Material development : narrative instructional materials for senior high school students - USD Repository

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MATERIAL DEVELOPMENT:

NARRATIVE INSTRUCTIONAL MATERIALS

FOR SENIOR HIGH SCHOOL STUDENTS

  

A Thesis

Presented as Partial Fulfillment of the Requirements

to Obtain the

  Sarjana Pendidikan Degree

in English Language Education

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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ACKNOWLEDGEMENTS

  First and foremost, I would like to thank the One and Only, ALLAH SWT for always being at my side during my life and giving me blessing, grace, love and also power to finish my study.

  Without any help from other people, I would never have finished my study. Therefore, I would like to express my highest gratitude to my beloved parents Bapak Ribut and Ibu Enny in Banjarmasin, not only for their financial support but also for their endless prayers, love and encouragement for me to finish my study. Moreover, I would like to say my deepest sorry because I took to much time to finish my study. I sincerely also express to my only and younger brother, Dek Nanda for sharing time with me in Yogyakarta. The

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  and the others 2001 that I cannot mention one by one. The same gratitude also goes to my play performance friends “Dreams Come True”, my SPD and KKN partners especially Nusi and Rita. I thank them for their cars. My special thanks also go to Kiky and Uni. The happiness, sadness, and problems we faced will be great memories for me. I thank them for the support and friendship that they have given to me.

  I am really grateful to Bu Tari in TK KEMALA BHAYANGKARI 2 Baciro, Yogyakarta who has given me a chance to teach her students, so I could apply my teaching skill which helps me to be a better teacher.

  The last but not least, I would like to thank everyone who has came into my life, enriched my life and give their love for me. May ALLAH SWT bless them all.

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TABLE OF CONTENTS

Page

  TITTLE PAGE ......................................................................................................... i APPROVAL PAGES ................................................................................................ ii ACCEPTANCE PAGE ............................................................................................. iii STATEMENT OF WORK ORIGINALITY PAGE ................................................. iv DEDICATION PAGE .............................................................................................. v ACKNOWLEDGEMENTS ...................................................................................... vi TABLE OF CONTENTS ......................................................................................... viii LIST OF ABBREVIATIONS ................................................................................... x LIST OF TABLES .................................................................................................... xi LIST OF FIGURES .................................................................................................. xii

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  2.1.5 Nuances of Meaning ..........................................................................

  12 2.1.6 The Literacy Approach ......................................................................

  13 2.1.6.1 Scaffolding ........................................................................

  14 2.1.6.2 Spoken and Written Language ..........................................

  15 2.1.6.3 Teaching/Learning Cycle ..................................................

  17 2.1.7 Narrative ............................................................................................

  19 2.1.7.1 Definition of Narrative ......................................................

  19 2.1.7.2 Purpose of Narrative .........................................................

  20 2.1.7.3 Types of Narrative ............................................................

  20 2.1.7.4 Generic Structure of Narrative ..........................................

  22 2.1.7.5 Lexicogrammatical Features of Narrative .........................

  23 2.1.7.6 Examples of Narrative Text ..............................................

  24 2.1.7.7 Analysis of a Narrative Text .............................................

  25 2.2 Theoretical Framework ....................................................................................

  27

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LIST OF ABBREVIATIONS

  CBC : Competency-Based Curriculum Depdiknas : Departemen Pendidikan Nasional ZPD : Zone Proximal Development

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LIST OF TABLE

Page

  Table 2.1: Differences between Spoken and Written Language .............................

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LIST OF FIGURES

Page

  Figure 2.1: Schematic Representation of Communicative Competence ................

