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basic competence of School-Based Curriculum for grade X in English subject in writing skill was presented in Table 2.1.
Table 2.1: Competence Standard and Basic Competence of Writing Skill Based on School-Based Curriculum for Grade X in English Subject
“Model Pengembangan Silabus dan RPP SMA,” 2006 Competence Standard
Basic Competence 12
To express the meaning of daily life context in short functional text of
simple essay in narrative, descriptive, and news item
12.1 To express the meaning in formal and
informal short functional text announcement, advertisement, invitation,
etc. within accurate and acceptable way of writing
12.2
To express the meaning and rhetoric steps within accurate and acceptable way
of writing in narrative, descriptive, and news item
B. Theoretical Framework
The theories that were revealed in the previous section were used as the main references for the researcher to design a set of English writing materials. In
designing the materials, the researcher would apply the theories of English writing skills as the main area to the tenth graders of SMA Sang Timur Yogyakarta. Here,
Communicative Language Teaching CLT approach worked by guiding students to communicate through English writing skills. The researcher designed the
materials in accordance with School-Based Curriculum KTSP 2006 as formulated and applied in the syllabus of English subject in SMA Sang Timur
Yogyakarta.
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In the theoretical description, the researcher had put two models of designing the materials. The models we
re Kemp’s Instructional Design Model and Yalden’s Instructional Design Model. The reason the researcher chose the models
because the models were suitable to design English writing materials. Besides, two models compl
eted each other. Kemp’s model provided simple steps by explaining significant things to do in designing, while Yalden’s model revealed
needs survey in the first step of designing the materials. In this part, the researcher would use the combination of the models to conduct the research. The steps were:
1. Conducting Needs Survey
This step was taken from Yalden’s model. In this stage, the researcher conducted needs analysis to the tenth graders of SMA Sang Timur Yogyakarta. It
aimed to obtain students’ opinion, responses, and learning strategies towards English writing materials.
2. Defining and Determining the Goals and General Purposes
Yalden’s and Kemp’s models were formulated into this step in the researcher’s model. After employing needs analysis, the researcher defined the
goals and general purposes. The researcher arranged the goals and general purposes based on School-Based Curriculum KTSP 2006 in designing English
writing materials for the tenth graders of SMA Sang Timur Yogyakarta.
3. Stating the Topics and Learning Objectives
This step was adopted from Kemp’s model. After determining the goals and general purposes, the researcher stated the topics and specified the learning
