51 hand in hand changed joint construction of the text, and find the goals changed
independent construction of the text. In using the processes, the process based approach to writing was also accommodated. The four steps of learning and
teaching cycle could be explained as follows:
1. Get Started
It was the way of building the context. The materials provided in this stage were the pictures. The students were asked to brainstorm the ideas behind the pictures.
They discussed and shared ideas about the topics provided by the pictures. Some questions related to the pictures and topics were asked to the students to stimulate
them in finding their background knowledge about the topics. The result of group discussion would be presented in class discussion and presentation.
2. Dig It Out
In this step, the students saw the model of a text. They explored the model by determining the elements of the text. Besides exploring the model, the students
also investigated the generics structure of the text and language features, and compared the text with other examples of the text. The students also absorbed
ideas about the topics. They gained information and knowledge to broaden their understanding of the topic.
3. Hand In Hand
It was the process of joint and construction of text. The students were asked to identify the topics, topics sentences, and supporting details. They were also asked
to rearrange jumble sentences into a good order and rearrange paragraph. Besides,
52 in this process, the students practiced writing by constructing thesis statement,
writing introductory paragraph, developing supporting details.
4. Find the Goals
In this process, the students were in the real practice of producing a text. Based on the information, explanation and exercises on previous stages, in this stage the
students were asked to create a text. In creating the text, students implemented the process of writing. In this stage, they took three main activities for their writing;
planning, drafting and revising. In the process of planning students determined the topic to write, brainstormed the ideas, visited library to enrich their topic. In the
process of drafting, the students outline their topics and developed a rough writing. In the process of revising, they revised their writing, discussing with their
friends, consulting with teachers, getting the feedback, revising and writing a neat writing.
e. Selecting the Teaching and Learning Activities and Resources of the Designed Materials.
There are four main processes in selecting teaching and learning activities. The first process is “get started”. This is a process of building knowledge. In this
process, the students are lead to dig their background knowledge about topics by exploring the pictures. The second process is “dig it out”. This is a process of
exploring text model. In this process, the students are asked to investigate a text and determine the elements of the text. The third process is “hand in hand”. It is a
process joint construction of the text in which the students are asked to determine the topics, develop topics, develop thesis statement, rearrange and develop
53 paragraph and supporting details, and completing sentences. The fourth process is
“find the goals”. It is the process of real writing in which the students are asked to construct an essay independently. In developing the process, there are seven tasks
that will be given to the students as the activities of teaching and learning. The activities are explained as follows.
1 Warming Up
In this task, students are asked to look at the pictures, brainstorm the ideas related to the topic, find the message and discuss the findings with their friends. Through
this task, students are motivated to understand the context of learning and build knowledge about the topics. It is the process of gaining information.
2 Exploring Text Model
In this task, students are asked to read the reading passages, understand the readings, answer the questions related to the reading, outline the model and
determine the elements of the text. This task helps students to develop information about the topic and text elements.
3 Ordering
In this task, the students are asked to arrange the sentences, determine the topic sentences and develop the topic sentences into paragraph. This task provides
jumble sentences and paragraph. Through this task, students develop their logical and systematical thinking.
54
4 Constructing
In this task, students are asked to construct a thesis statement, write a paragraph, and developing supporting details. Students are asked to write a thesis statement,
develop a paragraph or provide supporting details from topic sentences.
5 Completing
In this task, Students are asked to complete statement and form a paragraph. Students learn how to complete text by providing sentences, supporting details,
twist and conclusion to form a paragraph.
6 Matching
In this task, students are asked to match a sentence or statement to the correct answer. Students search correlation between sentences in one table or column to
another table or column to form unity in paragraph or short essay.
7 Writing
In this task, students are asked to write their own essay. In writing the essay, they are asked to follow the process of writing such as planning, drafting and revising.
In planning the essay, they are asked to determine the topic, brainstorm the idea, and visit library to support their finding. In drafting their writing, they are asked to
outline their essay into elements and then develop their tentative writing. In revising their writing, they discuss their writing with friends, consult with teachers
and then write a neat essay. All the materials for teaching and learning are taken from students hand
book, writing course, private writing, magazine and web site on internet. The
55 materials are used to support the process of teaching and learning and to fulfill
students’ need on the variety of references for learning.
3. Development of Preliminary Form of Product
The development of preliminary form of product basically referred to the planning step. The result of students’ need analysis, internal curriculum of
Seminari Pius XII Kisol, School based curriculum were used to develop the materials. The materials provided in developing the preliminary form of product
were taken from the materials suggested by School-Based Curriculum. The references of the materials were from students’ hand book, the materials of
writing from books, magazines and website. The pictures were taken from internet. All the topics were chosen from students’ need analysis.
4. Preliminary Field Testing