  7 Figure 2.2: The Language Model ...........................................................................

  9 Figure 2.3: The Language System .........................................................................

  12 Figure 2.4: The Relationship between Language and Context ..............................

  13 Figure 2.5: Schematic Representation of Teaching/Learning Cycle .....................

  19 Figure 2.6: Theoretical Framework .......................................................................

  29 Figure 3.1: The Research Procedure ......................................................................

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  APPENDIX A: The Competency-Based Curriculum Syllabus for Narrative Instructional Materials for Grade X Senior High School Students

  APPENDIX B: The Presentation of Narrative Instructional Materials for Grade X Senior High School Students

  APPENDIX C: The Teacher’s Manual

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ABSTRACT

  Dewi, Rini Sartika. (2007). Materials Development: Narrative Instructional Materials for . Yogyakarta: Sanata Dharma University.

  Senior High School Students

  The main competence that will be achieved in English language education is discourse competence, a competence that enables students to create and interpret spoken and written English in such interactions and/or monologues of different text types. The Senior High Schools students are expected to communicate English in such text types as narrative, descriptive, recount, procedure, and report. This study, therefore, was intended to design narrative instructional materials for Senior High School students.

  There was one problem to be solved in this study. The problem was what the proposed model of narrative instructional materials for grade X Senior High School Students looks like.

  This study presented the final version of the proposed model of narrative instructional materials for grade X Senior High School Students in order to solve the problem. The proposed model develops one unit of text type i.e. narrative.

  In order to introduce narrative texts to the students, the literacy approach is used. The approach emphasizes on developing of spoken and written language. Thus, the lesson unit was divided into two cycles; they are spoken and written cycle. These cycles aim to

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Deconstructing of the Text , Joint Construction of the Text, and Independent Construction of

. the Text

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ABSTRAK

  Dewi, Rini Sartika. (2007). Materials Development: Narrative Instructional Materials for . Yogyakarta: Sanata Dharma University.

  Senior High School Students

  Kompetensi utama yang akan dicapai dalam pendidikan bahasa Inggris yaitu kompetensi berwacana, suatu kompetensi yang memungkinkan siswa untuk menciptakan dan menginterpretasikan bahasa Inggris lisan dan tulis dalam berbagai interaksi dan/atau monolog dalam bentuk jenis teks yang berbeda. Siswa Sekolah Menengah Umum (SMU) diharapkan mengkomunikasikan bahasa Inggris dalam berbagai jenis teks seperti naratif, deskriptif, recount, procedure, dan report. Studi ini, maka, bertujuan untuk merancang materi pengajaran naratif untuk siswa SMU.

  Ada satu permasalahan yang perlu diselesaikan dalam studi ini. Permasalahannya yaitu seperti apa model materi pengajaran naratif untuk siswa kelas X SMU yang ditawarkan.

  Studi ini menampilkan hasil akhir dari model materi pengajaran naratif untuk siswa kelas X SMU yang ditawarkan untuk menyelesaikan permasalahan tersebut. Model yang ditawarkan mengembangkan satu jenis teks yaitu naratif.

  Untuk memperkenalkan teks naratif kepada para siswa, literacy approach digunakan. Pendekatan tersebut menekankan pada pengembangan bahasa lisan dan tulis.

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  Untuk mencapai tujuan dari masing-masing siklus, siswa harus melalui empat tahapan pada setiap siklus. Tahapan tersebut tediri atas Building Knowledge of Field, , Joint Construction of the Text, dan Independent

  Modelling and Deconstructing of the Text . Construction of the Text

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CHAPTER 1 INTRODUCTION This chapter presents Background of the Study, Problem Formulation, Problem Limitation, Objectives of the Study, Benefits of the Study, and Definition of Terms.

1.1 Background of the Study

  Nowadays, Indonesian students cannot be separated from English education. The mastery of English is very important for their next study and in order to enable them to participate in social life where English is used. As stated by Mckay (2003: 4) English education enables the students access to scientific and technological information,

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  (Depdiknas, 2005: 6). Thus, the Indonesian students can compete in the international world. However, the textbooks in Indonesia do not give sufficient materials and tasks to support English teaching learning based on the Standard English.

