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, 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.

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