Materials Using the Process-Based Approach for the Grade VIII Students of SMP Institut Indonesia Yogyakarta. To help students of SMP Institut Indonesia

Yogyakarta in learning writing, the Process-Based Approach was chosen because

it shares some principles which let the students to learn writing with some steps. This makes the students’ learning activity more effective.

There are two problems discussed in this study. They are 1). How is a set of English writing materials based on the Process-Based Approach for grade VIII students of SMP Institut Indonesia designed? 2). What does the set of English writing instructional materials using the Process-Based Approach for grade VIII students of SMP Institut Indonesia look like? To answer the two problems, the writer conducted pre-design survey and post-design survey. The pre-design survey was conducted to obtain data about the students’ needs by distributing questionnaires to the students. The post-design survey was conducted to gain evaluations and feedback of the designed materials by distributing questionnaires to the teachers of SMP Institut Indonesia Yogyakarta and the Lecturers of English Education Study Program of Sanata Dharma University.

To answer the first question in the problem formulation, the writer combined the two instructional design models from Kemp and Yalden. Based on the Kemp’s and Yalden’s Instructional Design Model, the writer arranged the writer’s Instructional Design Model which its steps were used to design the set of English writing instructional materials using the Process-Based Approach for grade VIII students of SMP Institut Indonesia. The writer’s Instructional Design Model consisted of six steps. The steps were (1) conducting need survey, (2) specifying goals, topics, and general purposes, (3) formulating learning objectives, (4) selecting and organizing contents, (5) selecting learning activities and resources, and (6) evaluating materials. To answer the second question in the problem formulations, the writer attached the designed materials in appendix F. The materials consist of eight units. Each unit has seven sections, namely “Let’s start”, “Study the words”, “Get focused”, “Let’s write”, “Ask for feedback”, “Get ready to revise”, and “Make sentences”.

appropriate to be used for the Grade VIII students of SMP Institut Indonesia

Yogyakarta. The writer hopes that the designed materials will be useful for the

grade VIII students of SMP Institut Indonesia Yogyakarta. Hopefully, the materials will also be beneficial for other researchers in conducting further study.

Setyawan, Emanuel Adven Eko. 2010. English Writing Instructional Materials Using the Process-Based Approach for the Grade VIII Students of SMP Institut

Indonesia Yogyakarta. Yogyakarta: Program Studi Pendidikan Bahasa Inggris,

Universitas Sanata Dharma.

Skripsi ini disusun untuk mendesain seperangkat materi writing untuk siswa-siswa kelas VIII SMP Institut Indonesia Yogyakarta. Untuk membantu siswa-siswa kelas VIII SMP Institut Indonesia Yogyakarta dalam belajar menulis, pendekatan Process-Based dipilih karena pendekatan tersebut memuat beberapa prinsip-prinsip yang memberikan kesempatan kepada para siswa untuk belajar menulis melalui beberapa langkah. Hal ini membuat aktivitas belajar menjadi lebih efektif.

Ada dua permasalahan yang dibahas dalam penelitian ini. Yang pertama adalah bagaimana mendesain seperangkat materi writing untuk siswa kelas VIII SMP Institut Indonesia Yogyakarta menggunakan pendekatan Process-Based. Permasalahan yang kedua adalah bagaimana penampilan dari materi yang didesain tersebut. Untuk menjawab kedua pertanyaan tersebut, penulis mengadakan survey sebelum pembuatan materi and survey sesudah pembuatan materi. Survey sebelum pembuatan materi dilaksanakan untuk memperoleh data tentang kebutuhan siswa dengan cara menyebarkan kuesioner kepada para murid. Survey sesudah pembuatan materi dilaksanakan untuk memperoleh penilaian dan masukan tentang materi yang didesain dengan cara menyebarkan kuesioner kepada para guru SMP Institut Indonesia Yogyakarta dan para dosen dari Progam Studi Bahasa Inggris, Universitas Sanata Dharma.

Untuk menjawab pertanyaan pertama dalam rumusan permasalahan, penulis menggabungkan dua model desain instruksional dari Kemp dan Yalden. Berdasarkan model desain instruksional dari Kemp dan Yalden, penulis menyusun model desain instruksional yang langkah-langkahnya digunakan dalam penyusunan seperangkat materi writing menggunakan pendekatan Process-Based untuk siswa-siswa kelas VIII SMP Institut Indonesia. Model desain instruksional penulis terdiri dari enam langkah. Langkah-langkah tersebut adalah (1) melaksanakan survey kebutuhan, (2) menentukan tujuan, topik pengajaran, dan tujuan umum, (3) menentukan tujuan belajar, (4) memilih dan mengatur isi pembelajaran, (5) memilih aktivitas pembelajaran dan sumber belajar, (6) mengevaluasi materi. Untuk menjawab pertanyaan kedua dalam rumusan permasalahan, penulis melampirkan materi yang didesain pada lampiran F. Materi tersebut terdiri dari depalan bab. Setiap bab terdiri dari tujuh bagian, yaitu “Let’s start”, “Study the words”, “Get focused”, “Let’s write”, “Ask for feedback”, “Get

Penulis memperoleh penilaian dan masukan dari survey sesudah pembuatan materi. Berdasarkan penyebaran kuesioner, nilai rata-rata dari materi yang didesain adalah 3.9 dari total nilai 5. Oleh sebab itu, materi yang didesain dianggap pantas dan sesuai untuk diajarkan pada siswa kelas VIII SMP Institut

Indonesia. Penulis berharap materi tersebut akan berguna bagi siswa. Semoga

materi tersebut juga akan berguna bagi para peneliti dalam mengembangkan tema penelitian yang lain.

                                         

First, I would like to give my greatest gratitude to Jesus Christ, My Lord who has given me spirit and strength in finishing my thesis. Without His guidance, I would not be able to finish my thesis.

I would like to express my deepest gratitude to my major sponsor Drs. Y.B Gunawan, M.A. Because of his patience, encouragement, guidance, generosity, and criticism, I could finish my thesis.

I am also grateful for Drs. Supardi as the headmaster of SMP Institut

Indonesia Yogyakarta who gave me the opportunity to do research in the school.

My gratitude is also addressed to Agustina Nellawati S. Pd. and Agnes Insani Bhuana S. Pd., the English teachers of SMP Institut Indonesia Yogyakarta, who have given me guidance and evaluation for my materials design. My sincere gratitude is also for all staffs and the grade VIII students of SMP Institut

Indonesia Yogyakarta.

I owe a great deal to Yuseva Ariyani Iswandari, S. Pd., M. Ed.,Ag. Hardi Prasetyo, S. Pd., M.A., Gregorius Punto Aji, S. Pd., M. Hum. as the participants of my materials evaluation. I thank also all the lecturers and the secretariat staffs of English Education Study Program of Sanata Dharma University and all the librarians who assisted me during the completion of my thesis.

My deepest gratitude goes to my family: Bapak Tarsisius Ismadi, Ibu Florentina Lilis Suryani, dik Andre, and dik Ale for their prayer and support.

I thank the one and only, my sweetheart, Benedikta Merita Pamudyaningtyas for her attention and love that I can finish this study. And I also thank my best friends: Rinaldi, Nonok, Riris, Satrio, Esti, Nita, Yoga, Mupet, Dita, Kucluk, Vika, Rizky, Vita, Sri, Sari, Puput, Guntur and all PBI 2006 students for wonderful relationships. The last, I also give my deepest gratitude to all people whose name I cannot mention one by one for their patience, friendship and attention.

