Reading and Writing in the CIRC Framework

characters, setting, problems, attempted solutions, final solution. Hence, in this study, the students are to read a narrative text and then produce a piece of narrative. 1 Definition of Narrative A narrative tells a story. It’s usually told chronologically, in time order, from beginning to end Reed and Ellis, 2003:87. Dumais 1988: 60 also states the same definition; narrative is a kind of writing which tells a story – a series of connected incidents, or an action – process of an action. The basic purpose of narratives is to entertain, and to gain and hold the reader’s interest in a story. However, narratives may also seek to teach or inform, to embody the writer’s reflections on experience, and to nourish and extend the reader’s imagination Derewianka, 1990: 40. 2 Types of Narrative According to Derewianka 1990: 40, there are thirteen types of narratives. Most of them are typically imaginary, but some others are factual. They are: a Fairy Tale It is a well-known story form the folk-lore for children, which often involves fairies or other magical characters, e.g. Cinderella, The Frog Prince, Snow White, etc. b Mystery It is an invented story about something that is secret or exciting which may soon be discovered or revealed. c Science Fiction This story is about imaginary future developments in science and their effect on life, often concerned with space travel, e.g. Star Wars. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI d Romance This story deals with romantic love. There are often some obstacles in the way but true love wins out at the end, e.g. Romeo and Juliet. e Horror Story It is a story which attempts to scare the readers or listeners with frightening events, e.g. The Mummy. f Hero and Villain In this story, there are two main characters, good and bad, which have problems. The good one usually wins out at the end, e.g. Superman, Spiderman, etc. g Adventure story It is a story which includes exciting and dangerous events that characters have to solve, e.g. Scobydoo. h Parable Parable is a short, simple story which teaches a moral or religious lesson, especially a story from the Bible. i Fable Fable is a short tale used to teach a moral, often with animals as characters, e.g. The Fox and the Goat, The Mouse and the Lion, etc. j Moral Tales Those are stories which explicitly try to teach people about the right way to behave, e.g. Nassreddin and Three Wise Men. k Myth It is a story which belongs to a particular ethnic group and tries to explain the way of nature and the universe. Wong 2003: 35 defines myths as creation stories of gods and goddesses. l Legend Legend is described as an old story about great events and people in ancient times, which may not be true. According to Wong 2003: 48, legend refers to feats accomplished by human beings or a historical story attached to a place, e.g. The Legend of Danau Toba, Tangkuban Perahu, etc. m Historical Narrative It is a story that tells real events in the past, e.g. The Story of Monumen Jogja Kembali. Moreover, Wong 2003: 59 adds two other narratives. They are: 1 Pourquoi tales These stories anwser questions or give explanations for the way things are, especially in nature. e.g. How Monkeys were Made, Why Mosquitoes Buzz in People’s Ears, etc. 2 Fantasy It is a story that takes readers into a make-believe world where events, setting, andor characters are outside the realm of possibility. E.g. Gorilla, Winni-the- Pooh and Some Bees, Harry Potter, etc. However, not all types of those narratives are used in this material design. The writer chooses only some kinds of narratives; they are fable, fairy tale, pourquoi tale, myth, horror story, short story, romance and legend.

B. Theoretical Framework

A theoretical framework is needed to conduct this research. The theoretical framework includes stages in designing the instructional materials. The designed set of instructional materials in this study refers to the adaptation of Kemp’s instructional model as the realization of Research and Development R D method. In this study, R D method functions as the underlying strategy in conducting the research. Hence, there is relation between the selected R D method and the adaptation of Kemp’s model as explained in the next chapter. The writer adapts Kemp’s model to find the suitable steps for designing instructional materials to teach reading ad writing using Cooperative Integrated Reading and Composition for the eleventh grade students of SMA Negeri 4 Yofyakarta. One step that is not used in Kemp’s model is considering the support services. It is due to the reason that the support services in SMA Negeri 4 Yogyakarta are good in order to support the teaching learning activities. Then, the writer also adds one step that is making revision. The steps of Kemp’s model used to design the materials are described as follows:

1. Identifying Learners’ Characteristics

Identifying learners’ characteristics is the first step used by the writer to design the materials. This is the important step to gain information about learners’ capabilities, needs, and interests Kemp, 1977: 18. The writer identifies the learners’ characteristics by distributing questionnaires for the eleventh grade students of SMA Negeri 4 Yogyakarta and interviewing the English teachers of SMA Negeri 4 Yogyakarta. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

2. Stating Goals, Topics and General Purposes

Stating instructional goals is the starting point of instructional design. In this study, the writer considers and adapts the goal stated in Kurikulum Tingkat Satuan Pendidikan KTSP . In KTSP, the term ‘standard competence’ is used to refer the goals of the whole instruction. Hence, in this study the term ‘standard competence’ is employed instead of the term ‘goal’ to make some adjustment. After stating the standard competence, the topics are listed to meet the goal. In this step, the writer considers the selection of topics based on the students’ interest. Deciding general purposes is the last step in this stage. However, in this study the writer employs the term ‘basic competence’ instead of the term ‘general purposes’ considering the KTSP.

3. Stating Learning Objectives

This step specifies the indicators of what the learners should be able to achieve in every meeting. In this study, the writer uses “Indicators” to state the learning objectives.

4. Listing Subject Content

According to Kemp 1977: 44, subject content covers the selection and organizing of the specific knowledge facts and information that the students need to achieve. It must closely relate to the objectives and to the students’ needs.

5. Designing the Learning Materials

In this step, the teaching learning activities and resources related with the selected topics are selected to support the learners accomplishing the objectives. Here, the writer decides the most effective and efficient methods and then selects the teaching learning activities Kemp, 1977: 55

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