A set of instructional writing materials incorporating journal writing for the eleventh grade students of SMKN 2 Depok Sleman Yogyakarta.

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xv ABSTRACT

Magdalena S., Dameria. 2009. A Set of Instructional Writing Materials Incorporating Journal Writing for Eleventh Grade Students of SMKN 2 Depok Sleman Yogyakarta. Yogyakarta: English Education Study Program, Sanata Dharma University.

This research aims to design a set of instructional writing materials incorporating journal writing for eleventh grade students of SMKN 2 Depok Sleman Yogyakarta. Developing materials incorporating journal writing is potential in improving students’ motivations and enjoyment in learning writing as well as improving their writing skill. This research dealt with two problems: (1) How is a set of instructional writing materials incorporating journal writing for the eleventh grade students of SMKN 2 Depok Sleman Yogyakarta designed? and (2) what does the set of instructional writing materials incorporating journal writing for the eleventh grade students of SMKN 2 Depok Sleman Yogyakarta look like?

To solve the first problem, the researcher adapted and combined the instructional design models offered by Kemp and Yalden. There were eight steps to design the materials, namely: (1) Conducting a Need Survey, (2) Determining Goals, Topics, and Materials, (3) Stating Objectives, (4) Listing Subject Contents, (5) Selecting Teaching Learning Activities and Resources, (6) Designing Materials, (7) Evaluating the Designed Materials, (8) Revising the Materials. The researcher also adapted reflective teaching in designing the materials.

The researcher conducted educational research and development (R&D) in which the research process was used to develop a set of instructional writing materials. Having finished designing a set of materials, the researcher distributed a questionnaire to three English teachers of SMKN 2 Depok Sleman Yogyakarta and two lecturers of the English Education Study program of Sanata Dharma University to obtain opinions, comments, criticisms, and suggestions on the designed materials.

To solve the second problem, the researcher presented the final version of the designed materials after making some revisions and improvements based on the results of the materials evaluation. The materials consist of eight units. They are Heroes, Lifestyles, The Sea, Cyberspace, Global Warming, A Lot Like Love, Hi-Technology, and Design. Each module consists of four main parts, namely (1) Warm Up, (2) What’s New?, (3) Let’s Practice It!, and (4) My Journal.

Based on the results of the designed materials evaluation, the researcher concluded that the designed materials were acceptable and appropriate. It was shown from the data presentation of the descriptive statistics that the grand mean was more than 4 (four).

Finally, the researcher expected that the designed materials will be useful for the students to learn writing and improve their writing skill and for the teachers who will implement the materials in their classes and also for other researchers who will conduct a research and teachers who will develop materials related to these developed materials.


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xvi ABSTRAK

Magdalena S., Dameria. 2009. A Set of Instructional Writing Materials Incorporating Journal Writing for the Eleventh Grade Students of SMKN 2 Depok Sleman, Yogyakarta. Yogyakarta: Program Pendidikan Studi Bahasa Inggris, Universitas Sanata Dharma.

Penelitiian ini bertujuan untuk mengembangkan seperangkat materi menulis yang mengikutsertakan penulisan jurnal untuk siswa kelas sebelas SMKN 2 Depok Sleman Yogyakarta. Mengembangkan materi yang mengikutsertakan penulisan jurnal berpotensi untuk mengembangkan motivasi and kesenangan dalam belajar menulis begitu juga meningkatkan kemampuan menulis. Terdapat dua pertanyaan dalam penelitian ini: (1) bagaimana seperangkat materi menulis yang mengikutsertakan penulisan jurnal untuk siswa kelas sebelas SMKN 2 Depok Sleman Yogyakarta dirancang? dan (2) Bagaimana bentuk seperangkat materi menulis yang mengikutsertakan penulisan jurnal untuk siswa kelas sebelas SMKN 2 Depok Sleman Yogyakarta tersebut?

Untuk memecahkan permalahan pertama, peneliti mengadaptsi dan menggabungkan dua model yang dukemukakan oleh Yalden dan Kemp. Ada delapan tahap dalam pernacangan materi, yaitu: (1) melakukan survey untuk mengetahui kebutuhan siswa, (2) menentukan tujuan, (3) merumuskan tujuan pembelajaran, (4) mengurutkan materi belajar, (5) memilih aktifitas belajar/mengajar dan sumber pembelajaran, (6) merancang materi, (7) mengevaluasi, dan (8) memperbaiki. Peneliti juga mengadaptasi pembelajaran refleksi dalam perancangan materi.

Untuk memecahkan permasalahan kedua, peneliti menampilkan hasil akhir materi. Materi terdiri dari delapan unit. Masing-masing unit terdiri dari empat bagian, yaitu: (1) Warm Up, (2) What’s New?, (3) Let’s Practice It!, dan (4) My Journal. Setiap bagian kegiatan saling berhubungan satu sama lain untuk membangun konsep berpikir dalam siswa yang akan dituangkan dalam akitivitas menulis jurnal.

Peneliti melakukan penelitian pengembangan yang proses penelitiannya digunakan untuk mengembangkan materi. Setelah materi selesai dirancang, peneliti membagikan kuesioner kedua kepada tiga orang guru Bahasa Inggris SMKN 2 Depok Sleman Yogyakarta dan dua dosen Pendidikan Bahasa Inggris universitas Sanata Dharma untuk memperoleh pendapat, komentar, kritikn dan saran mengenai materi yang telah dirancang.

Menurut hasil evaluasi materiyang telah dirancang, peneliti menyimpulkan bahwa rancangan materi dapat diterima dan sudah sesuai dan dapat diterapkan. Hasil tersebut ditunjukkan dari sajian data statistic deskriptif di mana nilai total rata-rata adalah lebih dari 4 (empat). Namun demikian, perbaikan masih tetap dilakukan untuk menyajikan suatu rancangan materi yang lebih baik.

Akhirnya, peneliti mengharapkan bahwa materi ini dapat berguna untuk siswa dalam belajar menulis dan mengembangkan kemampuan menulis mereka, dan guru Bahasa Inggris yang akan menggunakan materi ini, dan mengilhami peneliti lain yang akan melakukan penelitian dan juag guru yang akan mengembangkan materi yang berkaitan dengan materi yang telah dikembangkan ini.


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i

A SET OF INSTRUCTIONAL WRITING MATERIALS INCORPORATING JOURNAL WRITING FOR THE ELEVENTH GRADE STUDENTS

OF SMKN 2 DEPOK SLEMAN YOGYAKARTA

A THESIS

Presented as Partial Fulfillment of the Requirements To obtain the Sarjana Pendidikan Degree

In English Language Education

By

Dameria Magdalena S. Students Number: 031214025

ENGLISH EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA


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v

This thesis is dedicated to:

*All teachers who devote themselves

to teaching

*All students who inspire, give strength

and everlasting happiness, and never

stop learning

My Lord, Jesus Christ My bel oved Dad and Mom My lovely brothers Rico and Anggi


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vi

ACKNOWLEDGEMENTS

Praise Our Lord Jesus, the almighty! Only because of His abundant blessings, I was able to accomplish my thesis. I am also blessed to have people who have supported and facilitated me. It is a wonderful opportunity for me to express my deepest gratitude to all of them.

My deepest gratitude goes to my beloved family. I should thank God for blessing me with my Bapak and Mama. The love, affection, patience, spirit, and prayer they always give me make me strong. I am also thankful for having my two brothers, Rico and Anggi, who always care about and support me facing anything. I am so abundantly happy to have them in my life.

My special gratitude goes to Drs. J. B. Gunawan, M.A., my major sponsor, for his willingness to guide me writing my thesis. I thank him for his time and energy to give me valuable criticisms, opinions, and suggestions for the improvement of my thesis. Without his kindness and guidance, I would not accomplish my thesis.

I should be grateful for having my truly friends Sarah, Mbak Pompom, and Ipat, who are willing to share tears and laughter with me during my unforgettable moments, and also Mirtah, Tika, Neti, and Dita for the unforgettable good moments and friendship. I learn many great things from our friendship.

I am greatly indebted to the English teachers from SMKN 2 Depok Sleman, Yogyakarta: Pak Bambang, Bu Lis and Bu Yuli and the lecturers of the English Education Study Program of Sanata Dharma University, Ms. Yuseva and Ms. Mitha. I thank them for their opinions, suggestions and support during the process of my thesis writing.


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I am also grateful for having chances to learn so many things to Cik Lan and Cik Wen in Klaten together with all kindhearted CEC teachers, Cik Endang, Kak Retno, Mbak Widi, Mbak Cecil, Kak Ima, Mbak Yani, Mbak Shanti, Mbak Woro, and all teachers in Putra Bangsa and Putra Persada, Klaten. I learn many precious things from all those great teachers.