Emanuel Adven Eko Setyawan

   

   

 

                     

Page

TITLE PAGE ... i

APPROVAL PAGES ... ii

STATEMENT OF WORK’S ORIGINALITY ... iv

ABSTRACT ... vi

ABSTRAK ... viii

ACKNOWLEDGEMENTS ... x

TABLE OF CONTENTS ... xii

LIST OF TABLES ... xvi

LIST OF FIGURES ... xvii

CHAPTER I. INTRODUCTION A. Background ... 1

B. Problem Identification ... 5

C. Problem Limitation ... 6

D. Problem Formulation ... 6

E. Objectives of the study ... 7

F. Benefits of the study ... 7

G. Definition of terms ... 8

CHAPTER II. REVIEW OF RELATED LITERATURE A. Theoretical Description ... 10

1. Instructional Design Models ... 10

a. Kemp’s Model ... 10

b. Yalden’s Model ... 15

2. Teaching Writing to EFL ... 18

a. Approaches in Teaching Writing to EFL Students ... 18

3) The Process Approach ... 20

4) Genre-Based Approach ... 21

5) Contextual Teaching and Learning ... 23

b. Techniques in Teaching Writing to EFL Students Using Process-Based Approach ... 26

1) Brainstorming ... 27

2) Word Mapping ... 27

3) Quick Writing ... 27

4) Guided Discussion ... 28

3. The Theory of the Process-Based Approach ... 28

a. The Steps of Writing Using the Process-Based Approach... 29

1) Planning (Pre-writing) ... 29

2) Drafting ... 30

3) Feedback ... 30

4) Revising ... 31

5) Proofreading and Editing ... 31

b. Learner’s Role ... 32

c. Teacher’s Role ... 33

d. The Role of Instructional Materials ... 34

4. School-Based Curriculum ... 34

B. Theoretical Framework ... 35

CHAPTER III. METHODOLOGY A. Research Method ... 39

B. Research Participants ... 43

C. Research Instruments ... 44

1. Pre-design study ... 44

2. Post-design study ... 46

D. Data Gathering Technique ... 46

1. Pre-design study ... 46

2. Post-design study ... 47

2. Post-design study ... 48

F. Research Procedure ... 51

CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION A. Elaboration of Steps in Designing a Set of English Writing Instructional Materials Using the Process-Based Approach to the Grade VIII Students of SMP Institut Indonesia Yogyakarta ... 52

1. Conducting Need Survey ... 52

a. Students’ Need Based on the Interview with the Teacher ... 53

b. Students’ Need Based on the Questionnaire to the Students ... 55

2. Specifying Goals, Topics, and General Purposes ... 57

a. Stating Goals ... 58

b. Topics ... 58

c. General Purposes ... 59

3. Formulating Learning Objectives ... 59

4. Selecting and Organizing Subjects Contents ... 62

5. Selecting Learning Activities and Resources ... 65

6. Evaluating the Materials ... 66

B. The Findings and the Designed Instructional Materials Evaluation ... 66

1. The Description of the Respondents ... 66

2. Data Presentation ... 67

a. The Descriptive Statistics of the Respondents’ Opinion ... 67

b. Respondents’ Comments and Suggestions on the Designed Materials ... 69

C. Discussion on the Designed Instructional Materials Evaluation ... 70

D. Presentation of the Designed Instructional Materials ... 73

1. The Description of the Designed Instructional Materials ... 73

CHAPTER V. CONCLUSION AND SUGGESTIONS

A. Conclusion ... 76

B. Suggestions ... 79

1. For English teachers, especially the English teachers of the SMP Institut Indonesia Yogyakarta ... 79

2. For researchers of further study ... 79

BIBLIOGRAPHY ... 81

APPENDICES ... 83

APPENDIX A: Surat Ijin Penelitian ... 84

APPENDIX B: The Pre-Design Questionnaire ... 86

APPENDIX C: Questionnaire of Evaluation ... 91

APPENDIX D: Syllabus ... 101

APPENDIX E: Lesson Plan ... 105

APPENDIX F: Presentation of the Instructional Materials Design ... 109

 

   

                       

Page

Table 3.1 The Blueprint of Post-Design Participants ... 48

Table 3.2 The Blueprint of Participants’ Opinion on the Designed Materials ... 50

Table 4.1 Topics that the Grade VIII Students of SMP Institut Indonesia like in Learning English ... 57

Table 4.2 List of Topics which were used in the Designed Materials ... 59

Table 4.3 Learning Indicators ... 61

Table 4.4 Description of the Post Design Participants ... 67

Table 4.5 The Participants’ Opinion in the Designed Materials ... 68

                       

LIST OF FIGURES

Page

Figure 2.1 The Kemp’s Instructional Model ... 11

Figure 2.2 The Yalden’s Instructional Model ... 17

Figure 2.3 Producing a Piece of Writing ... 19

Figure 2.4 Example of Feedback Form ... 30

Figure 2.5 The Model of Writing Instruction in the Process-Based Approach ... 31

Figure 2.6 The Writer’s Instructional Model ... 36

Figure 3.1 R & D Cycle and the Writer’s Model ... 43

       

   

INTRODUCTION

This chapter consists of six parts. The first part is background of the study which reveals the writer’s reasons for conducting the study. The second part is problem formulation which conveys the problems that will be discussed in the study. The third part is problem limitation which gives clear limitation about what is discussed in the study. The fourth part is objectives of the study which shows the aims of the study. The fifth part is the benefit of the study. This part reveals the advantages of the study. And the last is definition of terms which clarifies the terms used in the study.

A. Background

There are four English skills which people must consider when they learn English. The skills are listening, speaking, reading, and writing. Those skills are important to the improvement of learning English. One skill which is given the most priority is writing. As a productive skill, it needs longer time to learn writing rather than the other skills.

Writing is important both for academic and non-academic environments. The fact that writing is learnt by students when they are still young shows that writing is one of the most basic necessities in the academic environment. Based on the writer’s experience in teaching students during teaching practice at a local Junior High School, writing was actually given enough time allocation. It means that the

 

to make the students familiar with the writing habit. Writing is also important in the non-academic environment. For example, there are many opportunities for people to communicate via the Internet. The activities done in this situation, for example, are chatting, email, blogging, etc. Most of them are done by writing. People use the Internet or mass media to conquer the world. The word “conquer” here means that by writing, people could persuade and make others believe about what they write.

Meanwhile, some students think that writing is difficult to learn. There are many kinds of reasons for this which researchers have written on their respective books. In his article “A writing laboratory for beginner”, Baskoff says that the students had to be motivated to want to write, as many were shy about writing because they felt that they had nothing to write. (Baskoff 1975:3). “…Students who learn English as the foreign language do not have the experience to express the knowledge in their own languages. They may be frustrated with writing as a result of a too limited vocabulary and knowledge of grammatical structure, to convey adequately what they know and want to say. They obviously have experience and knowledge of their subjects which they want to relate, but they do not yet have the means to express that knowledge in English…” (Hugley. et al., 1983: 16). Those are some descriptions which show the reality of what is happening in daily class in the school.

As the development of information, students should have good writing skill. Educational experts should concern more about the strategy of practicing writing

skill. In many schools, writing practice is still done in a traditional approach. In the traditional approach, writing practice is done using a teacher-centered approach. The teachers become the center of the writing activity. Teachers make topics for writing assignments. The students do the assignments as instructed by their teachers. This approach would limit students in improving their skills. Students could not develop their writing skill independently. The focus of the study is on the result of writing. Teachers do not concern themselves about the process of writing itself.

More recently, the more fundamental goal of writing is an emphasis on the process of writing. Students do not learn how to finish the writing quickly in a good format, but they learn how to process the writing.

“In recent years, the process approach to writing has been

introduced as another option. This approach emphasizes the notion that writing is a process whereby the finished product emerges after a series of drafts. The process approach puts emphasis on an incubation period in which the written piece taken shape.”(Cohen, 1990; 105)

There should be a set of writing materials in school which lead students to have better practices in writing. Process-based writing is an approach for writing classroom activity which emphasizes on activities that are long-term and student-centered. However this approach is still rarely used in schools’ teaching activity. This approach has function to develop students’ writing skill. It allows students to learn more about writing process rather than just finishing the writing product quickly. Therefore, students are helped to make the writing products step by step.

 

Finally, the students are expected to practice the writing with strategies to improve their writing skill.

