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

  

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

2010

  

i

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

2010

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iii

  

STATEMENT OF WORK’S ORIGINALITY

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

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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 Emanuel Adven Eko Setyawan

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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.

                                           

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ACKNOWLEDGEMENTS

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.

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  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        

  

 

                     

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TABLE OF CONTENTS

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 1) The Free-writing Approach........................................... 19 2) The Communicative Approach ..................................... 20

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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

  E. Data Analysis Technique .......................................................................... 47

  1. Pre-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

  2. Materials Instructional Presentation ............................................... 74

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  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          

                     

  

LIST OF TABLES

Page

Table 3.1 The Blueprint of Post-Design Participants ............................................ 48Table 3.2 The Blueprint of Participants’ Opinion on the Designed Materials ...... 50Table 4.1 Topics that the Grade VIII Students of SMP Institut Indonesia like in Learning English ....................................................................... 57Table 4.2 List of Topics which were used in the Designed Materials .................. 59Table 4.3 Learning Indicators ............................................................................... 61Table 4.4 Description of the Post Design Participants .......................................... 67Table 4.5 The Participants’ Opinion in the Designed Materials ........................... 68

                           

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LIST OF FIGURES

Page

Figure 2.1 The Kemp’s Instructional Model ........................................................... 11Figure 2.2 The Yalden’s Instructional Model ......................................................... 17Figure 2.3 Producing a Piece of Writing ................................................................. 19Figure 2.4 Example of Feedback Form ................................................................... 30Figure 2.5 The Model of Writing Instruction in the Process-Based Approach ...... 31Figure 2.6 The Writer’s Instructional Model .......................................................... 36Figure 3.1 R & D Cycle and the Writer’s Model .................................................... 43

         

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CHAPTER I 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 process of learning writing at the Junior High School level is still relevant. It aims

   

  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

  5. Develop pre-assessment to determine the students’ background knowledge

   

  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.

  Goals,  topics, And   General   Purposes      

  Learner   Evaluation   characteristics    

    Revise  

     

  Supports   Learning   services  

  Objectives   Teaching/    

  Learning   Subject   activities,     Content   resources Pre ‐ assessment  

Figure 2.1 Kemp’s Instructional Model (Kemp, 1977:9) The steps of the Kemp’s instructional model are explained as follows.

    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