  Besides, the method used in teaching learning English for Indonesian students is already outdated. Sugino (1993) as cited by Budayanti (2004: 3) points out, “The only books used are those which revolve around the teacher-centred strategy without any variation in learning activities…” Moreover, the students only learned how to produce English sentences grammatically well without learning how to communicate in English effectively as well. Thus, in real communication, when the students meet an English native speaker, they are not able to use the target language to communicate.

  In addition, “The Competency-Based Curriculum is very much text-based”

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  emphasizes on the necessity of using the cycles. The CBC mentions that the final purpose of English learning is to develop students’ competencies to communicate in spoken and written language. Therefore, the process of teaching and learning English must follow two cycles: spoken cycle and written cycle. Each cycle consists of four stages. It is supported by Hammond et al. (1992: 17) as cited in Agustien (2005: 16) that “Classroom programme based on four stages and two cycles which are aimed at providing support for learners as they move from spoken to written texts”.

1.2 Problem Limitation

  This design is limited to producing materials for grade X Senior High School students. In order that the study is more effective and focused, this study is limited only on

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  1. Students They will be able to communicate their ideas or opinion and develop science, technology and culture to the others in English to deal with spoken and written texts in social contexts. It enables students to survive in the modern society where English is used.

  2. English teachers This study can be used to increase their understanding and perception about language education. They also have to improve their techniques and strategies in facilitating the students of English class, such as able to arrange the stages and cycles of literacy approach and apply them in teaching learning English process.

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  2. Narrative The definition of narrative used in this study is the one proposed by Board of

  Studies . Narratives tell a story. A story is a means that we use to make sense of the

  events and happenings in the world. A story is significant in all cultures. Different cultures create their stories using different forms (Board of Studies: 103). In this study, narrative is presented as spoken and written texts.

  3. Instructional Materials Instructional materials are materials planned by the teacher for instructions (Dick, W. and A. Reiser, 1989: 3). In this study, instructional materials are a set of materials, which are used by the teacher and learners as a useful means of discussion

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CHAPTER 2 LITERATURE REVIEW This chapter focuses on the theoretical description and the theoretical framework

  of the study. The theoretical description provides theories which are related to the topic of the study. As stated in the statement of the problem that the study concerns about narrative instructional materials for grade X Senior High School students, the theories discuss about the Competency-Based Curriculum, Language Model, Language System., Literacy Approach (Scaffolding, Spoken and Written Language and Teaching/Learning Cycle), and Narrative. The theoretical framework presents the synthesis of the important concepts that

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  interactions and/or monologues of different genres”. The Senior High School students are expected to communicate in such genres or text types as descriptive, narrative, news item, spoof/recount, procedure, and report (Depdiknas, 2003: 7).

  To implement this curriculum, a teacher or a material developer should understand the theoretical foundation of the curriculum including communicative competence, language model, scaffolding, spoken and written language, and teaching/ learning cycle.

2.1.2 Communicative Competence

  Since English is considered important for Indonesian students, the Depdiknas proposed the CBC which put communicative competence as the main point of English

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  It shows that discourse competence is the main competence which will be achieved. In this case, the students must develop discourse competence which emphasizes on creating and interpreting conversation or monologue texts either spoken or written in real communication (Agustien, 2005: 11).

  It enables students to achieve discourse competence, if they have already got the supporting competences. Celce-Murcia et al. (1995) as quoted by Depdiknas (2004: 54) categorized supporting competence into four competences. They can be summarized as follows:

  1. Actional Competence This competence refers to students’ ability to do an action when they are talking such

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Context of Culture

Genre

  

Context of Situation

  Tenor Field Mode

  

Register

TEXT

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  structure of text (Agustien, 2005: 12). It means that students use the structure of English texts either in spoken or written English.