I cherish my “angel” Ko Adi for sharing me many great things especially for his advice, opinions, and suggestions during the process of my thesis writing. Together with Ko Ggn, they shared time and taught me many things about computer programs so that I could finish my design magnificently.

I appreciate the support from my nice boarding house friends Mbak Nita, Ninae, Dewi “Lulur”, Dayu Citra, Dewi, Mbak Cin, Raida, Udayana, Mbak Dayu, Weni, Asni, and Windy.

I thank to all of my friends in PSM “Cantus Firmus”, especially our coach Mas Mbonk for all happy family togetherness. Never stop singing bro’! Besides, I thank them for having “GVC Voice”, Arin, who shared the same hard word during the process of our thesis writing, Ima, Erin, Mace, Marcel, Melon, Mas Aji, Andi, Deddy, Mamad, and Goes, who always share the time singing anytime and anywhere. My appreciation goes to all my friends during my study in Sanata Dharma University, especially Lukas, Ji’i, Wiwid, Jody, Haris, Seto and all my friends in PBI’03. All we have been through make my life beautiful and colorful.

Finally, my gratitude also goes to those whom I cannot mention by names. May all of them be blessed with health, happiness, and prosperity.


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TABLE OF CONTENTS

Page

TITLE PAGE ………... i

APPROVAL PAGES ………... ii

STATEMENT OF WORK’S ORIGINALITY ………. iv

DEDICATION PAGE ………... v

ACKNOWLEDGEMENTS ………... vi

TABLE OF CONTENTS ………... viii

LIST OF FIGURES ……… xii

LIST OF TABLES ………. xiii

ABSTRACT ………... xiv

ABSTRAK ………... xv

CHAPTER 1: INTRODUCTION ………... 1

A. Research Background ……… 1

B. Problem Formulation ……… 5

C. Problem Limitation ………... 6

D. Research Objective ……….….. 7

E. Research Benefit ………... 7

F. Definition of Terms ………... 8

CHAPTER II: LITERATURE REVIEW ……….... 11

A. Theoretical Descriptive ………. 11

1. Writing ……….. 11

a. The Nature of Writing ………. 11

b. The writing Situation ……….. 12

c. The Forms of Writing ………. 13


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ix

2. Journal ………. 22

a. Journal is A Way to Generate Ideas ……….. 23

b. Journal is Low Stake Writing ……… 24

c. Maintaining a Journal ……… 25

d. Journal Entries as Private Voice ……… 25

e. Discovering and Developing the Private Voice ………. 26

3. Reflecting Teaching in Second Language Classroom ………. 27

a. Opening ………. 27

b. Sequencing ……… 28

c. Pacing ……… 28

d. Closure ……….. 29

4. Designing Instructional Materials ………... 30

a. Kemp’s Instructional Design ……… 30

b. Yalden’s Instructional Model ……….. 32

B. Theoretical Framework ………. 35

CHAPTER III: METHODOLODY ………. 40

A. Research Method ……….. 40

B. Research Respondents ……….. 43

C. Research Setting ……… 44

D. Research Instruments ……… 45

1. Questionnaire ……….. 45

2. Interview ………. 45

E. Data Gathering Techniques ……….. 46

F. Data Analysis Techniques ……… 47

G. Research Procedures ……… 49

CHAPTER IV: RESEARCH FINDINGS AND DISCUSSON ……… 51


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1. Conducting A Need Survey ……… 51

a. The Data from the Questionnaire ………. 52

b. The data from the Interview ………. 57

2. Determining Goals, Topics, and General Purposes ……… 59

3. Specifying Learning Objectives ………. 60

4. Listing Subject Contents ……… 63

5. Selecting Teaching and Learning Activities and Materials ……… 65

6. Designing Materials ……… 66

7. Evaluating the Designed Materials ……… 66

8. Revising the Materials ……… 66

B. The Findings of the Designed Materials Evaluation ……… 67

1. Description of the Respondents of the Post-design Survey ……… 67

2. Data Presentation ……… 68

a. Descriptive Statistic ……….. 68

b. Respondents’ Opinions on the Designed Materials ……….. 69

c. Respondents’ Suggestions on the Designed Materials ………. 70

C. Discussion on Revisions of the Designed Materials ……… 71

D. Presentation of the Final Version of the Designed Materials ……….. 73

CHAPTER V: CONCLUSIONS AND SUGGESTIONS ……… 76

A. Conclusions ………. 76

B. Suggestions ……….. 77

REFERENCES ………. 80

APPENDICES Appendix A: 1. Letter of Permission ……… 82

2. Information Letter from SMKN 2 Depok Sleman, Yogyakarta 83 Appendix B: The Need Survey Questionnaire ………. 84


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Appendix C: The Interview Guidance ………. 87

Appendix D: The Evaluation Questionnaire ……… 88

Appendix E: The Result of Needs Survey ……….. 91

Appendix F: Syllabus and a Sample of Lesson Plan ………... 94

Appendix G: The General Description of the Designed Materials ………….. 108

Appendix G: The Presentation of the Materials ……….. 112


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LIST OF FIGURES

Page Figure 2.1. A Process of Model Writing Instruction ……….….. 19 Figure 2.2. Kemp’s Model ………... 32 Figure 2.3. Yalden’s Model ………... 35 Figure 2.4. The Researcher’s Model adapted from Kemp’s and Yalden’s Models.. 39 Figure 3.1. R & D Cycle and the Writer’s Model ……… 42


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LIST OF TABLES

Pages Table 3.1. Description of the respondents (blank) ……… 44 Table 3.2: Points of Agreement on the designed materials ……….. 47 Tabel 3.3. The Results of the Second Questionnaire (Blank) ……….. 48 Table 4.1. Basic Competencies of Designed Materials that should be achieved… 58 Table 4.2. Indicators of the Designed Materials that should be achieved ………. 60 Table 4.3. The Description of the Respondents ………... 67 Table 4.4. The result of Designed Materials Evaluations ………. 67


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xiv

LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma : Nama : Dameria Magdalena S.

Nomor Mahasiswa : 031214025

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

A SET OF INSTRUCTIONAL WRITING MATERIALS INCORPORATING JOURNAL WRITING FOR THE ELEVENTH GRADE STUDENTS OF

SMKN 2 DEPOK SLEMAN YOGYAKARTA

beserta perangkat yang dibutuhkan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau media lain untuk kepentingan akademis tanpa perlu meminta izin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini yang saya buat dengan sebenarnya. Dibuat di Yogyakarta

Pada tanggal 1 Mei 2009

Yang menyatakan


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xv ABSTRACT

Magdalena S., Dameria. 2009. A Set of Instructional Writing Materials Incorporating Journal Writing for Eleventh Grade Students of SMKN 2 Depok Sleman Yogyakarta. Yogyakarta: English Education Study Program, Sanata Dharma University.

This research aims to design a set of instructional writing materials incorporating journal writing for eleventh grade students of SMKN 2 Depok Sleman Yogyakarta. Developing materials incorporating journal writing is potential in improving students’ motivations and enjoyment in learning writing as well as improving their writing skill. This research dealt with two problems: (1) How is a set of instructional writing materials incorporating journal writing for the eleventh grade students of SMKN 2 Depok Sleman Yogyakarta designed? and (2) what does the set of instructional writing materials incorporating journal writing for the eleventh grade students of SMKN 2 Depok Sleman Yogyakarta look like?

To solve the first problem, the researcher adapted and combined the instructional design models offered by Kemp and Yalden. There were eight steps to design the materials, namely: (1) Conducting a Need Survey, (2) Determining Goals, Topics, and Materials, (3) Stating Objectives, (4) Listing Subject Contents, (5) Selecting Teaching Learning Activities and Resources, (6) Designing Materials, (7) Evaluating the Designed Materials, (8) Revising the Materials. The researcher also adapted reflective teaching in designing the materials.

The researcher conducted educational research and development (R&D) in which the research process was used to develop a set of instructional writing materials. Having finished designing a set of materials, the researcher distributed a questionnaire to three English teachers of SMKN 2 Depok Sleman Yogyakarta and two lecturers of the English Education Study program of Sanata Dharma University to obtain opinions, comments, criticisms, and suggestions on the designed materials.

To solve the second problem, the researcher presented the final version of the designed materials after making some revisions and improvements based on the results of the materials evaluation. The materials consist of eight units. They are Heroes, Lifestyles, The Sea, Cyberspace, Global Warming, A Lot Like Love, Hi-Technology, and Design. Each module consists of four main parts, namely (1) Warm Up, (2) What’s New?, (3) Let’s Practice It!, and (4) My Journal.

