DEVELOPING WRITING MATERIALS BY USING A GENRE-BASED
APPROACH FOR THE EIGHTH GRADE STUDENTS OF SMPN 4
PLAYEN GUNUNGKIDUL
A THESIS
Submitted as Partial Fulfillment of the Requirements for Attainment of
the Degree of Sarjana Pendidikan in English Education
By:
Midika Devy Satriani
06202244049
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF YOGYAKARTA
2012
MOTTOS
SUCCESS IS A JOURNEY, NOT A DESTINATION
(BEN SEETLAND)
START WITH YOURSELF, START EARLY, START SMALL, AND
START NOW
(JOHN MAXWELL)
IF YOU CAN DREAM IT, YOU CAN DO IT
(WALT DISNEY)
DEDICATIONS
Thisthesisisdedicatedto:
Myhusband
(AgungNugroho),
thankyouforyourpricelesslove,support,andeverything.
MySon
(AlifKhanRidhoSatriaNugraha)
Mybelovedmotherandfather
(SamingunandSudimah),
whogivemethepricelesslove,beautifullessonsandcontinuous
prayers.
Mysisters
(MiditaHelidaIntanPuspita),
whogivemesomuchloveandsupport.
Myfriends
(Desti,Ana,Riza,Lulu,Endang,andallfriendsofmine),
thankyouforyourgreatsupport.
vi
ACKNOWLEDGMENTS
Alhamdulillah, praise be to Allah SWT the Almighty and the most
Merciful. Because of Allahs blessings, I, finally, could finish my thesis. I would
like to show my sincere gratitude to all people who have supported me in
finishing my thesis.
First of all, I would like to show my highest gratitude to my first
consultant, Dr. Agus Widyantoro, [Link] who has given me guidance and
suggestions for the improvement of my thesis. My deepest gratitude is also
conveyed to Siti Sudartini, [Link]., M.A. as my second consultant who gave me
comments, guidance, and suggestions for the improvement of my thesis as well.
Thanks are also given to the lecturers of English Education Department
who have given me a lot of knowledge. I am also grateful to Marlan, [Link]. the
headmaster of SMPN 4 Playen and Muktar, [Link], the teacher of SMPN 4 Playen
for supporting the project.
In addition, a big thank is also addressed to my husband (Agung Nugraha)
for his love. I also thank to your support me. I thank my son (Alif khan Rido
Satria Nugraha).
I also send my greatest gratitude to my parents (Samingun and Sudimah)
for their prayers, support, and extraordinary courage; my sister (Midita Helida
Intan Puspita) for listening my frustrations and for believing in me.
I also greatly appreciate my friends for helping me at any time and solving
unsolvable problem; for keeping asking motivating questions whether I have
finished my thesis or not.
vii
Finally, I realize that this thesis is so far from being outstanding.
Therefore, I invite any critical comments and suggestions from those who are
deeply concerned in such a topic. However, I expect that this thesis will give
worthwhile contributions to all readers.
Yogyakarta,
September 2012
The Writer
viii
TABLE OF CONTENTS
Page
TITLE......
APPROVAL SHEET......
ii
RATIFICATION SHEET..
iii
DECLARATIONS..
iv
MOTTOS.
DEDICATIONS......
vi
ACKNOWLEDGMENTS.
vii
TABLE OF CONTENTS..
ix
LIST OF TABLES.....
xii
LIST OF FIGURES
xiii
LIST OF APPENDICES
xiv
ABSTRACT.
xv
CHAPTER I INTRODUCTION
A. Background of the Study.
B. Identification of the Problems.
C. Limitation of the Problem
D. Formulation of the Problem.
E. Objective of the Study.
F. Significance of the Study.
CHAPTER
II:
LITERATURE
REVIEW
AND
CONCEPTUAL
FRAMEWORK...........................................
A. Literature Review......
1. Writing......................
a. Nature of writing................................................................................
b. Steps in planning writing course.........................................................
c. Micro and macroskill of writing.........................................................
12
d. Types of classroom writing performance............................................
17
e. Types of writing task...........................................................................
19
ix
f. Characteristic of written language......................................................
21
g. Roles of the teacher in writing ...........................................................
22
h. Writing skills in Junor High School....................................................
24
2. Genre-Based Approach.............................
27
a. The nature of genre.............................................................................
27
b. Text-Based Curricullum and Genre-Based Approach........................
28
c. Curricullum cycle................................................................................
32
d. Genre-Based Approach in teaching writing........................................
36
3. Designing learning Materials............
38
a. Learning materials...............................................................................
38
b. The models of designing materials and tasks.....................................
39
1) Dubins and Olsthains model......................................................
39
2) Hutchinsons and Waters model.................................................
43
3) Nunans model..............................................................................
47
B. Conceptual framework.........
56
CHAPTER III: RESEARCH METHOD..
58
A. Type of Research Study.....
58
B. Setting of the research
59
C. Population and Sample......
59
D. Research instruments.
59
E. Research procedure.....
62
F. Data collection
65
G. Data analysis technique..
66
H. Validity and reliability
69
CHAPTER
IV:
RESEARCH
FINDINGS
AND
DISCUSSIONS.......................................................................