  Language occurs in an immediate social context which is called the context of situation (Feez and Joyce, 2002: 6). Each context of situation is characterized by particular register variables as follows: field refers to the subject matter, tenor refers to the social roles and relationships of the people involved, and mode refers to the choice of spoken or written channel (Hardy and Klarwien, 1994:7). Swale (2002: 40) also provides another explanation. According to him, field (what) indicates the type of activity in which the discourse operates, its content and ideas, tenor (who) refers to the status and role relationships of the participants, and mode (how) is concerned with the channel of

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  are also expected to create and interpret English texts grammatically as well (Agustien, 2005: 12). It is supported by Retmono (1980: 197), he states, “It is almost impossible to learn a language without learning about of the culture of the people speaking that language” as cited by Vebriliana (2004: 3).

  In addition, according to Agustien (2006: 67-68), “Senior High School students are expected to be able to conduct formal transactional conversations, interpersonal conversations, read and write short functional texts (i.e. announcements, advertisements, etc).” The transactional conversations and interpersonal conversations are defined by Agustien (2006: 71) as follows: transactional conversations are conversations that are aimed at getting something done and this kind of conversation employs certain structures.

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  2. Lexicogrammar Level This level refers to knowledge of language and grammatical patterns (Walter, 2004: 48). Feez and Joyce (2002: 7) state that the grammatical patterns structure words into phrases or groups and finally into clauses.

  3. Phonology and Graphology Level This level focuses on sound/symbol of language (Walter, 2004: 48). The term phonology is concerned with the sound we hear in spoken language. In other words, it is the sound system of language. The term graphology is concerned with the symbols we see in written language (Feez and Joyce, 2002: 7). The symbols include written letters of the alphabet, spelling and punctuation.

  The relationship of the three levels of language is represented on the following

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  1. Ideational meanings are meanings about things, about goings on, and the circumstances surrounding these happenings and doings. These meanings are a reflection of field of discourse.

  2. Interpersonal meanings are meanings which express a speaker’s attitudes and judgments. Tenor of discourse influences these meanings.

  3. Textual meanings are meanings which express the relation of language to its environment, including both verbal environment and the non-verbal, situational environment. These meanings are a reflection of mode of discourse.

Figure 2.4 represents the summary of relationship between language and context.

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2.1.6.1 Scaffolding

  The literacy approach is based on language learning assumptions. One of them is that the process of learning language is a series of scaffolded development steps which different aspects of language (Feez and Joyce, 2002: 26).

  A student is not able to reach his potential performance without the help of other persons. Thus, the more knowledgeable person or teacher provides scaffolds or supports to guide and facilitate the students’ performance development in the teaching learning process.

  The scaffolds contribute a student’s ability to develop knowledge base and internalize new information. The teacher provides explicit knowledge what students are not yet able to do or do not know. The learning activities provided in scaffolding instruction are

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  activities. After this is done, the teacher and students will discuss the responsibilities with the students taking the lead. Finally, the teacher gives the students the full range of responsibilities by removing all the scaffolding (Roehler and Cantlon, 1996). Vygotsky (1934) in Wilhelm (2001) states what a learner can perform today with assistance he will be able to perform tomorrow independently through scaffolding.

  Scaffolding contributes some values for learning activities. Based on

  http://www.educ.utas.edu.au/users/ilwebb/research/scaffolding.htm , they are:

  1. Makes it easier for the learner to undertake a task successfully and thus

  a. Expands the possible learning activities and experience

  b. Increases the rate at which learning may be achieved

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  Gerot and Wignell (1995: 158) point out, “the term spoken language does not only refer to language which is said aloud. Likewise the term written language does not only refer to language which is written down. For example, if someone reads an academic paper aloud the features of the language are more like those of written language than spoken language.”

  The term spoken/oracy language refers to the development of listening and speaking activities whereas the term written/literacy language refers to the development of reading and writing activities (Carter, 1995: 113).