Based on the results of the designed materials evaluation, the researcher concluded that the designed materials were acceptable and appropriate. It was shown from the data presentation of the descriptive statistics that the grand mean was more than 4 (four).

Finally, the researcher expected that the designed materials will be useful for the students to learn writing and improve their writing skill and for the teachers who will implement the materials in their classes and also for other researchers who will conduct a research and teachers who will develop materials related to these developed materials.


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xvi ABSTRAK

Magdalena S., Dameria. 2009. A Set of Instructional Writing Materials Incorporating Journal Writing for the Eleventh Grade Students of SMKN 2 Depok Sleman, Yogyakarta. Yogyakarta: Program Pendidikan Studi Bahasa Inggris, Universitas Sanata Dharma.

Penelitiian ini bertujuan untuk mengembangkan seperangkat materi menulis yang mengikutsertakan penulisan jurnal untuk siswa kelas sebelas SMKN 2 Depok Sleman Yogyakarta. Mengembangkan materi yang mengikutsertakan penulisan jurnal berpotensi untuk mengembangkan motivasi and kesenangan dalam belajar menulis begitu juga meningkatkan kemampuan menulis. Terdapat dua pertanyaan dalam penelitian ini: (1) bagaimana seperangkat materi menulis yang mengikutsertakan penulisan jurnal untuk siswa kelas sebelas SMKN 2 Depok Sleman Yogyakarta dirancang? dan (2) Bagaimana bentuk seperangkat materi menulis yang mengikutsertakan penulisan jurnal untuk siswa kelas sebelas SMKN 2 Depok Sleman Yogyakarta tersebut?

Untuk memecahkan permalahan pertama, peneliti mengadaptsi dan menggabungkan dua model yang dukemukakan oleh Yalden dan Kemp. Ada delapan tahap dalam pernacangan materi, yaitu: (1) melakukan survey untuk mengetahui kebutuhan siswa, (2) menentukan tujuan, (3) merumuskan tujuan pembelajaran, (4) mengurutkan materi belajar, (5) memilih aktifitas belajar/mengajar dan sumber pembelajaran, (6) merancang materi, (7) mengevaluasi, dan (8) memperbaiki. Peneliti juga mengadaptasi pembelajaran refleksi dalam perancangan materi.

Untuk memecahkan permasalahan kedua, peneliti menampilkan hasil akhir materi. Materi terdiri dari delapan unit. Masing-masing unit terdiri dari empat bagian, yaitu: (1) Warm Up, (2) What’s New?, (3) Let’s Practice It!, dan (4) My Journal. Setiap bagian kegiatan saling berhubungan satu sama lain untuk membangun konsep berpikir dalam siswa yang akan dituangkan dalam akitivitas menulis jurnal.

Peneliti melakukan penelitian pengembangan yang proses penelitiannya digunakan untuk mengembangkan materi. Setelah materi selesai dirancang, peneliti membagikan kuesioner kedua kepada tiga orang guru Bahasa Inggris SMKN 2 Depok Sleman Yogyakarta dan dua dosen Pendidikan Bahasa Inggris universitas Sanata Dharma untuk memperoleh pendapat, komentar, kritikn dan saran mengenai materi yang telah dirancang.

Menurut hasil evaluasi materiyang telah dirancang, peneliti menyimpulkan bahwa rancangan materi dapat diterima dan sudah sesuai dan dapat diterapkan. Hasil tersebut ditunjukkan dari sajian data statistic deskriptif di mana nilai total rata-rata adalah lebih dari 4 (empat). Namun demikian, perbaikan masih tetap dilakukan untuk menyajikan suatu rancangan materi yang lebih baik.

Akhirnya, peneliti mengharapkan bahwa materi ini dapat berguna untuk siswa dalam belajar menulis dan mengembangkan kemampuan menulis mereka, dan guru Bahasa Inggris yang akan menggunakan materi ini, dan mengilhami peneliti lain yang akan melakukan penelitian dan juag guru yang akan mengembangkan materi yang berkaitan dengan materi yang telah dikembangkan ini.


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1 CHAPTER I INTRODUCTION

To reveal a thorough discussion of the main problems of the research, the researcher presents several important points. Systematically, chapter one elaborates the background of the study, problem formulation, problem limitation, objectives of the study, benefits of the study, and definition of terms.

A. Research Background

Writing is primarily a social activity. People write mostly for communicating with others. When they write something, it means that they try to communicate what they are thinking to others. Hayes (2000:12) says that what people write, how they write, and whom they write to are shaped by social convention and by their history of social interaction. It means that when they write something, to express what they are going to tell about, they consider about whether the audience is familiar to them or not stranger. That will also influence the way they convey the message to the audience, such as to choose the proper form of the writing so that the message can be revealed by them well.

Students and teachers, as stated by Vacca and Vacca (2000:214), are finding that writing can be a powerful means of making sense of experience and constructing meaning. By writing what they think, imagine, or experience, the students will find how to use their process of writing to think, understand, and learn. These processes


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enable the students to use the writing as an instrument of discovery, speculation, and learning in their lives.

Raimes (1983:1) states three advantages of writing activity for the students. First, writing reinforces the grammatical structures, idioms, and vocabularies learnt before. When writing, students unconsciously challenge themselves to make use of various vocabularies and idioms to make their writing clearly-understood. In thus regard, they do exploration in finding the right word and the right sentence to express their ideas. Likewise, this activity also facilitates the development of their grammar.

Second, when the students write, they also have a chance to be adventurous with the language, to explore what they have just learnt. Moreover, in the writing process, the students are challenged to explore information kept in their mind and make it out into their writing. They also learn how to organize their ideas into a coherence piece of writing. Overall, writing activity may improve their way of thinking.

Third, when they write, the students necessarily become very involved with the new language. They try as many efforts as possible to express their ideas. They use facial expression such as the constant use of eye when they write, in order to express their ideas. They also use their hands to reinforce their ideas so that they can express it well.

These overviews indicate that writing is regarded as an important skill to achieve. The close relationship between writing and thinking makes writing a valuable part of any language course (Raimes, 1983:1). However, the writer’s


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experience when doing Praktek Pengajaran Lapangan (PPL) in SMKN 2 Depok Sleman showed that the students there had lack of chances to explore their writing skill. They rarely had time to think more about any prompt and to transfer their responses of the prompt into their writing. This happened because the focus of the English lesson itself was not merely on writing but all skills including all aspects of the language learning, such as grammar, speaking, reading, and listening. However, sometimes their improvement on writing skill, including their thinking process, seemed to be neglected. They had limited time and chance to explore more about what was in their mind about the lesson taught, and limited media to express and record their thought, opinions, responses, or reflections to what they learnt. Hence, when the students were involved in the writing activities, they would use most of the time just wondering about the correct form of their writing or even formulating their ideas as exactly the same as the model given. Those things obstructed their improvement in writing skill because unconsciously, they would reduce the time and attention of expressing the ideas and thoughts to write. Whereas, when they were doing practices in writing they are also indirectly gathered with the forms of writing that had been taught before. Besides, they would be also gathered with the vocabularies when they were trying to find out the proper words related to what they were writing.

It is also the fact that the students regarded writing was more difficult than any other skills. It came to their mind that writing was all about vocabulary, spelling,


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grammar, punctuation, and the mechanism of writing. Those made the students consider writing as a frightening activity.

Thus, there is a need to provide the students more time and chance to think and write more including the challenging materials to support their learning. The fundamental consideration is that a teacher need to find the suitable strategy to cover all things aimed at the improvement of the students’ writing. When an appropriate strategy and materials are given to the students, they may improve their writing skill as well as their grammatical knowledge. Therefore, the researcher chooses expressive writing that is considered as low-stakes-writing to be adapted in the materials development so that students may explore their ideas and all expressions to be written in their writing.

One good strategy that represents low-stakes writing assignment is using a journal (Vacca and Vacca, 2000:226). Journal writing is closest to natural speech, and writing can flow without self-consciousness and inhibition. It is a safe strategy to practice writing in day-to-day basis because it is less formal and less threatening. The journal is also a mean for the students to “talk” what is in their mind about a particular topic (Hopkins, 1999).

Journal entries, what the students write in their journals, can provide tangible evidence of mental processes. They allow the students to make thoughts visible and concrete, to give them chances to interact with and elaborate on specific topic, and to expand their ideas (Kerka, 1996). They also invite the students to express their critical thinking about some topics given.