SMP Institut Indonesia Yogyakarta is one of junior high schools which give priority in training the students’ writing skill. This was seen when the writer had a teaching practice in SMP Institut Indonesia Yogyakarta. While conducting the teaching practice in SMP Institut Indonesia Yogyakarta for about three months, the writer knew how the writing lessons were given priority in the school. Based

on the syllabus guideline, the English teacher of SMP Institut Indonesia

Yogyakarta often gives some exercises dealing with improving the students’ writing skill, for example writing a letter, memo, notice, experience, etc. Once, the writer was given a chance to teach the students writing an invitation letter. The writer applied the Process-Based Approach by giving the students more opportunity to have peer corrections. There were some interactions between the students to discuss the corrections given which made the learning process more effective. As a result, the students learnt how to produce their writing better. They knew about an invitation letter well including mentioning the components of an invitation letter, how to write it, etc. Using the Process-Based Approach, they experienced deeper understanding about how to write a good invitation letter. In conclusion, the students of SMP Institut Indonesia Yogyakarta need the Process-Based Approach to learn writing.

B. Problem Identification

Due to the limited knowledge of the English language, students usually find it is difficult to learn English writing skills. This limitation of knowledge may be in a form of lack of vocabulary mastery – which makes students too shy to express the ideas they may have. Besides, the mechanism of the learning activity holds a great role in a successful English learning. As the writer has written above, there are many schools which still apply the traditional approach to the teaching of writing. The approach leads students to learn how to finish writing in time before the meeting class is over. In many cases, many students who could not finish their work still had to submit their writing as a finished product to the teacher. Consequently, the students would not acquire valuable experience in the process of writing. There would not be a session for students to obtain feedback from the teacher and opportunities to revise their work.

Based on the situation which has been explained above, a good writing model is required to improve the students’ writing skill. There should be a new set of writing materials which applies the Process-Based Approach to the learning activity. In designing such writing materials, there are some aspects which must be considered. First is about the selection of materials which must reflect the relevant tasks. The materials which are used should match the students’ needs. Second, the materials should be arranged in a step by step process approach which assists students to finish their tasks well.

 

C. Problem Limitation

This study focuses on designing writing instruction materials for grade VIII students of Junior High School. The reason why students of grade VIII were chosen is because at this grade, the students start to be given more materials which are related to their writing skills. They start to rehearse their writing skill using the materials such as functional text, narrative text, etc. These kinds of materials will support the students to improve their writing ability only if the activities are arranged with the appropriate approach.

Besides, this study also focuses on the designing of writing materials based on the Process-Based Approach. The reason is because this approach allows the students to learn more about writing. They learn not only to have a mere product of their work, which is done in the traditional approach, but also the step-by-step process of completing their work. Therefore, applying this approach allows the students to understand how to create a good writing product.

At the end of the study, the designed materials will be presented without implementing them to find out their effectiveness.

D. Problem Formulation

As the study concerns with the material design for teaching writing for Junior High School Students grade VIII, two problems are stated as follows:

1. How is a set of English writing materials using the Process-Based

Approach for grade VIII students of SMP Institut Indonesia Yogyakarta

designed?

2. What does the set of English writing materials using the Process-Based

Approach for grade VIII students of SMP Institut Indonesia Yogyakarta

look like?

E. Objectives of the Study

As the study intends to find the answers of two questions asked in the problem formulation, two objectives are stated here:

1. To find out how a set of English writing materials using the Process-Based Approach for grade VIII students of SMP Institut Indonesia Yogyakarta is designed.

2. To present the designed set of English writing instructional materials using

the Process-Based Approach for grade VIII students of SMP Institut

Indonesia Yogyakarta.

F. Benefits of the Study

This study is intended to benefit for:

1. English Teachers

The result of the research will be useful for Junior High School teachers as material to improve their teaching approach in writing.

 

2. Students

The result of the research can help the students in improving their writing skill and encourage them to practice their writing skills more. 3. Designers

This research helps the other designers to be more creative and to improve their knowledge especially in designing writing instructional materials.

G. Definition of Terms

There are some terms that are referred to this study. To avoid misunderstanding, it is necessary to explain them based on the relevant sources.

a. Writing

Writing is the application of spoken language in the form of text. It is the application of grammatical rules, lexical items, and the theoretical patterns to produce a text. (Walters, 1983: 17)

b. Process-Based Approach

The writing process approach (Cohen, 1990: 105) put emphasis on the incubation period in which the written piece takes shape. The activities are done in the several rounds of peer edits and self-assessment before it reaches the teacher for assessment.

c. Writing Instructional Materials

Instructional material means the material planed or designed by the teacher for instructions. Banathy (1976:16) defines instructional material as a system which includes the objectives, materials, and evaluation. According to Dick and Reiser (1989: 3), instructional material can be in a form of printed materials, computer-assisted instructions, and televised instruction. Therefore, the writing instructional materials are materials that are included in the instructional system. In this study, that material is in a form of printed materials.

CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, two parts are discussed. They are theoretical description

and theoretical framework. Theoretical description describes some literatures that are used to design the materials. Theoretical framework is used as the theoretical guideline in designing materials.

A. Theoretical Description

In the theoretical description, four parts are discussed. They are Instructional Design, Teaching Writing to English as Foreign Language (EFL) Students, the Theory of Process-Based Approach, and School-Based Curriculum (KTSP).

1. Instructional Design Models

In designing material, the researcher applies Kemp’s model and Yalden’s model. The following are brief explanations about the two models.

a. Kemp’s Model

Kemp (1977:7) states that there are eight steps in designing an instructional design. The steps are:

1.Consider goals, list the topics, and state the general purposes for teaching each topic.

2.Enumerate the important characteristics of the learners.

3.Specify the learning objectives in terms of behavioral outcomes 4.List the subject contents that support each objective

6.Select teaching/learning activities and resources

7.Choose some support services such as budget, equipment, facilities

8.Evaluate the students’ accomplishment to do revision and reevaluation of the design in order to make improvement.

Kemp also says that those eight steps are a flexible process since a designer may start the planning from any step that is ready to move back on any step to others. Below is the description about the eight steps of Kemp’s instructional model.

Figure 2.1 Kemp’s Instructional Model (Kemp, 1977:9)

The steps of the Kemp’s instructional model are explained as follows.

Goals, topics, And  General  Purposes    Evaluation        Learning  Objectives    Supports  services  Teaching/  Learning  activities,  resources   Pre‐ assessment    Subject  Content  Revise    Learner  characteristics 

 

1) Consider Goals, Topics, and General Purposes

Instructional design planning starts with the recognition of the broad goals of the school system or institution. The goals may be derived from three sources; they are society, students, and subject areas. After establishing the goals, a designer should list the major topics to be treated within the content area. After that, the designer expresses explicitly the general purposes for the chosen topics.

2) Identify Learners’ Characteristics

In teaching-learning activity, the students are regarded as individuals and groups. To serve the students both in individuals and groups, we must obtain information about learners’ characteristics. Learners’ characteristic includes two factors; they are academic factor and social factor. Academic factor includes academic background, level of intelligence, number of students, reading level, study habit, grade-point average, scores on standardized achievement and aptitude tests, ability to work alone, motivation for studying the subject, background in the subject or topic, expectation of the course. Social factors include age, maturity, attention span, special talents, physical and emotional handicaps, relations among students and socioeconomic situation.

3) Specify Learning Objectives

Kemp (1977: 24) says that learning objectives may be categorized into three categories. They are cognitive, psychomotor, and affective. Cognitive domain is mostly used in educational program. It includes objective concerning knowledge, comprehension, application, analysis and evaluation. In planning process, the

planner should consider the action verb that is used in specifying the learning objectives because each verb relates to certain level of objectives.

4) Organize Subject Content

A student’s learning experiences must involve subject content that relates the objectives to the students’ needs. In his book, Kemp (1977: 44) defines subject content as the selection and organizing of the specific knowledge (facts and information), skills (step-by-step procedures, conditions, and requirements), and attitudinal factors of any topics. Subject contents support the objectives.

5) Develop Pre-assessment

Pre-assessment is conducted to answers two questions; they are (1) is the students prepared to study the topic or unit? And (2) is the student competent in some of the stated objectives? In order to answer those questions, a test is needed. There are two kinds of test. The first is prerequisite test which aims to gain information whether the students have appropriate preparation for the topic. It enables the teacher to know who are ready to learn the topic, who need the remedial or even who are not ready yet and should start from the beginning level. The other test is pre-testing that aims to determine which of the objectives students may already have achieved.