  Spoken and written language differs in a number of ways. The written language is more complex than the spoken language. Spoken language is a language action, while

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2.1.6.3 Teaching/Learning Cycle

  Hammond et al. (1992: 17) as cited in Agustien (2005: 16) states “Classroom programme based on four stages and two cycles which are aimed at providing support for learners as they move from spoken to written texts”. There are two cycles: spoken (oracy) and written (literacy) cycle. Each cycle of literacy approach applies four stages for teaching a text type, they are, Building Knowledge of Field, Modelling and Deconstructing of the

  

Text , Joint Construction of the Text and Independent Construction of the Text. In other

  words, in planning a lesson unit, a teacher needs to go around the cycles twice. In this study, each stage will be developed into a lesson unit.

  The further explanation of the four stages, according to Feez and Joyce (2002),

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  The students listen to statement of short functional texts, conversations, and monologues that are geared around a certain communicative purposes.

  There are two major activities in the text modeling stage. First, teacher gives information about the concept and types of literary text. This activity is designed to help students draw on their experiences of literary texts. Second, a number of literary texts are introduced. The students will be comparing the model with other examples of the text type. The teacher distributes the models to the students and together they discuss the models, its generic structures, and its lexicogrammmatical features.

  3. Joint Construction of the Text

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  such as comprehension activities in response to live or recorded materials, speaking tasks such as spoken presentation to class, reading tasks such as comprehension activities in response to written texts and writing task such as invite the students to draft and present their own texts.

  The second cycle is aimed to develop students’ ability using written language. Agustien (2006: 72) says, “Teacher and students go through all the four stages, but in Modelling and Deconstructing the Text students are exposed to written texts”.

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  and happenings in the world. A story is significant in all cultures. Different cultures create their stories using different forms.

  2.1.7.2 Purpose of Narrative The basic purpose of narrative is to entertain, to gain and hold a reader’s interest.

  ( http://www.unitechnology.ac.nz/ ). Most of the narrative texts are in the form of stories. Stories sometimes appear to be simple and complex. However, there are many readers who interest with the narrative because they can entertain the readers.

  2.1.7.3 Types of Narrative

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  e.g. The Hare and the Tortoise by Helen Ward (1998)

  4. Myths Myths are creation stories of Gods and Goddesses. They tell of beginnings and ends, creation and destruction, life and death. e.g. Gilgamesh the King by Ludmila Zeman (1992)

  5. Legends Legends refer to feats accomplished by human beings or a historical story attached to a place. e.g. The Samurai’s Daughter by Robert D. San Souci (1997)

  6. Pourquoi Tales

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  10. Historical Fiction Historical fiction is a re-creation of an event that happened in the near or distant past. e.g. Little House on the Prairie by Laura Ingalls Wilder (1935)

  11. Poetry Poetry is a kind of writing in which language, form and rhythm are consciously selected by the writer to evoke a particular impression, mood or emotion. There are several types of poems. One of them is narrative poems. These poems are usually longer because they tell stories. e.g. Little Abigail and the Beautiful Pony in Shel Silverstein’s A Light in the Attic.

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  5. Comment/coda: When the usual pattern of everyday life is reasserted it is no longer quite the same as when the story began. The new order incorporates some new knowledge that has been gained from what has happened.

2.1.7.5 Lexicogrammatical Features of Narrative

  Lexicogrammatical features are the words and grammar of discourse (Schmitt, 2002: 59). According to Gerot and Wignell (1995: 204), the common lexicogrammatical features of narrative texts include:

  1. Focus on specific participants and usually individualized participants, e.g.

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3. Use of temporal conjunction and temporal circumstances, e.g. while, when, after, then, next.

  4. Use of the past tense e.g. The Gingerbread Man ran into the river and Thumbellina broke the vas.

2.1.7.6 Examples of Narrative Texts

  This section presents two versions of an example of narrative text. They are in spoken and written English.