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Journals are tools for growth through critical reflection, for it is not enough to observe and record experiences, but "equally important is the ability to make meaning out of what is expressed" (Clark, 1994:355). Journals provide time for the students to connect both new information given and what they have already known into values or further thoughts they can formulate through journals.

For teachers who teach English as a Second Language (ESL) or as a Foreign Language (EFL), this activity helps them to understand about their students’ ability in the new language as well as their interests and needs. With increased understanding comes the possibility of helping learners to adjust more fully to the teaching-learning situation, to the new language and for those in an ESL setting, to life in a new culture (Hiemstra, 2002). Besides, teachers can also find their students’ grammatical weaknesses through their journal writing as consideration of further learning on grammar section.

B. Problem Formulation

Considering the previous explanation above, the researcher conducts this research to answer questions stated as follows:

1. How is a set of instructional writing materials incorporating journal writing for the eleventh grade students of SMKN 2 Depok Sleman Yogyakarta designed?


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2. What does a set of instructional writing materials incorporating journal writing for the eleventh grade students of SMKN 2 Depok Sleman Yogyakarta look like?

C. Problem Limitation

The problems to discuss in this study are limited to designing and presenting a set of instructional writing materials incorporating journal writing for the eleventh grade students of SMKN 2 Depok Sleman Yogyakarta. This research intends to help the students increase greater competence in writing in challenging and enjoyable way. Besides, this research is about designing the materials and is not meant to be developed into experimental research.

Using journal supports students’ personal interaction with course materials. It helps the students to generate ideas, write predictions, and arouse curiosity about topic to be learnt. Moreover, journal also encourages them to record thoughts and feelings in response to what they have read (Vacca and Vacca, 2000:226). Therefore, the researcher attempts to develop a set of writing materials by emphasizing the use of journal writing. Journal writing challenges the students to have frequent time to write and express their thoughts, reactions, responses, feelings, and experiences so that they can gradually improve their writing skill through the meaningful process.

The main target of using journal writing is to help the students explore their thoughts and express them into their writing. The students will not be forced to concern more in their grammar, spelling, punctuation, and the mechanism of writing


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but most of all invite them to have regular writing. By doing this, it is hoped that writing will not be considered as difficult but interestingly challenging.

The materials developed in this research are intended to facilitate the students and encourage them to discuss, listen, comment, share, read, give opinion, response, and engage them into the language. There will be also prompts to facilitate the students having themes for their writing so that the students will not be confused with what they are going to write.

D. Research Objectives

Considering the formulation of the problems, there are two objectives to be obtained. They are stated as follows:

1. To find out how is a set of instructional writing materials incorporating journal writing for the eleventh grade students of SMKN 2 Depok Sleman Yogyakarta designed.

2. To present a set of instructional writing materials incorporating journal writing for the eleventh grade students of SMKN 2 Depok Sleman Yogyakarta.

E. Research Benefits

Any research will be useless if it has no significances or contributions for a particular scientific area. This research is intended to give some benefits to all parties dealing with the English learning in SMKN 2 Depok Sleman Yogyakarta. The significances, therefore, will be clarified as follows:


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1. for students of SMKN 2 Depok Sleman Yogyakarta

Students of SMKN 2 Depok Sleman will be provided with a set of instructional writing materials incorporating journal writing based on the result of the research. The set of the materials provides chances and activities to think and write more so that it may challenge the students to improve their writing skill as well as engage themselves with the language.

2. for the English teachers of SMKN 2 Depok Sleman Yogyakarta

The English teachers will be provided with a set of instructional writing materials incorporating journal writing that can be considered as good alternative for the materials and sources for the teaching.

3. for the researcher

The researcher, who is a student of English Education Study Program, will get many benefits because she has to learn how to design instructional materials concerning developing students’ writing skill by incorporating journal writing. 4. for further researches

The result of this research can be as a starting point to conduct another research about English for Senior High School because the materials designed still needed evaluation.

F. Definition of Terms

There are terms used in this research. In order to have clear understanding of this research, the researcher includes definition of some terms used in this research.


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1. Instructional Design

Banathy (1976:16) defines instructional design as “any interaction between the learner and his environment through which the learner was making progress toward the attainment of specific and purposed knowledge, skill, and attitude”. Moreover, Gagne and Briggs (1978:18) offer another definition as follows:

“…… designing an instructional system is the construction of an-over arching framework for accomplishing whatever variety of learned outcomes the course (or curriculum) intends. The design of such an instructional system is drown from the accumulated wisdom contained in teaching models, learning theory and other relevant discipline and experiences. The purpose of an instructional system, however, is to provide the necessary means for achieving all the types of outcomes called for in the curriculum or course being considered”.

In this research, instructional design is defined as the whole process of developing instructional materials and the activities involved in order to provide better learning for the students incorporatingjournal writing.

2. Instructional Materials

Richard and Rodgers (2001:29) define that instructional materials can provide detailed specifications of content, even in the absence of syllabus. Richard and Rodgers give guidance to teachers on both the intensity of coverage and the amount of attention demanded by particular contents of pedagogical tasks. In this research, similar to Richard and Rodgers, instructional materials focus on the discussion and all things that are going to be taught and learned.

3. Writing

Tiedt (1982:2) perceives that writing is one way of expressing what we think. When we think about writing instruction, we perceives about the process of writing


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that includes what happens before the students writes(pre-writing) and what happens after the students write(post-writing). During the process, the students think, feel, and experience as they produce a piece of writing. That is why the process becomes more important than the final product because the students will learn more from the process itself.

4. Journal Writing

A journal is a record of thoughts about your learning within a course or professional setting. It is a written regularly over a specific period. In journals, we can draw on wider reading, describe events, experiences, and issues associated with a particular study and also analyze and reflect on them (Writing a Journal). Vacca and Vacca (2000:226) stated that journals are sometimes called learning logs. In this research, journal writing is an activity as facilitation for the students to express their thoughts, feelings, experiences, opinions to the prompts given. To help them express their thoughts, feelings, experiences, opinions to the prompts, the researcher will provide every single writing activity with particular guided theme.

5. Eleventh Grade Students of SMKN 2 Depok Sleman Yogyakarta

Eleventh grade students of SMKN 2 Depok Sleman Yogyakarta are those so called senior high school students majoring engineering field. The second grade is perceived as the second year to learn the theoretical subjects including English. They will do the practical subjects of their particular engineering area in the forth year of their study. However, the English taught in this school is general English but not the specific English.


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11 CHAPTER II

REVIEW ON RELATED LITERATURE

This chapter mainly discusses the review of related literature to support the research. There are two parts of discussion. The first part is Theoretical Description consists of brief discussion on some theories as the basis of the study. The theories discussed to establish the framework of the study. The second part is Theoretical Framework that summarizes all the major relevant theories for designing the materials.

A. THEORETICAL DESCRIPTION

There are four major issues underlie this study. Those are the issues on the nature of writing, Journal Writing, Instructional Design concept and the structure of language lesson in reflective teaching. Therefore, this section is divided into four parts. Each parts reviews the theories of the issues mentioned previously.

1. Writing

a. The Nature of Writing

Tiedt (1982:2) perceives that writing is one way of expressing what we think. During the process, the students think, feel, and experience as they produce a piece of writing. As it is refers to Scholes and Comley (1985:15), writing is not simply frozen speech. It is not only a tool for communication, for transmitting ideas or transcribing


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what has already been taught. It means that writing is a way of separating thoughts from ourselves-making them a visible form outside our mind so that we can think about them and improve them. Moreover, according to Vacca and Vacca (2002:214), writing can be a powerful means of making sense of experience and constructing meaning. We can use writing to think, understand, and learn. Besides, writing also functions as an instrument of discovery, speculation, and learning in the lives.

From all the definitions above, writing is an active process of transferring the thoughts, reactions, experiences, and ideas in our mind to a visible form that can be learnt and understood by both others and ourselves.

To teach writing skill, teacher must be able to create the situation where the students have more time to write what is in their mind related to issues being discussed as well as to provide them with suitable materials and themes needed. In this point, writing skill acquires to expressively jot down thoughts relevant to the prompts or themes given as they learn their particular language features. That is why practice writing using journal is needed in acquiring an excellent writing skill.

b. The Writing Situation

Scholes and Comley (1985:6-7) state that every act of communication involves a sender who sets out the message and a receiver who interprets it, as such, a writer explaining about a particular thing and a reader interpreting and understanding about the information.


