Identifying Goals, Topics a

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2.1.3.5 Collating Learning Activities and Resources

After listing the content, the teachers should find the most efficient and effective activity and resource along with the best way to implement them Kemp, 1997. Furthermore, Kemp also suggests that the teachers choose various materials, each of them works best only in specific part. Referring to the recommendation, the researcher adapted some activities from Jensen and Nickelsen 2001. These activities are especially designed by the writers to enhance deep learning. In adapting the materials for GAIL, the researcher also implemented Tomlison and Matsuhara’s 2004 Material Development Theory. The teachers who adapt materials from any resources sometimes make some changes in order to make them work in the class Jackson, 2011. Tomlinson and Matsuhara 2004 mention three categories that are commonly used: plus, minus and zero. In this research, the researcher applied minus category for the activities in GAIL, since there are some modifications in the content of the adapted materials. These adapted materials which are designed by the researcher may have some flaws. Therefore, to make better materials, an evaluation process is needed.

2.1.3.6 Evaluating the Materials

After the materials are applied in the classroom, the outcomes need to be measured Kemp, 1997. Still from Kemp, how the teachers should evaluate is 19 written in the objectives. At the end of the meeting, the teachers need to assess the students in order to know whether they have achieved the goal. In this research, the evaluation was conducted two times; before pre-test and after post-test GAIL the treatment was applied. The pre-test was done to measure the students’ writing skill before the treatment. After the treatment was given, the post -test was conducted. In order to maintain the equal aspects of the evaluation Kothari, 2004, both tests were assessed by using adapted rubric from Wagner 2002. As mentioned previously, the activites taken for GAIL were chosen by considering material development theory by Tomlinson and Matsuhara 2004. Presented below is the complete explanation of the theory.

2.1.4 Material Development Theory in GAIL

In designing GAIL, the researcher applied minus category. Applying this category meant the researcher made some modifications in the content of the adapted materials Tomlinson Matsuhara, 2004. The further reason for choosing minus category was because the researcher decreased the level of difficulties of the materials and omitted the part of sentences in the materials; these actions belonged to minus category in Tomlinson and Matsuhara’s theory. In addition, these steps were done in order to develop some materials that will meet students’ need Jackson, 2011. In developing the materials, the writer seeks to incorporate valid theories as the basis of this part of the study. In doing so, the writer adapted Tomlinson and