  1. A Spoken Narrative Text

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  2. A Written Narrative Text John slumped in the armchair, his arms crossed and his face with a gloomy frown. He was a new kid in town, but no one knew he was even there. John didn’t like anybody and they didn’t like him. All day he sat in the armchair, staring out the window.

  Through the window he was a gigantic hollow tree in vacant lot. The tree seemed to call him. He stood slowly up, then started to walk towards the tree. Its branches were very thin and its roots dug into the ground like claws. The tree had thorns all over it. John tried to turn away from the tree but he couldn’t. a mysterious force was pulling him into the hollow.

  John never reappeared…but no one noticed. Source: Pembelajaran Teks Naratif (Depdiknas, 2003: 5)

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  One day Prince Llewellyn went hunting with his _{7) 4)} friends. He called all his dogs. But Gellert wouldn’t go. Gellert stood in the doorway of the castle and wagged his tail and put his head on one side, but he would not leave the ₇₎ castle. Llewellyn was angry! He shouted, ‘Come on, ₄₎ Gellert! Come here!’ But Gellert wouldn’t leave the castle.

  So Llewellyn and his friends went hunting with the other dogs. _{4) 4)} Llewellyn and his friends caught nothing. When they came back to the castle they were angry. As they came to the castle Gellert bounded out towards them, wagging his tail. ₄₎ As he came closer Llewellyn saw there was blood on Gellert’s face and sides. ₆₎ ‘How could that be?’ Llewellyn thought. ‘Gellert sometimes plays with my child. Gellert is half wolf, half _{8) 5)} wild. Perhaps he has killed my child!’ And Llewellyn ran into the castle. He ran to the child’s room. All the furniture was turned over. There was blood everywhere. Llewellyn ₆₎ couldn’t see his child. Prince Llewellyn took his sword and drove it into the side of Gellert. With the last gasp for life of ₆₎ Gellert, Llewellyn heard the cry of his child from beneath the overturned cot. Llewellyn ran to the cot, turned it over, _{8) 4)} and there was the child, perfectly safe, perfectly well. But behind the cot was a dead wolf.

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  2. 2 Theoretical Framework

  The curriculum is designed to provide students to develop communicative competence as life skills; the skills that help students survive in the modern life where English is used.

  The main competence that will be achieved in the English language education through communicative competence is discourse competence, a competence that enables students to communicate a spoken and written language in interactions and/or monologues of different text types. It implies that the curriculum is very much text-based, as stated by Yuliasri (2006: 78). Senior High School students are expected to create and interpret a spoken or written text in such text types as descriptive, narrative, recount, procedure, and so

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  (4) Drafting, Revising, and Editing the Lesson Unit, (5) Recording the Materials, and (6) Making Teacher’s Manual.

  The clear diagram will be shown on the next page.

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  29 DEVELOP INSTRUCTIONAL ACTIVITIES

  TEXT – BASED MATERIALS DESIGN: NARRATIVE THEORETICAL BASES:

  1. Communicative Competence

  2. Language Model

  3. Scaffolding

  4. Spoken and Written Language

  5. Language Teaching Cycle

  6. Narrative

  1. Studying the theoretical foundation of the

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CHAPTER 3 METHODOLOGY This chapter focuses on the methodology in solving the question stated in the

  problem formulation. There are three parts discussed in this chapter. It covers (1) nature of study, (2) nature of data and (3) research procedure.

  3. 1 Nature of Study

  This study was conducted to design the format of narrative instructional materials for grade X Senior High School students. For this study, the term literacy approach is used

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  There were two types of source to collect the data. Some of the data were available in non-electronic source i.e. print source data, such as documents, manuscripts, thesis and storybooks produced by governmental and educational institutions. The other data were available in electronic source i.e. available online in different formats from free web sites or subscription services on the Internet. Electronic sources include online journals, web sites or web pages and newsgroup. For more information related to the topic, this study visited some web sites such as at www.google.com .