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Thus, all writing situation can be described as this simple diagram: topic

writer text reader form of

writing

The central level of the diagram (writer Æ text Æ reader) describes the basic process of written communication. The writer produces the information or message in form of text, and the reader interprets and understands it. In order for this to happen, however, both the writer and the reader have to share the same knowledge, the topic being discussed and the form of writing or the text.

In this writing practice, the students as the writers are challenged to communicate their personal “voice” toward the prompts in form of texts they write in their journal so that the messages can be delivered to the reader. It is hoped that through writing their journals, they can express their thoughts creatively and in the same time understands grammar and vocabulary as well.

c. The Forms of Writing

In the following discussion, Scholes and Comley (1985:8-12) suggest ten basic forms for writing categorized in three orientations.

1) Writer-oriented Forms

Writer-oriented forms are forms of writing in which the center of attention is the writer. They deal with feeling and thought and do not require research,


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observation, and documentation. Thus, writing is considered as a way of thinking as well as a means of communication, and the one who thinks is us. This personal writing can be easier accomplished if we understand the personal forms of writing and understand well our own feeling and values. There are two forms of writing that are writer-oriented:

a) Expression

This form most concerns about the feelings or thoughts of the writer. Jotting down what is in our mind into words can make us feel better and understand more about ourselves. Besides, practices in expressive writing allow us to extend and grow our thoughts. Most of our writings are for others to read but written expression is for us.

b) Reflection

Reflection is so much different with expression. When we write reflection, we do not simply write subjectively about ourselves, but objectively as well. It means that we need perspective to look back some previous self-aimed to find out significance in the events of our own lives.

2) Reader-oriented Forms

Forms of writing that are reader-oriented focus the writing on the principle of paying attention to the reader. There are two forms of reader-oriented forms:

a) Direction

Two simple things that most directive writing must do are providing the information and arranging the information in the most useful intelligible order. Those


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must focus on the reader and present procedures that do not make any confusion to the reader.

b) Persuasion

Reader is also the major point in persuasion. However, persuasion is designed to produce a want or to motivate an action. Thus, persuasion is closely related to emotion of the reader.

3) Topic-oriented Forms

Topics given in topic-oriented forms are presented to the reader for the sake of informing or for thoughtful consideration. There are six major types of topic-oriented forms:

a) Narration

Narration is a form of writing shared by a creative writer who invent the events to be narrated and a reporter or researcher who seeks to record or recovers some actual events. From practice in narration, we learn how to manage time, organize language as well as to capture and display the events.

b) Description

In description, we manage an object or scene and capture it in language. We organize the detail of the object or scene to be described in most effective way.

c) Classification

In classification, we organize our material by a principle of logic. We will categorize all things into particular categories or even subcategories of class of things. In this form, we can see writing is closely related with thinking.


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d) Argumentation

Argumentation is different with persuasion. It is aimed to clarify a topic rather that to move the reader. It functions to make the reader see about a particular way or view rather than to make the reader do action.

e) Analysis

Analysis is about both how to observe and how to write what have been observed. It involves how to see things separately and see how those things related each other.

f) Synthesis

In synthesis, the writer develops a thesis using the structure of an argument and the data provided by the researcher of the analysis.

From the explanation above, it is concluded that practice writing through journal implements writer-oriented forms that concerns about expressions and reflections. Practically, most of the topics for journal entries given to the students will be about their expressions to the issues and their reflections about the materials learnt. This practice writing aims to give the students time or chances to be creative writers and let them write expressively that nothing can inhibit them.

d. The Concept of Writing

Hyland (2003:2) says that there are a number of theories about second language (L2) writing and learning supporting teachers to understand more about the


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concept of writing. Each theory has been adopted, are appropriately translated into methodologies, and applied in the classrooms. However, according to Raimes as cited by Hyland (2003:2), it would be wrong if each theory applied separately and use it as a replacement of one theory to another. They are more treated as complementary because they tend to be overlapped when they adopted into the class because of the real complexity of writing. He states seven focuses of the theory. Those focuses are: 1) Language Structures

In this focus, writing is seen as a product. It concerns about the formal text or grammatical features of a text. The way it marked is from how good the students reproduce and manipulate the models provided by the teachers. The result of writing can be considered as an extension of grammar because it tends to require the students to produce well-formed sentences and emphasizes good writing as the demonstration of not only knowledge of lexical and syntactic but also the rules used to create the texts.

There are four stages of the process. The first is familiarization. This stage allows the students to learn about certain grammar and vocabulary developed from a text. The second is controlled writing. This is the time when the students manipulate the models provided by the teacher. The next is guided writing. The process of imitating the models provided by the teacher is experienced here. Then the last stage is free writing. It gives the students chances to develop the pattern they have learnt into an essay, text, or so forth.


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2) Text Functions

An important principle in this focus is to relate structures to meanings. It means that particular language forms will perform certain communicative function so that the students can be taught language functions that most relevant to their needs. This focus is sometimes called as “functional approach” and used for preparing the students about academic writing.

One purpose of this topic is to help the students develop effective paragraphs through certain topic sentences and supporting sentences and to understand different types of paragraphs. Moreover, this facilitates the students to produce sentences and develop them into paragraphs according to certain patterns given.

3) Creative Expression

This orientation aims to foster the L2 students’ abilities in expressing certain topics, and to encourage them to produce their opinions spontaneously. Thus, writing is considered as a creative act of self-discovery that helps the students generate their self-awareness of writers’ social position and literate possibilities (Friere, 1974) as well as facilitate “clear thinking, effective relating, and satisfying self-expression” (moffett, 1982:35).

From the explanation above, writing is learnt, but not taught, that writing is a way of sharing personal opinions or views on a topic. Then, teachers are the ones who provide the space for the students to make their own meanings. It also


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urges the teachers to respond to their views or opinions they produce rather than dwell on formal error (Murray, 1985).

4) Writing Process

This process approach emphasizes the writer as independent producer of text, and concern about what the teacher should do to help the learners perform a writing task. It deals with cognitive processes that concern on students’ abilities to plan, define a rhetorical problem, and propose and evaluate solutions. Flower and Hayes (1981) as cited by Hyland (Hyland, 2003:11) provide a model of writing processes that is not linear, but recursive, interactive, and potentially simultaneous. The model of writing consists of planning, drafting, revising, and editing. The explanation of the model of processes can be described as follow:

Figure 2.1. A Process Model of Writing Instruction

Those processes above are interactive and do not happen in a neat linear sequence. It means that the writer can jump at any point backward or forward to any of the activities.

Selection of topic: by teacher and/or students

Prewriting: brainstorming, collecting data, note taking, outlining, etc. Composing: getting ideas down on paper

Response to draft: teacher/peers respond to ideas, organization, and style Revising: reorganizing, style, adjusting to readers, refining ideas

Response to revisions: teacher/peers respond to ideas, organization, and style

Proofreading and editing: checking and correcting form, layout, evidence, etc.

Evaluation: teacher evaluates progress over the process

Publishing: by class circulation or presentation, notice boards, websites, etc.


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5) Content

This fifth point of theory focuses on what the students are required to write about. Naturally, this includes some topics or themes related to some interests and subjects matters that the students will deal with. Students will have some knowledge and information about those themes and topics and will be able to write expressively about all those themes given. However, it can be quite difficult for students who are not quite familiar with those themes or topics to write about them. However, this can be a good way to encourage the students to think more about particular topics.

Teachers can be a facilitator who will help the students to attain knowledge of topics and vocabularies to write a good text. For lower levels students, teachers may provide themes and topics including some information related to those themes in order to facilitate them with the materials for their writing. Meanwhile, for more advanced students, teachers may challenge the students to collect and share the information of themes before they compose their own writings.

Hyland states that content orientation can be the basis for the courses that focus on language structures and functions. The students will have practices to generate, develop, and organize their ideas on the themes given. Besides, they will be introduced with language structures and vocabularies significant to the themes, and also practice them through some exercises (Hyland, 2003: 16). Thus,


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content orientation writing has a close relation with reading that provides efficient texts for the students as the basis for their own writing.

Krashen (1993) as cited by Hyland (Hyland, 2003:17) says that researchers suggest a successful writing practice should be supported by extensive reading. Importantly, reading provides students rhetorical and structural knowledge they need to develop, modify, and activate schema, which are invaluable when they are writing. In other words, extensive reading equips a great deal of important knowledge of conventional features of the texts, such as grammar, vocabulary, patterns organization, and so on.

6) Genre

Genre orientation writing focuses on how to achieve coherent and purposeful texts. It attempts the students to use their writing as a media of communication with the readers. It also includes comprehension of subject content, composing processes, and textual forms. The main point is that writing is done to convey some purposes. The texts, which the students write, will present the messages, which are going to be accomplished. In short, genre orientation incorporates discourse and contextual aspects of language use that may be neglected when learning structures, functions, and processes separately (Hyland, 2003:18). It means that it is not only about how the students compose texts for certain readers, but it is also about how the texts can be a media of communication.


