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.
3. Other studies
This study results can provide helpful information and give a stimulus for further study.
1.6 Definition of Terms
There are some terms used in this study that need to be clarified. The terms are: 1.
Literary Texts Literary texts include those spoken oracy and written literacy texts which explore
and interpret human experience usually in such a way as to evoke in the reader or listener a reflective, imaginative andor emotional response Board of Studies: 103.
Literary text includes narrative, dramatic and poetic texts, and many combinations of these. In this study, narrative texts are used as the text model.
Oracy refers to the development of skills of speaking and listening, whereas literacy refers to the development of skills of reading and writing Carter, 1995: 113.
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 in teaching and learning activity.
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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 TeachingLearning Cycle, and Narrative. The theoretical framework presents the synthesis of the important concepts that
are used as the basis for this study.
2. 1 Theoretical Description
The theoretical description presents the theories of the CBC, the Language Model, Literacy Approach Scaffolding, Spoken and Written Language, and TeachingLearning
Cycle, and Narrative.
2.1.1 Competency-Based Curriculum
A new curriculum called Competency-Based Curriculum CBC has been implemented in Indonesia since 2004. The CBC is designed to help students to develop
English communicative competence as life skills, the skills to make students survive in the modern communication where English is used Depdiknas, 2004: 43.
Yuliasri 2006: 78 states, “The new curriculum is very much text-based. Students are expected to create spoken and written communication fluently and accurately in