  3. 3 Research Procedure

  There were six steps as the procedures used in this study as follows:

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  syllabus was done in order to design the materials so that it can accommodate the students to reach discourse competence.

  3. Listing the Features of Lesson Unit The features of lesson unit were determined in this step. There were many criteria that could help this study conducted the lesson unit but the most important are: a. The lesson unit is fully based on text type.

  This study adapts literacy approach which utilizing English literary texts. There are many English literary texts such as descriptive, recount, and narrative. This study used narrative texts because it can entertain, gain, and hold students’ interest.

  b. The lesson unit is designed to integrate the four skills.

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  students are able to develop their language skills such as they will have confident to speak in front of the classroom, able to listening some recorded materials, able to comprehend some reading passages and able to write some formal texts. In addition, through the stages in the approach, students gradually gain independent control of particular text type.

  f. It is periodically recycled.

  The materials should be periodically revised and recycled. The revision based on the users’ feedback and suggestions. It also should be matched with the latest curriculum and the theories underlying the curriculum.

  g. It is user friendly.

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  In order to make the teaching learning activities are easier understood, the teacher’s manual was prepared. It contains the instructions for teachers in conducting the tasks in the lesson unit.

Figure 3.1 represents the diagram which summarizes the description of the research in the previous paragraph

  Studying the Theoretical Foundation of the Curriculum Designing a Syllabus

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CHAPTER 4

THE PROPOSED MODEL OF THE LESSON UNIT In this chapter, the problem formulated which presented in Chapter 1 will be

  answered and discussed. There are two sections in this chapter, namely: (1) The Accountability of the Proposed Model and (2) The Proposed Model of the Lesson Unit.

  4. 1 The Accountability of the Proposed Model

  The new curriculum called the Competency-Based Curriculum (CBC) that is well known as the 2004 curriculum has been introduced to Indonesian High Schools since 2004.

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  Therefore, the designed materials cover the four supporting competencies as follows:

  1. The materials include actional competence.

  Actional competence refers to students’ ability to do an action when they are talking, such as greeting and introducing him/her self and when they are writing a text. The designed materials present some conversations and writing tasks based on the given situations. Through these tasks, the students are able to speak with their classmates and have confidence when they are talking in front of classroom. The use of speech function also helps the students to express their ideas. Moreover, they are also able to create English written texts.

  2. The materials include linguistic competence.

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  communication strategies, such as using a dictionary, conversation practices, listening or reading a text repeatedly and scanning or skimming a text.

  In order to conduct teaching learning process, this study also needed to design a syllabus which contains competency standard, basic competencies, learning experiences, indicator, evaluation, time allocation, sources/media. In formulating the components of a syllabus, a teacher or material developer needs to understand the theoretical or philosophical foundation of the curriculum including communicative competence, language model, and literacy approach.

  This study did not need to formulate the competency standard and basic competencies, because it has already formulated in the curriculum by the Depdiknas.

  However, a materials developer is given full authority to organize and develop a syllabus.

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  should always be aware that he will bring his students to the language use where he and his students are involved in the utilization of a particular type of text with its characteristics. In this case, narrative texts were chosen because they emphasize on the events of a story and they have elements of suspense to hold the reader’s interest. Narrative texts are also interesting because most of them are in the form of stories that will encourage the students to learn English.

  Through this approach, the students are expected to develop the knowledge and skills to deal with spoken and written texts in social contexts. Therefore, in order to develop the students’ ability to communicate in both spoken and written language, the designed materials are divided into two cycles; they are spoken and written cycle. The reason, why the materials apply those cycles, is we create and interpret texts either as spoken and written

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  every cycle. It is intended to support the students gradually gain independent performance in controlling a particular text type, in this case narrative texts.

  The four stages which organized in the materials are outlined as follows: 1. The materials include Building Knowledge of Field.