6) Plan the Teaching/Learning Activities and Resources

In conducting the teaching-learning process, a teacher must determine the appropriate methods and then select the materials to provide learning experiences that will utilize the content associated with the objectives. To support the learning

 

activities, teacher should also concerns about the selection of materials that can motivate the students and effectively explain the subject content. Besides, it is also important for the teacher to determine the media to support teaching-learning activity.

7) Organize Support Services

Teacher should organize the support services carefully. Support services include fund/budget, facilities, equipment, time and schedule. In organizing budget, a teacher should concern about two kinds of budgets. Those are budget during the development, which covers all budget needed during the preparation of the program, and budget during the implementation which covers all budgets which covers all budget needed during the implementation of the program.

8) Evaluation

In this step, the teachers are ready to measure the result of learning and the learning objectives. In this case, the teachers should determine standards of achievement. The measurement can be in a form of evaluation. There are two kinds of evaluation. They are formative which is done during development and tryouts and summative evaluation which is done at the end of the course. Evaluation also refers the evaluation of program. To evaluate the program, Kemp (1977: 98) said that evaluation program can be done in several ways; they are (1) test results, (2) reactions from the students, (3) observations of students at work, (4) suggestion from colleagues.

In designing the model, another instructional model is also used. The next instructional model is Yalden’s model.

b. Yalden’s Model

According to Yalden (1987: 88), there are seven stages in designing material. The stages are the following:

1) Need Survey

Need survey is a very important part in designing material. It aims to know who the learners are. Need survey is conducted to identify as much as possible the students’ needs. The result of the need survey is used to establish the realistic and acceptable objectives.

2) Description of Purpose

After conducting the need survey, the designer describes the purpose of the program. In this stage, the designer clarifies the purpose of the language program. It will be the basis to find solution when the designer faces problems in the next steps.

3) Selection and Development of Syllabus Type

After deciding on the general category for a course, the next step is to select the type of syllabus. Yalden says (1987: 108) that there is no single model of syllabus design which is universally agreed upon. As the solution, the designer should modify the existing structural syllabuses to a completely learner-centered approach.

 

4) Production of the Proto-syllabus

In this stage, Yalden (1987: 138) says that the syllabus designer will turn to the description of the content that the syllabus will have, i.e., the preparation of syllabus specification. The designer should select and combine items in each category. In other word, the designer should also describe and determine the content of the syllabus.

5) Production of the Pedagogical Syllabus

Pedagogical syllabus is described in this stage. It provides a repertoire of words and phrases based on the function and topics. The designer’s work is to make the repertoire come to life.

6) Development and Implementation of Classroom Procedure

The next step is development and implementation of classroom procedure in which the designer develops the classroom procedures. It includes selection of exercise types and teaching techniques, preparation of the lesson plan, and preparation of weekly schedule.

7) Evaluation

This is the last stage in Yalden’s instructional model. There are two aspects which are evaluated in this stage. They are the students and the material design. This stage is also called recycling stage because the whole cycle can be begun again at this point.

To give clearer description about the Yalden’s instructional model, the following is the picture of the model:

Figure 2.2 Yalden’s Instructional Model (Yalden, 1987: 88)

All steps in the two instructional models above would not be used in this design. The writer combined the two models and only took some of the steps. From Yalden’s model, the writer took the first step, namely need survey. It is important since a need survey becomes the foundation to determine the materials which is developed. The second step of Kemps’ model is not used in this design because this step has been included in the need survey. From the Kemps’ model, the writer takes the first step, namely Goals, Topics, and General Purposes. It becomes the basis of the designing the materials. Kemps’ third step is used to determine the objective of the designed materials based on the Process-Based Approach. Subject content becomes important because it determine the applying of the principle of the Process-Based Approach in the designed-materials. The next step which is used from Kemp’s model is Teaching-Learning activities. Some of methods in Process-Based Approach are applied in this step. The final step is evaluation. It measures the outcome of the material designed. It is also important to obtain the evaluation values which are used to revise the materials.  

Needs survey

 

Description of purpose 

Selection/ development of syllabus type Production of a-proto syllabus Production of a-pedagogical syllabus Development and implementation of classroom procedures   Evaluation

 

2. Teaching Writing to English as Foreign Language (EFL) Students

Learning a foreign language demands people to be able to communicate with other people, including how to understand them, talk to them, read what they have written and write to them. Today, a new culture of communicating has been developing among people. They learn how to communicate to people while the other person is not in front of them; even without directly listening what is said and looking the gestures and facial expressions. It becomes the reasons why teaching writing is important.

Another reason why writing should be taught to learners is that writing helps students to learn. Writing reinforces students to learn grammatical structures, idioms, and also vocabulary. In writing, students are able to express their ideas. A writer tries to put their ideas on paper with the appropriate way especially in choosing the words. They may often discover something new to write and how to express their ideas while trying to find the right word and sentence. Writing has a close relationship with thinking. And it makes writing becomes valuable in any language course.

a. Approachesin Teaching Writing to EFL Students

In writing, a writer has to deal with some aspects such as the grammar, diction, content, etc. Since there are so many aspects in writing which should be taught, a teacher may use a different approach, depending on what aspect which is being emphasized. Below is a diagram showing what writers have to deal with as they produce a piece of writing (Ralmes, 1983: 6):

Figure 2.3 Producing a Piece of Writing

Based on those features, a teacher should be able to choose the appropriate approach considering what feature is taught. The following are some of the approaches used in teaching writing.

1) The Free-Writing Approach

Ralmes (1983: 7) says that Free-Writing Approach emphasizes the writing composition on the quantity of content and fluency; not to worry about form. When students are able to write their idea on paper, the grammatical accuracy or organization will follow. The teacher may ask students to write on any topic in the beginning of class without worrying about grammar and spelling. In the beginning, students sometimes find it very difficult. However after several

Clear, fluent, and  effective  communication 

of ideas 

CONTENT  Relevant, clarity,  originality,  Logic, etc. SYNTAX  Sentence structure,  Sentence  boundaries,  Stylistic choices,  GRAMMAR  Rules for verbs,  agreement,  articles,  pronouns, etc  MECHANICS  Handwriting,  spelling,  punctuation, etc  WORD CHOICE  Vocabulary,  idiom, tone  PURPOSE  The reason for  writing  THE WRITER’S  PROCESS  Getting ideas,  Getting started,  Writing drafts,  revising  ORGANIZATION   Paragraphs, topic  and support,  cohesion, unity AUDIENCE  The reader/s    

 

They are able to write fluently. Therefore, the focus of this approach is to make students comfortable with the act of writing and less afraid to make errors and experiment with ideas.

Ralmes also adds that in this approach, the teacher does not pay attention on the correction of the writing. But the teacher will simply read it and give comment on the content of the writing.

2) The Communicative Approach

In his book, Ralmes (1983: 8) states that the Communicative Approach emphasizes the purpose of a piece of writing and the audience for it. In this approach, students act like they are a truly writer in real life. They have considered about why they are writing this and who will read it. Traditionally, the audience of the students’ piece of writing is the teacher itself. But this approach suggests that students will be able to do their best when the writing is truly a communicative act, with a writer writing for a real reader. Therefore, teachers using Communicative Approach extend the readership. In this approach, the students can be seen as the real reader. They do not only read the piece but also do something with it, such as respond, summarize or make comments.

3) The Process Approach

Ralmes (1983; 10) says that the teaching of writing moves from a concentration on a written product to an emphasis on the process of writing. Students are not only prepared to answer the questions about purpose and audience, but also how to write it and how to start the writing. The concept of

writing here is that what the students firstly put down on a paper is not the final product of their writing, but only the beginning. They should not think that every word they write on the paper will be perfect instantly. During the process of writing, students will find a new idea, words, sentences, writing first draft, and revising second draft. In the Process-Based Approach, teachers do not ask student to write in a given topic and restricted time. They explore the topic through writing.