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Practice writing through journal that concerns about expressions and reflections, as clearly stated before, tends to focus on creative expressions and contents. Journal writing practice facilitates the students to be writers that aware of their social positions, to express clear thinking as well as to satisfy their self-expressions. Meanwhile, content is focused as well. Content includes the topics or themes that will guide the students to have clear guidelines about what to write in their journals. For the students, they will be facilitated by some information related to issues will be discussed in order to provide them the materials for their writing. Hence, an extensive reading will also included in the materials in order to equip the students some important knowledge about grammar, vocabulary, and pattern organization.

2. Journal

Writing has wide-ranging implications for the way we think and learn as well as for our chances of success, our personal development, and our relationships with other people (Axelrod and Cooper, 2001:1). Thus, writing influences the way we think. By doing writing, we are challenged to be creative, organized, and logical in our thinking as well as to develop our thinking in different ways. Moreover, writing can help us to be active learners and critical thinkers. It allows us to bring together and connect new and old ideas. Writing enables us to clarify and deepen our understanding of new concept and find ways to relate it to other ideas. It contributes to personal development. As we do writing, we come eventually to a better


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understanding of ourselves through recording, clarifying and organizing of our personal experiences and our innermost thoughts.

Many writers as stated by Stanley (1988:3) says that a way to write day-to-day experiences, observations, and responses to life as directly, honestly, and completely as possible, without being excessively concerned on effects of what is written to others, is what is called a journal. It is also said that a journal is a daily record of one’s life. In a journal, we may write about responses and self-expressions to events, people, and things without fear of offending anyone and being harshly judged by other people. We may also focus on the journal with experiences and perceptions of the world outside, details of observations, ideas, questions, notes, and reflections on what have been learnt or discussed from listening practice or someone writing. Moreover, we can use a journal as a record of a lecture or a reaction of a reading assignment that can develop our thoughts as a students or a writer.

Stanley (1988:4) says further that a journal for many writers acts as a means of testing themselves in its argument with the world. In journal entries, we can express confusion, disillusionment, curiosity of peculiar shapes of daily experiences. From what have been written in the journal, we may know something about ourselves and our perception that have never been realized before.

a) Journal is a Way to Generate Ideas

Stanley (1988:4) states that starting a journal is starting to record any kind of ideas, expressions about issues, experiences, and reactions, over an extended


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period of time. When we are writing on a journal, we unconsciously develop our pattern of feeling or thought that reveal us in the act of resolving some personal conflict and perceiving a subject in a new way. It means that journal entries can indirectly expose us. But how should we start our journal and what to write as the first entry? Often, in starting a journal, writers will focus more on the feeling of writing a journal or writing in general. They may also start the journal with introducing themselves or even simply by recording events of the day. In other words, starting a journal does not need to deal with something difficult to write but interestingly something that closely related to the students.

b) Journal as Low Stakes Writing

There are two kinds of writing namely high-stakes writing and low-stakes writing (Vacca and Vacca, 2000). High-stakes writing is intended to produce a perfect and finished product, whereas low-stakes writing allows producing unfinished product. Peter Elbow (1997) as cited by Vacca and Vacca (2000:218) argues that high-stakes writing assignment deal with excellent piece of writing which is judged from “soundness of content and clarity presentation”, a research paper for example, which is demand the students to work through steps and stages to compose finished product. On the other hand, though low-stakes writing seems to be unfinished and tentative, as citing Elbow (1997), Vacca and vacca (2000:219) state that low-stakes writing is more concerned with the exploration of ideas than with the clarity of presentation. It prompts the students to connect their prior knowledge - what they


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have already known - to what they are studying. Moreover, low-stakes writing engages the students to write more and think more because interestingly, low-stakes writing allows the teachers to increase the volume of writing that occurs in a class.

c) Maintaining a Journal

White (2001:357) says that Writing is a way to interact with the world to make better sense of it, and to discover how our deepest thoughts can come to life from poems, stories, and essays of all kinds. Most writers – not only people who write for a living, but also those who write because they like it and want to be good at it – believe that a useful tool to develop writing is a journal.

To keep the journal, we may use any kind of notebooks. However, the effective and easiest kind of notebook White (2001:358) suggests is a loose-leaf notebook. It can be effectively used to remove some private entries when the teacher asks to hand in the journal. It is also important to set aside a certain time during the day, three or four times a week, to write in the journal. One thing that should be kept in mind is that our own journal should reflect our tastes, personality, and our writing style through and through.

d) Journal Entries as Private Voice

Stanley (1988:14) says that writing a journal is like talking to ourselves. When we are writing down the journal, we do not need to feel worry whether anyone will judge our sincerity, listen to us, or evaluate our skill in writing because there is


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no one around. This is not easily to do; however, we can test our thoughts and feelings as well as our ability to express them openly and directly by keeping the journal. Thus, our journal entries are our private voices, the honest and original expression of ourselves.

e) Discovering and Developing the Private Voice

We do not often know what we think until we write it down and, then, to express exactly what we think we need to find suitable word or words to best convey it. Looking for unexpected perceptions on something contrasted to other’s perceptions or even to ours can be one of new ideas of discovering the private voices. We may consider positive aspect of a subject as a negative or vise versa. The complexity of explaining those things gives us opportunity and challenges us to reveal the complexity of our own characters. By trying to be brief, at the same time, as detailed as possible in the words of our voices, we can avoid of overly imitating others.

We can use a phrase only to explain more than a sentence or even a paragraph because we do not want to waste words. On the other hand, we can use longer sentences to provide details to convey the uniqueness of our observations or experiences or feelings.

Furthermore, we can use sort of truthfulness, that arise out of unexpected perceptions contrast to our own voice, to develop our ideas for the journal entries without being intimidated with the audiences and removing vivid details of our own


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voices. Others may hope a particular thing for us to say but we can strive for our own voices, unaffected by others, though sometimes it is the opposite.

3. Reflective Teaching in Second Language Classroom

Richards (1996:113) says that lessons are events, which take place in particular setting and normally involve two kinds of participants: the teacher and the students. Normally, lessons consist of recognizable kinds of activities. Therefore, lessons have a recognizable structure. They begin in particular way; they proceed through a series of teachings and learning activities; and they reach a conclusion.

In order to have effective lessons, a teacher should have plans to organize both the activities and the materials, which would be given to the students. A teacher needs to consider how lessons are organized into sequences and the momentum of the lesson is achieved. Richards calls it as structuring. There are four dimensions of structuring called opening, sequencing, pacing, and closure. The description of each would be explained as follows.

a) Opening

The opening of a lesson consists of the procedure used by the teacher in order to focus the students’ attention on the purposes of the lesson. Moreover, Kindsvatter, Wilen, and Ishler, (1988) as cited by Richards (1996:114) says that the opening of a lesson generally occupies an important influence on how much students learn from a lesson. The strategies on how a lesson opened reflects the teacher decisions on plans of the activities used to begin the class.


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Richards explains further that openings are used to set up an appropriate affective framework for learning and, to a lesser extent, to establish an appropriate cognitive framework. Therefore, openings of lessons can be used by the students, as the boundaries of the materials should be prepared and as the ideas of what to expect from the lessons.

b) Sequencing

The next step after describing the procedures of the lessons to focus the students’ attentions is that the teacher will analyze the overall goals of lesson and the content to be taught and then plans a sequence of activities to attain those goals (Richards, 1996: 118). Teacher need to consider the evolution between an activity and another within a lesson when dividing a lesson into sub-activities. According to Doyle (1986) as cited by Richards (1996:121), skilled teachers mark the onset of transition clearly, orchestrate transitions actively, and minimize the loss of momentum during the changes in activities. Thus, effective transitions help maintain the students’ attention during transitions times and establish a link among activities. c) Pacing

Pacing is the extent to which a lesson maintains its momentum and communicates a sense of development (Richards, 1996:122). In this step, the teacher monitors the students’ engagement in learning tasks and decides when is the right time to explore more materials or to move on to the next activity before the students loose their attention.