  The students need to go to the first stage called Building Knowledge of Field. Through this stage, the students can explore context of situation by investigating the register of an authentic model of text which has been chosen on the basis of the course objectives and students need. The exploration of register which influence the language used includes: a. Building knowledge of what being spoken or written about i.e. the topic of text type, in this case narrative texts. Therefore, the materials present folktale, fables,

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  students to be familiar with the types of narrative texts. Therefore, the materials present four authentic texts that will be used as the models in the same text type i.e. narrative texts. The texts include two fairy tales (The Gingerbread Man, Elves and the

  Shoemaker ), fable (The Frogs Who Wanted a King), and folktale (Why Dogs Chase Cats ).

  Through this stage, the students listen to the texts in the recorded materials together with their teacher. It also encourages the students to develop their listening ability to some conversation and monologue texts.

  After listening to the certain model texts, the teacher and students discuss the textual features in the model texts. The textual features include the lexicogrammatical

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  In this stage, the teacher must decide whether the students are ready to move to the next stage (independent construction of the text stage) or whether they need to undertake further study at the modeling of the text or joint construction stages.

  4. The materials include Independent Construction of the Text.

  After having the experience of collaborating with classmates, the students enter the last stage called Independent Construction of the Text. The materials include this stage to invite each student to construct a text individually. The students need to work independently with the text, in order to look whether they have already understood how to deconstruct and construct a text or not.

  This stage provides an opportunity for students to create a text in spoken and written language. It also provides opportunities for students to practice the speaking

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  listening and speaking skill. While in the second cycle, written cycle, the students are expected to develop their reading and writing skill.

  In order to achieve the purpose of each cycle, the students have to pass through four stages in each cycle. The stages consist of Building Knowledge of Field, Modelling and

  

Deconstructing of the Text , Joint Construction of the Text, and Independent Construction of

the Text .

  The presentation of the proposed model is in Appendix B.

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CHAPTER 5 CONCLUSIONS AND SUGGESTIONS This chapter presents two major parts. The first part is the conclusion of this study

  and the second part is the suggestions. The conclusions were drawn from the accountability of the proposed model and the proposed model of the lesson unit which have been discussed in Chapter 4. The suggestions are addressed to students, English teachers, and those who interested in conducting a further study on this field.

  5. 1 Conclusions

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  gradually gain independent control of particular text type. Each stage is designed to achieve a different purpose as follows:

  1. Background Knowledge of Field This stage is intended to invite students to explore the context of situation by investigating the register (topic, tenor, and mode) of an authentic model of the text type being studied.

  2. Modelling and Deconstructing the Text This stage is intended to invite students to be familiar with authentic texts as the models in the same text type. Students are also introduced with the features of a text include its generic structure and lexicogrammatical features. Finally, they are able

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  The proposed model of narrative instructional materials for grade X Senior High School students is divided into two cycles and each cycle consists of four stages that the students have to pass through in order to achieve discourse competence.

  This study also made the teacher’s manual which contains of teacher instructions for the students in conducting the tasks. Through the teacher’s manual, teachers more understand the activities in each cycle and stage in the lesson unit. In addition, the recorded materials were also prepared in order to support listening activities in the spoken cycle.

  5. 2 Suggestions

  In this part, three suggestions are proposed for students, English teachers, and other material developers who are interested to do a further study in the same field.

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  BIBLIOGRAPHY

  Agustien, H. I. R. 2005. The 2004 Competence-Based Curriculum: Philosophy and Implementation. Issued in JETA Conference Seminar Paper, Yogyakarta, June 25, 2005

  th

  Agustien, H. I. R. 2006. Competence-Based Curriculum and Its Practical Implications. 6

  International Conference-Competency Based English Teaching Theory and Reality

  February 21-23, 2006. Bandung: UPT Pusat Bahasa ITB Allen, H. B. Face East When Facing Non-English Speakers. In Allen, V. F. ed. On

  Teaching English to Speakers of Other Language -papers read at the TESOL