72
A. Research findings..
72
1. The results of the need analysis................................................................
73
a. The descriptions of the learners.........................................................
73
b. The description of the learners needs..............................................
74
2. Writing the course grid.............................................................................
82
a. Unit 1................................................................................................
83
b. Unit 2................................................................................................
84
c. Unit 3................................................................................................
85
3. Developing materials................................................................................
86
a. The framework of the developed materials......................................
86
b. The description of the units..............................................................
88
1) The description of unit 1: Describing Animals.............................
88
2) The description of unit 2: Share Your Experience........................
90
3) The description of unit 3: Friendship............................................
92
4. The try-outs, evaluation, and revision of materials...................................
93
a. The try-outs, evaluation, and revision of unit 1.................................
94
1) The description of the try-out.......................................................
94
2) The evaluation...............................................................................
97
3) The revision...................................................................................
99
b. The try-outs, evaluation, and revision of unit 2.................................
102
1) The description of the try-out........................................................
102
2) The evaluation...............................................................................
104
3) The revision...................................................................................
107
c. The try-outs, evaluation, and revision of unit 3................................
109
1) The description of the try out........................................................
109
2) The evaluation...............................................................................
111
3) The revision...................................................................................
113
5. Presentation of the final draft...................................................................
115
B. Discussions....................................................................................................
116
CHAPTER V: CONCLUSIONS AND SUGGESTIONS
120
A. Conclusion..
120
B. Suggestions.
122
REFERENCES.
123
APPENDIX
127
xi
LIST OF TABLES
Page
Table 1.
The types of communicative function
15
Table 2.
The types of writing tasks proposes by Brown (2004)
19
Table 3.
Table for the Blueprint of the Questionnaire for Need
Analysis.
60
Table 4.
The Blue Print of the Questionnaire for Evaluatin
61
Materials.
Table 5.
Quantitative data conversion
68
Table 6.
Computation of the item validity of each unit in its
70
implementation (based on the students response)
Table 7.
The value of reliability coefficient
70
Table 8.
The computation of the reliability of each unit in its
71
implementation (the students responses)
Table 9.
The tasks of unit 1
88
Table 10.
The tasks of unit 2
90
Table 11.
The task of unit 3
92
Table 12.
The changed task of unit 1
101
Table 13.
The changed task of unit 2
109
Table 14.
The changed task of unit 3
114
Table 16.
The central tandency of measure of unit 1
252
Table 17.
The central tandenvy of measure of unit 2
253
Table 18.
The central tandenvy of measure of unit 3
254
Table 19.
The Descriptive statistic data of students responses of unit
255
1
Table 20.
The Descriptive statistic data of students responses of unit
259
2
Table 21.
The Descriptive statistic data of students responses of unit
3
xii
262
LIST OF FIGURES
Figure 1
Figure 2
Figure 3
Page
: Independent and potential learning zones...................... 31
: Cycles and stages of learning......................................... 34
: The relation among the elements of material design...... 46
xiii
LIST OF APPENDICES
Page
Appendix A First questionaire form (need analysis) and the analysis
128
data of the needs analysis
Appendix B
Second questionnire (materials evaluation)
141
Appendix C
Validity and reliability
156
Appendix D The mapping of writing materials, the course grid and
161
the framework of the developed material
Appendix E
The first draft of the developed materials
174
Appendix F
The final draft of the developed materials
203
Appendix G Field notes of the materials implementation
239
Appendix H The central tandency measure and the descriptive
251
statistic data of students responses
Appendix I
The interview transcript and data categorization
265
Appendix J
The license letters
317
xiv
DEVELOPING WRITING MATERIALS BY USING A GENRE-BASED
APPROACH FOR THE EIGHTH GRADE STUDENTS OF SMPN 4
PLAYEN GUNUNGKIDUL
By:
Midika Devy Satriani
06202244049
ABSTRACT
The objectives of this study are: (1) to identify the needs of English
writing materials in SMP N 4 Playen and (2) to design appropriate English writing
materials for the eighth grade students of SMPN 4 Playen.
This study was a research and development (R & D) study. This study was
conducted through the following steps: needs analysis, course grid writing,
materials design, expert validation, materials revision, try-out, and final draft
writing. The data were collected by using questionnaire, documentation, and
interview guideline. The quantitative data were analyzed by using the descriptive
statistics, and the qualitative data were analyzed qualitatively.
This study designed three units. Each unit consists of nine tasks which are
organized into six stages. Those are Lets Begin, Lets Move, Focus In, Find Your
Partner, Do It Yourself and Summary. This study indicated that appropriate
English writing materials for SMPN 4 Playen have the following features. The
input texts used in the materials are pictures and list of vocabulary. Regarding the
procedure, answering the text questions, finding the meaning of the vocabulary,
making a sentence, a paragraph, and a text were appropriate. Individual work, pair
work and group work were the appropriate setting. Being active participant was an
appropriate learners role. The teacher as a prompter, facilitator, controller,
organizer, feedback and suggestion provider was appropriate teacher roles.
xv