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Some strategies a teacher should consider when concerning pacing a lesson, are using a variety of activities rather than spending the whole lesson on one activity, avoiding long explanation and instruction and letting the students get on with the tasks, setting a goal and time limit for activities, and monitoring the students’ performance to ensure that they have learnt sufficiently and efficiently.

d) Closure

Closure is another important part in structuring a lesson in which the teacher closes the lesson effectively. Closure brings to the conclusion parts of the lesson, which serve to (a) emphasize what have been learned in a lesson, (b) integrate and review the content of a lesson, and (c) prepare the students for further learning. Richards (1996:124) suggests some strategies, which can be used to end up a lesson. A teacher can summarize what have been covered in the lesson, review the key points of the lesson, relate the lessons to the lesson goals and also to the students’ real-world needs, and praise students for what they have accomplish during the lesson.

From the explanation above, it is clearly stated that in planning to design the materials, a teacher need to consider the four important points of a lesson. A lesson will begin with the descriptions of the goals of the lesson so the students can understand what to expect in every lesson and focus their attention to the goals stated. Next, a teacher will break the lesson into some activities aims to attain the goals stated firstly. While doing the activities to achieve the goals of a lesson with the students, the teacher will also consider the appropriate time when to explore the


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materials more or go on to the next activities without ignoring to monitor the students’ performance and achievement within the lesson. Then, after completing those three parts, a teacher will come to the ending part of a lesson, the closure, which provides the teacher chance to review the whole important points of the lesson. From these activities, the teacher may know better about the students’ achievement of the materials taught.

4. Designing Instructional Materials

In this section, the writer discussed some basic consideration in making the instructional material design. The writer discussed Kemp’s instructional design and Yalden’s instructional material design model.

The writer chose these two models because they have similar characteristics in the process of analyzing learning needs, goals, and developing the system to meet the learners’ needs. The models describes clearly all detail and systematic procedures about what a language program designer should do in order to develop the program from the very beginning step. These models are also flexible, meaning that the models could be applied to design either the general English program or an ESP program. Then the writer combined both of them to be designed model.

a) Kemp’s Instructional Design

Kemp (Kemp, 1977) offers eight steps in designing the program development. The steps are:


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1) Considering the goals and then list of topics stating the general purpose for teaching each topic.

2) Enumerating the important characteristics of the learners for whom the instruction is to be designed.

3) Specifying the learning objectives to be achieved in terms of measurable students behavioral outcomes.

4) Listing the subject contents to support each objective.

5) Developing pre-assessment to determine the students’ background and present level of knowledge about the topic.

6) Selecting teaching/learning activities and instructional resource that will treat the subject content so the students will accomplish the objectives.

7) Coordinating support service such as budget, personnel, facilities, equipment, and schedule to carry out the instructional plan.

8) Evaluating the learners’ learning in terms of their accomplishment of objectives with a view to revise and re-evaluate any phases of the plan that need improvement.

The eight steps suggested by Kemp are flexible. There is interdependence among the eight elements; decisions relating to one may affect other (Kemp, 1977:9). A designer can start whichever steps and does not always start from the first step. It is because all of the steps are interrelated.


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Kemp offers a flexible model. This is the strength of Kemp’s model. It lies on the existence of the concept of design and development that the process may start from any step then move back and forth to the other steps whenever the designer is ready. To make it clear, look at the figure below:

Figure 2.2. Kemp’s Model (Kemp, 1977:9)

b) Yalden’s Instructional Materials Design Model

Yalden states that in order to understand the process of constructing instructional design we have to examine the overall process of planning of second language program. It will be beneficial for the building of well-organized process of


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designing the materials. The process of developing a language program covers seven stages as follows.

Stage 1: The Need Survey

This step is conducted to collect the information about the learners’ needs. This stage is paramount to do in order that the production of the purpose for the program can be realistic and acceptable.

Stage 2: Description of the Purposes

Description of the purposes is prepared in term of the characteristics of the students and the skill the students to entry to and on exit from the program. The formulation of purposes of the language will set up the basis of selecting or developing the type of syllabus.

Stage 3: Selection or Development of Syllabus Type

There are a number of syllabus types. However, there is no single syllabus type design is generally applied in any language program. The combination of various model can possibly applied.

Stage 4: The Proto-Syllabus

At this stage, the syllabus designer describes the content of the syllabus. The description of language and language function should be included in the program, such as general notion and specific topics, communicative functions, discourse, variety of language, communicative events, as well as grammar.


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Stage 5: The Pedagogical Syllabus

The syllabus design contains teaching, learning, and testing as well. It is intended to provide the teacher with knowledge about the learners, the learners’ purposes of learning English, and to match this knowledge with suitable content and teaching techniques.

Stage 6: Development and Implementation of Classroom Procedures

In this stage, the teacher has to select the teaching techniques and the type of exercise. The communicative syllabus will give implication changes in the teacher’s roles. The teacher should tend to be a facilitator rather that a leader of the class. Moreover, the teacher also needs to prepare the lesson plans and schedules for the program altogether.

Stage 7: Evaluation

There are three major aspects to evaluate in this stage, namely the students, the teaching, and the program as well. The final performance of the students is needed to be evaluated whether it fits the purposes of the program.

Stage 8: Recycling

At this phase, the revision of the materials and teaching approaches is done if there id discrepancies between the purposes of the program and the students’ final performance.


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Figure 2.3. Yalden’s Model of Language Development Program (1987:88)

B. THEORETICAL FRAMEWORK

This research aims to develop a set of Writing Materials. Hence, the discussion on theory of writing is considered important to give some points to be understood. The description on the nature of writing helps the researcher to choose teaching method and materials. The researcher adopt the view that writing is not merely about making a final product of writing itself, but widely about jotting down the thoughts, feeling, or reactions as well as developing the grammar.

The researcher finds out the writing activities of the eleventh grade students of SMKN 2 Depok Sleman Yogyakarta need to be developed into an active learning through an activity that allows the students to be the center of the practice and learning, creative and expressive writers, and to give more chance to write to have continued writing practices. Therefore, the researcher introduces an alternative strategy, writing using a journal, in order to accomplish the purposes previously stated. Need survey Select. of syllabus type Prod. of proto- syllabus Prod. of pedagogic syllabus Dev. of classroom procedure Evaluation Revision Description of purpose


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In designing the writing material for the eleventh grade students of SMKN 2 Depok Sleman, Yopgyakarta the researcher needs to adapt and combine both Yalden’s instructional design model and Kemp’s model. The researcher combines the three similar stages, namely description of purposes, evaluation, and revision. The researcher adapts four stages of Kemp’ model namely determining goals, topics, and general purposes, specifying the learning objectives, stating subject contents, and selecting teaching learning activities and materials. The researcher also takes two stages from Yalden’s model that could not be found in Kemp’s model namely needs survey and development and implication of classroom procedures. In brief, the researcher sets eight stages from combining and adapting the two instructional design models. The stages are (1) conducting need survey, (2)determining goals, topics, and general purposes, (3) specifying learning objectives, (4) listing subject contents, (5) selecting teaching learning activities and materials, (6) designing materials, (7) evaluating, (8) revising.

1) Conducting a Need Survey

This is the first step of Yalden’s model as a preliminary step in developing the writing materials which suits the students’ needs. At this step, the researcher collect and gain information about students’ need, interests, and difficulties in learning by distributing a questionnaire to the eleventh grade students of SMKN 2 Depok Sleman Yogyakarta. The information about the students’ characteristic supporting the production of the designed materials can be gathered by interviewing the English teacher.


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2) Determining Goals, Topics, and General Purposes

This step is taken from Kemp’s models “Considering goals, list topics, and stating the general purposes”, the same as Yalden’s model “Description of Purposes”. The researcher decides the goals as the foundation for developing the writing materials for the eleventh grade students of SMKN 2 Depok Sleman Yogyakarta. After that, the researcher chooses the topics to achieve the goals. The topics will be chosen based on the result of the need survey. After all, the researcher will formulate the general purposes of each topic.

3) Specifying Learning Objectives

This stage is adapted from kemp’s model. After considering the purposes, the researcher will formulate specified objectives of the learning to be achieved in every meeting.

4) Listing Subject Contents

This stage is taken from Kemp’s model. In this stage, the writer lists the subject contents to be learnt by the students in order to achieve the objectives.

5) Selecting Teaching Learning Activities and Materials

This step is adapted from Kemp’s model. Enjoyable and interesting activities should be applied in order to enhance students’ writing motivation so that the students will actively write their thoughts. The materials chosen should also attract the students’ interest and attention. The arrangement of both activities and materials will be based on the result of the needs survey.


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14

7. I ECH OLO Y

H -T

N

G

Module 7

In this module the students will...

J

Talk about some gadgets that are recently released.

J

Read an article about a smart-nine-year-old boy.

J

Learn how to say indirect questions.