4) Genre-Based Approach

In his book entitled “Written Genre in the Secondary School”, Hardy and Klarwein (1990: 2) state that a genre is a social activity, which has a purpose or goal, a recognizable structure of pattern and is a product of the culture. In line

with this statement, Knapp and Watkins (2005: 16) argue Genre Approach proposes that while language is produced by individuals, the shape and structure of the language is to a large degree socially determined. It means that in Genre-based Approach, there is a social interaction between teacher and students to have such discussion about the structure of the language. In this case, the students are given a text model to be discussed with the teacher before they begin to write. Knapp and Watkins (2005: 16) also state that the aim of Genre Approach is to provide the students with the ability to use codes of writing (the genre and grammar) effectively and efficiently. Without these codes, writing can be frustrating and unproductive process for students.

 

These are some stages in Genre-Based Approach according to Hardy and Klarwein (1990; 8). They are:

a) Immerse the students in texts which are exemplars of the genre. Students

read with the teacher and discuss the social context of purpose, subject matter, roles and relationships of the writer and the readers.

b) Guided reading of a text model of the genre. The model should be of a high level of achievement. Each student receives a photocopy of the text model and the teacher displays it on an overhead transparency to focus on during the lesson. The teacher and students read the text together, discussing its textual features. In this step, students are expected to discover the generic structure of the text model themselves. The teacher can ask the students to take a note.

c) Modeled writing by the teacher of this new genre. Teacher “thinks aloud”

while composing the writing on a different topic, but in the same genre as the text model. As the teacher thinks aloud, the students become aware of the cognitive processes involved while composing this form of writing.

d) Joint construction of thegenre- the Shared Writing of a text by the teacher and students. The teacher contributes the students to the composing by discussing and negotiating meanings and language.

e) Guided writing of the new genre by the students. Tentative students could compose their writing with a partner or in a small group, before being requested to compose individually. In this step, the students follow the

scaffolding used in the previous demonstrations to compose a text in the new genre.

f) Response – The teacher accepts the students’ approximation and gives

positive feedback to them.

g) Independent writing of the genre by individual students. Students’

approximations will improve to meet the teacher’s high expectations. Students should also have high expectations of achievement, as they have been taught how to write this new genre.

h) The Writing Process is used by the students when composing. Writers need

to plan, write draft/s, revise if necessary, edit, proofread and publish and illustrate their writing.

5) Contextual Teaching and Learning

According to Musclish (2007: 40), Contextual Teaching and Learning is an approach which is based on real world learning. Many students are not able to connect what they have learnt in class to the application in the real world. Contextual Teaching and Learning helps the students to have experience in learning. Musclish also argues that the basic philosophy of Contextual Teaching and Learning is constructivism. This means that learning is not only a matter of reminding something but it is more on reconstructing the students’ knowledge and through their life. The process of learning gives the students opportunity to have meaningful learning.

 

There are some principles in Contextual Teaching and Learning which the teacher should consider. They are:

a) Constructivism

Students with the help of the teacher construct their previous knowledge which is related to the materials. Here, the process of learning is more valuable than the result of the learning. Students get more opportunities to find and improve their own idea.

b) Inquiry

It is important for students to find the idea which is based on their experience. In other words, the students really experience the idea of what they are writing. The students will have longer memory of it.

c) Modeling

Contextual Teaching and Learning suggests that the learning activity should have a model which the students could imitate. The model is just for example to make the students’ writing.

d) Reflection

It is done to reflect the knowledge which has been learnt by the students. It is important because it becomes a response towards the knowledge which they got. It can be in form of making simple notes, having discussion, or having performance.

e) Authentic Assessment

One component which is also important in Contextual Teaching and Learning is authentic assessment. It is done by observing and analyzing the data which are collected during the process of learning; not only based on the final product.

The writer used the Process-Based Approach as the main approach in designing the materials. It emphasizes the process of producing a piece of writing. Students would learn more about process rather than finish it quickly. Since the writer designs the materials for SMP students, it would be better to put a writing model in the designed materials. It is stated in the Genre-Based Approach that modeling step is very important because the students can have guidance while composing their writing. This step is also included in the Contextual Teaching and Learning. Without modeling, students of SMP may face difficulties in composing their writing. Based on those considerations, the writer will add the step of modeling. The writer will put it before the steps of Process-Based Approach in every unit in the designed material. The purpose is to give the students example before they write and think about the generic structure of the text.

There are some terms which refer to Process Approach. Some of references

use the term Process-Based Approach. In his book of Communicative Language

Teaching Today, Richards (2006: 27) uses term Process-Based Approach. It implies the same understanding as Process Approach which emphasizes the process of producing a piece of writing rather than product. There are also

 

references which use term Process Approach. In his book entitled Practical

English Language Teaching, Nunan uses the term Process Approach. He says that the activities in the Process Approach encourage the students to learn writing which is more than creating final product. It is more on learning of series of skills leading to the product (Nunan, 2003: 96). In this study, the writer used the term Process-Based Approach.

b. Techniques in Teaching Writing to EFL Students Using Process-Based

Approach

In order to create effective language learning, teachers should organize activities that help students to achieve the learning goals. There are some steps in the Process-Based Approach. They are Planning, Drafting, Having Feedback, Revising, and Proofreading and Editing. Those steps are not discussed in this part. They are discussed in the part of theory of Process-Based Approach.

In the first step which is Planning, students are expected to find ideas of what will they write. The step of planning becomes the basis of the writing. Because of the importance of finding ideas, it is important to create some techniques which help students to find the ideas. Nunan (2003; 97) mentions some of the techniques which can be used to help the students in finding ideas. Those techniques are brainstorming, word mapping, and quick writing. The followings are the techniques which are used in designing materials.

1) Brainstorming

According to Nunan (2003: 96), brainstorming is a technique in which the students list all the ideas they can think of related to a topic, either in writing or aloud, quickly or without much planning. If there is no topic is given, the students can brainstorm any possible topic. It can be done individually or in pairs or groups of students. From the lists of the brainstormed ideas or topics, students can choose those they are most interested in.

2) Word Mapping

The idea of word mapping is the same as clustering. In his book, Nunan (2003: 96) says that in word mapping, the students begin with an idea in the center of a blank paper. They then think of related ideas and draw relationships with a series of boxes, circles and arrows. In clustering, Meyers (2004: 6) says that students write the subject in the middle of the page and circle it. Then the students write related ideas around the circle as they occur to the students. Then circle those ideas and connect them to the subject circle. These ideas are like branches.

3) Quick Writing

According to Nunan (2003: 97), in quick writing, students begin with a topic. They write rapidly about the topic. The teacher limits the time for students to write (10 to 15 minutes). The teacher also instructs the students not to erase or cross out the text, keep writing without stopping and just let the idea come out without concerning the spelling, grammar, or punctuation. Then the students

 

identify the result of their quick writing by underlining them. These ideas are then used in the first draft of their essay.

4) Guided Discussion

The discussion can be done by the students with their peers or the teachers. This activity helps the students to explore their knowledge about some issues. It is expected that the students can finally draw their own idea based on the discussion. While the students have their discussion, the teacher monitors the process.

The designed materials were conducted based on the Process-Based Approach. It became the basis of all designing materials in this study. The techniques that were used to design the materials were brainstorming, word mapping, quick writing and guided discussion. Those techniques are used to design the writing instructional materials using the Process-Based Approach for SMP especially in helping students to find the idea of what they are going to write.

3. The Theory of the Process-Based Approach

Nunan (2003: 89) says that at the beginning, the activities in teaching writing were concerned more with the correctness of form over function. The function of writing was not to express the students’ idea. It was more on copying models which was used to measure that students had mastered a particular grammar. The teaching writing in classroom focused more on correct spelling, grammar. Those aspects showed the students’ proficiency in writing. But then, discussions about teaching writing were continuing. Nunan says that “Writing instruction then began

to include the entire process of writing-invention, drafting, feedback, revision- and not just product” (Nunan, 2003; 89). Therefore, the focus of the learning to write now is not on the product but process. Learning to write is more than creating a final product. It is the learning of a series of skills leading to that product.

According to Cohen (1990; 105), “The Process-Based Approach puts emphasis on an incubation period in which the written piece taken shape.” It means that the Process-Based Approach is one of the approaches for writing which emphasizes activities that are long-term. This approach helps students to process the writing products step by step. It allows students to learn about writing process rather than just finishing the writing product quickly. According to Nunan (2003; 97), there are some steps in the Process-Based Approach which help students in processing their writing.

a. The Steps of Writing Using the Process-Based Approach

The following are the explanation of the steps.

