Development of Anecdote Text Writing Teaching Materials Based on Process Approach for Students Class X Sma Negeri 1 Stabat (Published)
This study aims to: (1) describe the development of anecdote text writing based on process approach in class X SMA Negeri 1 Stabat, (2) describe the results of expert material assessment and design of teaching material of anecdote text based on process approach; (3) know the effectiveness of anecdote text teaching material based on process approach This type of research is a developmental study based on the development model of Borg and Gall. The test subject consists of material experts, design experts, Indonesian teachers, and students class X SMA Negeri 1 Stabat. The validation results of the material experts in the development of anecdote text writing teaching material based on the process approach showed that the average acquired 95.1% with very good criteria. The results of the design experts average acquisition of 85.5% with very good criteria. Results of data obtained from two Indonesian teachers showed that the teaching material in the form of anecdote text writing module based on the process approach for students class X SMA 1 Stabat developed is according to needs analysis. Tests on students class X SMA 1 Stabat showed that (1) the average percentage of individual trials is 79.8%. with “good” criteria, (2) the average percentage of small group trials is 84.02% with “very good” criteria, and (3) the mean percentage of the limited field group test is 83,04% with “very good” criteria. The effectiveness of experimental product experiment results has increased from pretest to posttest. In the pretest conducted obtained an average of 71.25. then on the post test obtained an average of 80.25. This proves that the teaching material to write anecdote text based on the process approach for students class X SMA 1 Stabat is more effective with a significant difference of 9% as well as worthy of use as an independent material.
Using needs analysis as a research methodology, this study attempted to design a 20 hour academic writing (AW) course for Level 2 Foundation Year Saudi EFL students. Needs analysis was based on a diagnostic test, structured questionnaires, and researcher’s observation to obtain information on students’ language and skills needs, profile, levels of motivation, and learning styles and preferences. The results showed that the students did not have the writing proficiency for producing longer compositions and, therefore, the course should focus on appropriate language systems and skills to help learners with writing paragraphs based on two rhetorical strategies: cause and effect; and exemplification. The course content provides for the appropriate language systems and skills as voiced by the students and needed for writing these two types of paragraphs. The study also points to a course evaluation strategy that can be used for validation and future use of the proposed course.