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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

 

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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)

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DEDICATIONS

This thesis is dedicated to: 

 

♥ My husband (Agung Nugroho), thank you for your priceless love, support, and everything.  

 ♥ My Son 

(Alif Khan Ridho Satria Nugraha)  

♥ My beloved mother and father  (Samingun and Sudimah), who give me the priceless love, beautiful lessons and continuous prayers.   

♥ My sisters (Midita Helida Intan Puspita), who give me so much love and support. 

  

♥ My friends (Desti, Ana, Riza, Lulu, Endang, and all friends of mine), thank you for your great support. 

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ACKNOWLEDGMENTS

Alhamdulillah, praise be to Allah SWT the Almighty and the most

Merciful. Because of Allah’s 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, M.Pd who has given me guidance and

suggestions for the improvement of my thesis. My deepest gratitude is also

conveyed to Siti Sudartini, S.Pd., 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, M.Pd. the

headmaster of SMPN 4 Playen and Muktar, S.Pd, 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.

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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

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TABLE OF CONTENTS

Page

TITLE………………………………………………………………………...... i

APPROVAL SHEET………………………………………………………...... ii

RATIFICATION SHEET…………………………………………………….. iii

DECLARATIONS…………………………………………………………….. iv

MOTTOS………………………………………………………………………. v

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……………………………………………… 1

A. Background of the Study……………………………………………………. 1

B. Identification of the Problems………………………………………………. 3

C. Limitation of the Problem…………………………………………………… 4

D. Formulation of the Problem…………………………………………………. 5

E. Objective of the Study………………………………………………………. 5

F. Significance of the Study……………………………………………………. 6

CHAPTER II: LITERATURE REVIEW AND CONCEPTUAL

FRAMEWORK...........................................……………………………………

7

A. Literature Review......……………………………………………………… 7

1. Writing……………………….....……………………...............……….. 7

a. Nature of writing................................................................................ 7

b. Steps in planning writing course......................................................... 9

c. Micro and macroskill of writing......................................................... 12

d. Types of classroom writing performance............................................ 17

e. Types of writing task........................................................................... 19

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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) Dubin’s and Olsthain’s model...................................................... 39

2) Hutchinson’s and Water’s model................................................. 43

3) Nunan’s 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

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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

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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

Materials.

61

Table 5. Quantitative data conversion 68

Table 6. Computation of the item validity of each unit in its

implementation (based on the students’ response)

70

Table 7. The value of reliability coefficient 70

Table 8. The computation of the reliability of each unit in its

implementation (the students responses)

71

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

1

255

Table 20. The Descriptive statistic data of students responses of unit

2

259

Table 21. The Descriptive statistic data of students responses of unit

3

262

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LIST OF FIGURES

PageFigure 1 : Independent and potential learning zones...................... 31 Figure 2 : Cycles and stages of learning......................................... 34 Figure 3 : The relation among the elements of material design...... 46

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LIST OF APPENDICES

Page

Appendix A First questionaire form (need analysis) and the analysis

data of the needs analysis

128

Appendix B Second questionnire (materials evaluation) 141

Appendix C Validity and reliability 156

Appendix D The mapping of writing materials, the course grid and

the framework of the developed material

161

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

statistic data of students responses

251

Appendix I The interview transcript and data categorization 265

Appendix J The license letters 317

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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 Let’s Begin, Let’s 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 learner’s role. The teacher as a prompter, facilitator, controller, organizer, feedback and suggestion provider was appropriate teacher roles.