1) Planning (Pre-writing)

Pre-writing activity is any activity which prepares the students before they write. The activities should be able to encourage students to write. Richards (2002; 316) says that pre-writing activity should stimulates thoughts for getting started. He also says that pre-writing activity moves the students away from having to face a blank page toward generating tentative ideas and gathering information for writing. In this step students are expected to find the idea of what they write.

 

There are some techniques which the teacher may choose in helping students to find their idea. Nunan (2003; 97) states some of the techniques which can be used in this step. Those techniques are brainstorming, word mapping, quick writing. Those techniques are discussed in the previous part which is techniques in Process-Based Approach.

2) Drafting

After the students find the idea in the step of Planning, they are asked to start their writing. This writing is not considered as the final result of writing. It will become the draft of writing which will be revised in the next step. Here, the students focus on the fluency of writing and the development of the idea; not necessarily on the grammatical accuracy.

3) Feedback

After the draft is finished, the students ask for feedback. The feedback can be given by the teacher and students. When the students are having peer feedback, the teacher must monitor the classroom activity. It aims to control the students’ activity and make sure that the students’ feedback is not misleading. The feedback can be in form of only comments or even correction/suggestion. Nunan (2003; 98) writes in his book that if peer commentary is used, it is best to use some kind of structured feedback form. The following is the example of feedback form:

Figure 2.4 Example of Feedback Form

4) Revising

After the students receive feedback, they begin to revise their writing. In his book, Nunan (2003; 98) quotes Sommers’ statement (1980) that in this step, the students spend time for the reorganization, developing ideas, and so forth, as separate from editing for grammar and spelling.

5) Proofreading and Editing

Nunan (2003; 98) said before the final draft is turned in for evaluation, students should, of course, read for mistakes in spelling, grammar, punctuation, and so forth. Nunan adds that in this step, the teacher should not correct a students’ draft by supplying all the correct form of words, punctuation, and so forth. It is better for students to do proofreading and editing themselves or with

Peer Comment written by______________ for______________

Read your partner’s paper. Answer these questions!

1. Is the introduction effective? Explain your answer! 2. What is the author’s main idea? Restate it here:

3. Does the writer support that idea with evidence? What is that evidence?

4. What evidence is missing, or incomplete? 5. What question do you have about this writing?

6. Is the conclusion effective? How would you improve it? 7. Do you notice any grammar or word choice errors? Underline

them!

 

The following model is the model of writing instruction in the Process-Based Approach according to Harmer (2007; 326).

Figure 2.5 The Model of Writing Instruction in the Process-Based Approach The writing process is done through some steps. Those steps may be done recursive. It means that the writer may loop backwards and move forwards between the steps. Even when the writers think that they have come into the final version, they may still go back and re-plan or re-visit the previous step.

b. Learner’s Role

In the Process-Based Approach, the students have important role in the beginning of the writing process. Before they work on the writing, students have to actively find their idea about what they want to write. It becomes essential because in writing, everything comes from students’ mind. Therefore, it needs the students’ participation. However, students will not work alone in brainstorming their idea; teacher will help them to do it.

Planning  Drafting 

Final version?  Editing 

In the writing process, there is a process in which students have to share their work with their peer. After having draft of their writing, students have to share their work with peer. It aims to get some revisions. Since it is a process, the revision has to be done many times. Here, students become Peer Revisers of other’s writing. They share and make suggestions for improvement. It can be asking part which is not clear, looking for better words, and talking about how to make better work.

c. Teacher’s Role

In this approach, teacher has a role as the organizer. Teachers are demanded to be creative in creating conducive learning atmosphere. Since the focus of this approach is on the process, teachers have to be able to choose the appropriate class activities which support the process-based learning. Activities like brainstorming, drafting, giving feedback, facilitating peer responses are very familiar in the Process-Based Approach. Teacher’s intervention is important at the point of correction. Response is important in assisting learners to move through the stages of writing process. Various means of giving feedback might be used by teacher; for example teacher-students conferences, peer response, etc.

As stated in his book, Harmer (2004; 41) argues that the teacher’s job is motivating and provoking. When writing, students sometimes lose for words or get stuck with their idea. This, teacher help the students to overcome this problem. Teacher can prepare any suggestions before conducting the class so when the students find any difficulties, the teachers can directly help them.

 

d. The Role of Instructional Materials

In this study, instructional material has important role to encourage student to realize the process of learning. Materials are modified from the existing materials. Besides, the designing materials are based on the need analysis. The writer emphasizes the pre-activity which prepare the students with the idea before they begin to write. The students will not start the writing alone and with no idea. They will be guided by the teacher.

In general, Process-Based Approach emphasizes the students to be more creative and productive. Focusing on planning, drafting, peer editing, and revising, it helps students to produce their piece of writing. There are participations between teacher and learners. The teacher helps students to be creative and independently produce their writing. Good materials should also be arranged well in order to support the students’ learning.

4. School-Based Curriculum

A curriculum has a close relation with school; the school is a place where the curriculum is applied. The curriculum has an important role in this study. The writer used it as the guidance in designing the materials. The curriculum which is

used in this study is curriculum 2006, Kurikulum Tingkat Satuan Pendidikan

(KTSP). The reason to use this curriculum is because KTSP is the newest curriculum. There are many schools which try to use the curriculum. In this curriculum, writing is given many opportunities to learn. Almost all of the materials for grade VIII are about text; such as short functional text, descriptive text, recount text, etc. It would be a good lesson for students if they are taught to

be productive. One of the strategies to make them productive in writing is by conducting the writing material using the Process-Based Approach.

The school which was chosen to conduct this study is SMP Institut Indonesia Yogyakarta. This school has applied School-Based Curriculum (KTSP) in the learning process. According to Curriculum, students have to achieve some standards at the end of their study. These standards are called graduate competency standards which determine the success of the students to experience the next levels. These graduate competency standards are supported by competence standard and basic competence. Both competence standard and basic competence are needed to achieve the graduate competency standards of each subject.

Since this study discussed only the writing skill, the writer limited the discussion of the graduate competency standards of English lesson especially for grade VIII of SMP students. The competence standards and basic competence used also to determine the learning objectives of the designed materials.

B. Theoretical Framework

In designing material, the writer used combination models between Kemp and Yalden. Not all of the steps were taken in this research. The writer combined some stages used to produce learning material which was appropriately applied for SMP. The writer used those two models since the combination of these models stated clear and complete steps in designing the materials. There were some steps from Kemp’s model which were excluded. They were learners’ characteristics, pre-assessment, and support services. The second step of Kemp’s model which is

 

Yalden’s model. The step “Goals, topics, and General Purposes” was reordered. It was put after Need Survey. The reason why pre-assessment was omitted was that the Need Survey had covered data of learners’ background. The writer did not include support services because this step was not necessarily needed in this research. Thus, the writer combined the two models between Kemp and Yalden. The steps were (1) conducting need survey, (2) specifying goals, topics, and general purposes, (3) formulating learning objectives, (4) selecting and organizing contents, (5) selecting learning activities and resources, and (6) evaluating materials.

This is the combination between Kemps’ and Yalden models which the writer constructs:

Figure 2.6 The Writer’s Instructional Model

Need   survey    Teaching/  Learning  activities,  resources  Subject  Content    Learning  Objectives    Goals, topics,  And  General  Purposes  Evaluation    Revise

The steps of the writer’s steps are explained as follows. Step 1. Conducting Need Survey

There were two activities were done to collect the data. They were distributing questionnaires and conducting interview. The questionnaires were distributed to VIII grade students of SMP Institut Indonesia Yogyakarta. Besides, the writer also conducted an interview with the English teacher of SMP Institut Indonesia Yogyakarta.

Step 2. Specifying Goals, Topics, and General Purposes

Based on the data from need survey, the goals were formulated. The general purposes were specified into specific objectives in every topic. Since this study is based on the Process-Based Approach, the goal of learning writing used the Process-Based Approach focused on making the students’ awareness of the process of learning writing. They learn much through process.