J

Listen to information about some hi-technology produ ts.

c

J

Write a letter to Bill Gates using indirect questions.

WARM UP

WARM UP

1. Discuss with the students about some gadget pictures? Ask them about what advantages they can get from them.

2. Discuss what they know about technology and why we need to follow the improvement of technology.

LET’S PRACTICE IT!

LET’S PRACTICE IT!

1. Ask the students to read a story about a “nine-year-old writes iPhone Code”. 2. Invite them to use a dictionary or glossary if they find difficult words.

2. Ask them to do true or false questions about the statements from the story.

Answers: 1. False 3. True 5. False 2. False 4. False

1. Ask the students to listen to you reading some information about 2 hi-technology products.

2. Ask them to answer the questions provided in their books. Product 1: Medi-points foot massager

Say farewell to pains in your feet, back, legs, and neck that paralyze you and minimize your effectiveness. Headaches will be ancient history with the medi-points foot massager. It’s a fact: all major organs and nerves throughout the body end in the nerve endings underneath your feet. According to the principles of Foot Reflex ology, massaging your feet stimulates all the nerve endings and pressure points in your feet, thus creating a soothing effect that actually relieves pain and discomfort in your other extremities and torso. No wonder people love foot massages. Now, you can feel totally pampered in just 10 minutes with the medi-points foot massager. It gently cares your feet, drowning your cares in blissful relaxation. Improve your blood circulation and feel soothing relief after a long day. This product also includes acupressure nodes for additional benefits. Used by professional athletes and massage professionals, too! Give the medi-points foot massager and always put your best feet forward with $129.95.

Source: http://www.amazon.com/medi-points-Reflexology-Accupressure-Foot_messager/dp/B000E6AU5K

WHAT’S NEW?

WHAT’S NEW?


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15

Product 2: Home-theater-watch-2B

Imagine what it would be like if you could review your favorite full-length film while in the comfort of your office chair, riding on the train, waiting at the doctor’s office, or even while waiting in line at the coffee shop! Your colleagues will want to share the headphones with you on your next plane ride. Your friends and family will be eager to spend time with you so they can catch a glimpse of the coolest watch on the market: The Home Theater Watch.

Just like the name suggest, The Home Theater Watch is designed to give you the experiences of home theater with the functionality of a watch. This means that you can tell time and watch your favorite movie right from your very own wrist.

Now, as every word travels from this article into your mind, you can experience a universe of your favorite entertainment at the ready in any circumstance. With 2 GB of built-in storage, you will be able to store a full-length feature film on your watch. In addition to being a video viewer, the Home-Theater-Watch plays Mp1, MP2, or Mp3 and WMA audio files, and allows you to view JPEG images. The screen is a stunningly LARGE 1.5 inches and features a brilliant 260K color display capability.

You will have as home theater experience available everywhere you go. You can even use it to show people your favorite television shows or prime time specials. Simple convert you video from any of the digital formats listed above, and you will have your favorite television episodes whenever and wherever you want. Imagine watching your favorite sitcom while stuck on the train commute to work in the morning or while sitting in a traffic jam.

Source: http://www.epartylimited.com/hoe-theater-watch.html 3. Explain to the students about “Indirect questions”.

4. Ask the students to do part no.4 about imagining that their friends are interested in both the products and they are supposed to ask the information about both products to a salesman by using indirect questions.

1. Your friend : What are the functions of medi-points foot massager?

You : She wants to know what the functions of medi-points foot massager are. Salesman : The functions are to ease the pains in head, feet, back, legs, and neck; to

relieve pain and discomfort in other extremities and torso; to improve blood circulation and feel soothing relief after a long day.

2. Your friend : When can we feel pampered by using the foot massager?

You : She wants to know when we can feel pampered by using the foot massager. Salesman : in just 10 minutes.

3. Your friend : What can we do with the home-theater- watch?

You : She wants to know what we can do with the home-theater-watch.

Salesman : We can tell time and watch your favorite movie right from your very own wrist 4. Your friend : How can we have the video in the watch?

You : could you tell her how we can have the video in the watch.

Salesman : Simple by converting your video from any of digital formats, ans you will have youR favorite television episodes whenever and wherever you want.

5. Your friend : How can we experience a great entertainment form the watch?

You : Would you mind telling her how we experience a great entertainment from the watch.

Salesman : Absolutely no. You can experience a great entertainment for the watch by having as home theater experience available everywhere you go, and even use it to show people your favorite television shows or prime time specials and still can tell time.


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MY JOURNAL

MY JOURNAL

1. Ask the students to write 4 indirect sentences related to the common issues about new release gadgets.

2. Ask the students to write a letter to Bill Gates, the inventor of Microsoft, about questions(s) from other people they would like to convey to him. Or they may ask questions from their own about high technology to him.


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8

. DE

SIGN

Module 8

In this mod le the studen s wi l..

u

t

l .

☺ bout some g eat buildings in ta r he wo l .r d

☺ about a g rl’s ream house.i d ☺ about relative cl usesa

to es ri tions of someone’s room.

☺ d c p

J a build ng they li e in ti k heir area.

T la k Read

rn Lea Li t ns e

Write

.

WARM UP

WARM UP

1.- Begin the lesson to the students by asking what they know about:

Answers: A. Buckingham Palace B. Borobudur

C. Eiffel Tower D. Colosseum

- Ask them to match the names with the pictures provided in their books. Ask them which place they would like best. Ask them to give reason.

2. Ask them to describe the four places as detail as possible. They may use the words in the word bank.

WHAT’S NEW?

WHAT’S NEW?

1. Ask the students to read a story about a girl’s dream house in “The House on Mango Street”.

2. Ask the students to answer the questions about the story in their books.

3. Encourage the students to use dictionary or glossary if they find difficult words. If it is necessary, discuss it with the class.

1. Why do they move to Mango Street?

They move because the water pipe in Loomis Quick was broken and the landlord wouldn’t fix them because the house was too old.

2. Describe their dream house in Mango Street!

The house wouldn’t have running water and pipes that worked. And inside it, would have real stairs, no hallway stairs, but stairs inside like the house on tv, and they would have a basement and at least three washroom so when they took a bath they wouldn’t have to tell everybody. Their house would be white with trees around it, a great big yard and grass growing without a fence.

3. Describe their real house on mango Street!

It’s small and red with tight steps in front and windows so small you’d think they were holding their breath. Bricks are crumbling in places and the front door is so swollen you have to push hard to get in. There is no front yard, only four little elms, the city planted by the curb. Out back is a small garage for the car we don’t own yet and a small yard that looks smaller between the two buildings on either side. There are stairs in the house, but


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LET’S PRACTICE IT!

LET’S PRACTICE IT!

1. Explain to the students about “Relative Clause”.

2. Ask them to add relative clauses to complete some sentences form their books. 1. I enjoy a place which has many trees.

I enjoy a place whose location is near a beach. 2. I like meeting the people who like to sing.

I like meeting people whose characters are good. 3. I like visiting places where I haven’t come yet. I like visiting places that have beautiful scenery.

3. Discuss with the students about “descriptive texts”. Tell the students that “The House on Mango Street” is also one example of a descriptive text.

4. Ask the students to listen to someone’s description about her room and draw the visualization of the description in the space provided while you are reading it. My lovely room:

I have a quite big room. The shape is square. The color of the wall is light blue. The door is in the bottom right corner, facing the north side. When you open the door, you can see my big cupboard in front of you facing to the west, and in the right side of it, there is a dressing table facing the same direction. Then, right beside it, there are two small windows facing to the south. When you see on you left side, you can see my computer set facing to the north. On the left side of it, there is a TV set and right after that, there is a dispenser facing the same way. Then, there is my bed facing the dispenser. On the right side of the bed, there is a small lamp. I do love my bedroom because I do almost all my activities in it. I can do my assignment by using the computer and if I feel so bored, I can watch TV or good films. What a lovely room I have!

18

Door

North

South

West East

Sources: Bed

Http://wwwchartleyberroom.co.uk/girls10.htm Computer set

Http://farm2.staticflicks.com Cupboard

Http://www.purelypine.co.uk/product-images/ Dispenser

Http://www.germes-online.com/direct/50270589/water-dispenser.jpg Dressing table

Http://www.ronniesfurniture.com/images/ bedroom/DRESSING-TABLE.jpg TV set

Http://media-cdn.tripadvisor.com/media/photo-s/01/09/a8/dc/tv-set/jpg Window


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MY JOURNAL

MY JOURNAL

1. Ask the students to answer the sentences on their book on “MY JOURNAL” section based on their own interest.

2. Ask them to write in their journal book about their dream house with every details in it.


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