Step 3. Formulating Learning Objectives

The objectives include the indicators which the students should be achieved on each meeting. The students must be active in learning especially in pre-writing activity. It needs the students’ participation a lot for example in brainstorming activity. The objective of learning writing-based on the Process-Based Approach was to encourage students to learn through process, rather than product.

 

Step 4. Selecting and Organizing Contents

Subject content has a close relation with the objectives. In selecting the content of the materials, the writer considers also about the objectives. Learning through process is the basic goal of this designed-material.

Step 5. Selecting Learning Activities and Resources

In teaching and learning activity, teacher has to be able to encourage the students to learn actively. Thus, the teachers have to be creative in choosing the activities used in teaching-learning activities. Some activities used in this study were brainstorming before the writing begins, clustering, interviewing, peer discussion, etc. There were also activities which combine some students’ skills especially speaking and reading.

Step 6. Evaluating the Materials

This step was done by evaluating the materials. The materials design evaluation is conducted by distributing questionnaires. It aims to measure whether the materials design is appropriate, relevant, and success.

METHODOLOGY

This chapter presents the methodology which is used to accomplish the study. The methodology is used to answer two research problems as stated in chapter I. These two problems are discussed into six parts. They are research method, research participants, research instruments, data gathering technique, data analysis technique, and research procedure.

A. Research Method

This research was conducted to answer two questions in the problem formulation. The questions are “How is a set of English writing materials using the Process-Based Approach for grade VIII students of SMP Institut Indonesia

designed?” and “What does the set of English writing instructional materials using the Process-Based Approach for grade VIII students of SMP Institut Indonesia

look like?” In order to solve the problems, the writer used Research and Development method (R &D). Borg & Gall (1983: 772) argue that Educational Research and Development is a process used to develop and validate educational products. Products which can be produced are teaching materials, teaching methods, assessments instruments. The goal of R & D is to produce products which functions to solve learning problems.

Based on the R & D steps, a set of writing materials for SMP Institut Indonesia Yogyakarta was constructed. There are ten steps in R& D; they are Research and Information Collecting, Planning, Develop Preliminary Form of

 

Product, Preliminary Field Testing, Main Product Revision, Main Field Testing, Operational Product Revision, Operational Product Testing, Final Product Revision, and Dissemination and Implementation (Borg & Gall, 1983: 775). Only five steps of R & D were used in this research. It did not need product revision and implementation. The writer did once product revision based on the results of the materials evaluation questionnaire. The steps are Research and Information Collecting, Planning, Develop Preliminary Form of Product, Preliminary Field Testing, and Main Product Revision.

The writer also combined Kemp and Yalden models. The model was used to help the writer developed the materials design. The writer’s model consists of six steps; while the writer only took five steps in R and D cycle. And in order to know whether the writer’s model matches the steps in R and D, the writer gives the explanation on those steps.

The first step of R and D is Research and Information Collecting. In this step, the researcher collected any data from grade VIII students of SMP Institut Indonesia and also the English teacher of SMP Institut Indonesia. The data was collected by interviewing the English teacher to know the activities of writing in class. Besides, the writer also distributed a pre-design questionnaire to the grade

VIII students of SMP Institut Indonesia to know their problems in learning

English especially related to writing skills. Review of literature is also used to gain any information related to English teaching writing technique. Data and also information were gathered from the journal, the SMP curriculum used, and some

educational books. All data and information which were gathered were used for designing a set of instructional materials. This step can also be found in the writer’s model. In writer’s model, the first step is to conduct need survey. It includes collecting any information related to the students’ needs, their interest and its classroom activity. In other words, the step 1 of R and D has the same feature as step 1 of the writer’s step.

In the next step of R and D, the writer began to make frameworks of the design based on the data gathered from the previous step. The step is called planning. According to Borg and Gall (Borg & Gall, 1983: 779), the most important aspect in planning is statement of specific objective to be achieved by the product. The objective is the basis of developing teaching material as the product of this research. This idea is the same as the idea of the second and third step of writer’s model. They are determining goals, topics, and general purposes, and learning objectives. So, in this step, the writer formulated the goals, topics and general purposes, and learning objectives in order to plan the materials design.

On the next step of R and D, the writer made the design based on the students’ needs that were obtained from the results of pre design-questionnaires and also the writer’s observation. That is called Developing Preliminary Form of Product. The development of the preliminary form of the product included the preparation of teaching materials, handbook, and also evaluation devices. Those three elements were constructed by using data and information which had been

 

collected. This step is realized in the fourth and fifth step of the writer’s model. It means that in making the design, the writer determined the subject content, and also teaching/learning activities and resources. The step 4 and step 5 of the writer’s steps are appropriate to be included in the step 3 of R and D.

The fourth step of R and D, which is Preliminary Field Testing, is conducted to get evaluation and suggestion about the products. It shares the same feature in the step six of the writer’s model. The post-design questionnaire is constructed to get some evaluation and suggestion from the respondents. The respondents of the evaluation and suggestion were two English Teachers of SMP Institut Indonesia Yogyakarta and three lecturers of English Education Study

Program of Sanata Dharma University. The main purpose of the step is to

measure whether the design was appropriate and relevant. Besides, the purpose is also to evaluate the materials.

The results of the post-design questionnaire were used as the basis of revising the materials. Main Product Revision is to revise and improve the designed materials.

In order to give better understanding about the relation between the R and D steps and the writer’s steps, the writer made a figure which shows the relation of both steps.

Figure 3.1 R & D Cycle and the Writer’s Model

B. Research Participants

There were three types of participants in this study.

1. The first participants were grade VIII of SMP Institut Indonesia students. They were asked to fill in the questionnaires in pre-design activities to know the problems in learning English especially in writing.

R & D Cycle Writer’s Model 

Step 1

Research & information collecting

Step 2 Planning

Step 3

Develop preliminary form of Product

Step 4

Preliminary field testing

Step 5

Main Product Revision

Step 1 Need survey

Step 2

Goals, topics, purposes

Step 3

Learning objectives

Step 4

Subject contents

Step 5

Teaching learning activities and resources

Step 6 Evaluation

 

2. The second was the English teacher of SMP Institut Indonesia. The writer wanted to obtain as much information as possible through an interview about the students’ needs from the teacher’s perception. In other words, the English teacher of SMP Institut Indonesia was as the interviewee for the pre-design survey. Several teachers were also involved as the respondent in the post-design survey. The questionnaire was aimed to obtain their opinions about the designed materials in order to improve them.

3. The other participants were English lecturers of the English Education Study

Program of Sanata Dharma University. The lecturers (together with the

English teachers of SMP Institut Indonesia) were as the participants in post-design survey to fill post-post-design questionnaires. The questionnaires were aimed to obtain the participants’ feedback to check whether the designed materials were appropriate for Grade VIII students of SMP Institut Indonesia

or not.

C. Research Instruments

This research used two kinds of instruments which conducted in pre-design study and post-pre-design study.

1. Pre- Design Study

In this pre-design study, the writer applied the first step of R and D that is Research and Information Collecting. Here the writer used an interview checklist and a pre-design questionnaire as the instrument.

There are two kinds of interview according to Ary et al (1972: 174). The first is structured interview in which the respondents are restricted to answer only on the questions attached. The questions in this type of interview are called closed-questions. The other kind of interview is called unstructured interview. The unstructured interview is more flexible and informal. The respondents may give the answers freely. The questions which are used in this interview are called open-ended questions.

The interview which was used in this pre-design study was unstructured interview. This means that the interviewee may answer the questions freely. Besides, they also may add their views, beliefs, opinions, and other information. The purpose of conducting this interview is to get some information about the students’ background knowledge and also the teaching learning process conducted in the writing class. All the data gathered from this interview are used to design the materials.

The other instrument used in this study was pre-design questionnaires. In his book, Ary et al (2002; 175) says that there are two kinds of interview. They are open-form questionnaire and closed-form questionnaire. In the open form questionnaire, the respondents are not given suggested answer. So, they have freedom to give their answer. While in closed-form questionnaire, the respondents are given suggested answer to help them answering the questions.

 

In this study, the writer used closed-form questionnaires. The questionnaires are conducted in pre-design survey in order to know the problems faced by the students in learning English.

2. Post- Design Study

The other questionnaire was also constructed in post-design survey to obtain evaluation and suggestions about the product designed. The questionnaire was distributed to the teachers of SMP Institut Indonesia and also the lecturers of Sanata Dharma University. This questionnaire aimed to get comments, feedback, and suggestions, to the designed materials. The comments, feedback and suggestions would be useful to revise the design so that the material would be appropriate for grade VIII students of SMP Institut Indonesia.

D. Data Gathering Technique

In this section, the writer discussed data gathering technique which was used in pre-design study and post design study.

1. Pre- Design Study

To collect the data, the writer conducted a preliminary study by interviewing the grade VIII English teacher of SMP Institut Indonesia Yogyakarta. Besides, the writer also distributed questionnaire to the grade VIII students of

SMP Institut Indonesia Yogyakarta. The purpose of distributing the questionnaire was to gather any data which was used for the need analysis. The questionnaire was distributed to 19 grade VIII students of SMP Institut Indonesia Yogyakarta.

148 

 

     

 

 Practice 10   Make sentences using these words! 

1. Support   : ……… 

2. Decrease  : ……… 

3. Famous   : ……… 

4. Gather    : ……… 

5. Pleasure   : ……… 

                             

 

 

Playing sports teaches a person to accept both success and failure in a

positive spirit...

 

   

BIBLIOGRAPHY 

Hyland, K. 2003. Second Language Writing. New York: Cambridge University Press.  Lorch, S. 1983. Basic Writing: A Practical Approach. Boston Toronto: Little, Brown and 

Company. 

Nunan, D. 2003. Practical English Language Teaching. New York: Contemporary.  Ralmes, A. 1983. Techniques in Teaching Writing. New York: Oxford University Press.   Wardiman, Artono, dkk. English in Fokus. 2008. Jakarta:  Pusat Perbukuan Departemen 

Pendidikan Nasional. 

 

 

 

         

   

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ABSTRACT

Setyawan, Emanuel Adven Eko. 2010. English Writing Instructional Materials Using the Process-Based Approach for the Grade VIII Students of SMP Institut

Indonesia Yogyakarta. Yogyakarta: English Language Education Study Program,

Sanata Dharma University.

This thesis was conducted to design English Writing Instructional Materials Using the Process-Based Approach for the Grade VIII Students of SMP Institut Indonesia Yogyakarta. To help students of SMP Institut Indonesia Yogyakarta in learning writing, the Process-Based Approach was chosen because it shares some principles which let the students to learn writing with some steps. This makes the students’ learning activity more effective.

There are two problems discussed in this study. They are 1). How is a set of English writing materials based on the Process-Based Approach for grade VIII students of SMP Institut Indonesia designed? 2). What does the set of English writing instructional materials using the Process-Based Approach for grade VIII students of SMP Institut Indonesia look like? To answer the two problems, the writer conducted pre-design survey and post-design survey. The pre-design survey was conducted to obtain data about the students’ needs by distributing questionnaires to the students. The post-design survey was conducted to gain evaluations and feedback of the designed materials by distributing questionnaires to the teachers of SMP Institut Indonesia Yogyakarta and the Lecturers of English Education Study Program of Sanata Dharma University.

To answer the first question in the problem formulation, the writer combined the two instructional design models from Kemp and Yalden. Based on the Kemp’s and Yalden’s Instructional Design Model, the writer arranged the writer’s Instructional Design Model which its steps were used to design the set of English writing instructional materials using the Process-Based Approach for grade VIII students of SMP Institut Indonesia. The writer’s Instructional Design Model consisted of six steps. The steps were (1) conducting need survey, (2) specifying goals, topics, and general purposes, (3) formulating learning objectives, (4) selecting and organizing contents, (5) selecting learning activities and resources, and (6) evaluating materials. To answer the second question in the problem formulations, the writer attached the designed materials in appendix F. The materials consist of eight units. Each unit has seven sections, namely “Let’s start”, “Study the words”, “Get focused”, “Let’s write”, “Ask for feedback”, “Get ready to revise”, and “Make sentences”.

The writer gained evaluations and feedback from the post-design survey. Based on the distributed questionnaires, the average point of the design materials was 3.9 up to 5. Therefore, the design materials are considered acceptable and

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appropriate to be used for the Grade VIII students of SMP Institut Indonesia Yogyakarta. The writer hopes that the designed materials will be useful for the grade VIII students of SMP Institut Indonesia Yogyakarta. Hopefully, the materials will also be beneficial for other researchers in conducting further study.

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ABSTRAK

Setyawan, Emanuel Adven Eko. 2010. English Writing Instructional Materials Using the Process-Based Approach for the Grade VIII Students of SMP Institut

Indonesia Yogyakarta. Yogyakarta: Program Studi Pendidikan Bahasa Inggris,

Universitas Sanata Dharma.

Skripsi ini disusun untuk mendesain seperangkat materi writing untuk siswa-siswa kelas VIII SMP Institut Indonesia Yogyakarta. Untuk membantu siswa-siswa kelas VIII SMP Institut Indonesia Yogyakarta dalam belajar menulis, pendekatan Process-Based dipilih karena pendekatan tersebut memuat beberapa prinsip-prinsip yang memberikan kesempatan kepada para siswa untuk belajar menulis melalui beberapa langkah. Hal ini membuat aktivitas belajar menjadi lebih efektif.

Ada dua permasalahan yang dibahas dalam penelitian ini. Yang pertama adalah bagaimana mendesain seperangkat materi writing untuk siswa kelas VIII SMP Institut Indonesia Yogyakarta menggunakan pendekatan Process-Based. Permasalahan yang kedua adalah bagaimana penampilan dari materi yang didesain tersebut. Untuk menjawab kedua pertanyaan tersebut, penulis

mengadakan survey sebelum pembuatan materi and survey sesudah pembuatan

materi. Survey sebelum pembuatan materi dilaksanakan untuk memperoleh data tentang kebutuhan siswa dengan cara menyebarkan kuesioner kepada para murid. Survey sesudah pembuatan materi dilaksanakan untuk memperoleh penilaian dan masukan tentang materi yang didesain dengan cara menyebarkan kuesioner kepada para guru SMP Institut Indonesia Yogyakarta dan para dosen dari Progam Studi Bahasa Inggris, Universitas Sanata Dharma.

Untuk menjawab pertanyaan pertama dalam rumusan permasalahan, penulis menggabungkan dua model desain instruksional dari Kemp dan Yalden. Berdasarkan model desain instruksional dari Kemp dan Yalden, penulis menyusun model desain instruksional yang langkah-langkahnya digunakan dalam penyusunan seperangkat materi writing menggunakan pendekatan Process-Based untuk siswa-siswa kelas VIII SMP Institut Indonesia. Model desain instruksional penulis terdiri dari enam langkah. Langkah-langkah tersebut adalah (1) melaksanakan survey kebutuhan, (2) menentukan tujuan, topik pengajaran, dan tujuan umum, (3) menentukan tujuan belajar, (4) memilih dan mengatur isi pembelajaran, (5) memilih aktivitas pembelajaran dan sumber belajar, (6) mengevaluasi materi. Untuk menjawab pertanyaan kedua dalam rumusan permasalahan, penulis melampirkan materi yang didesain pada lampiran F. Materi tersebut terdiri dari depalan bab. Setiap bab terdiri dari tujuh bagian, yaitu “Let’s start”, “Study the words”, “Get focused”, “Let’s write”, “Ask for feedback”, “Get ready to revise”, and “Make sentences”.

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Penulis memperoleh penilaian dan masukan dari survey sesudah pembuatan materi. Berdasarkan penyebaran kuesioner, nilai rata-rata dari materi yang didesain adalah 3.9 dari total nilai 5. Oleh sebab itu, materi yang didesain dianggap pantas dan sesuai untuk diajarkan pada siswa kelas VIII SMP Institut Indonesia. Penulis berharap materi tersebut akan berguna bagi siswa. Semoga materi tersebut juga akan berguna bagi para peneliti dalam mengembangkan tema penelitian yang lain.