30
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
to mean that literacy approach plays the dominant role in English language teaching activities. The approach emphasizes on the necessity of using two cycles and four stages.
Therefore, the format of the materials consists of a sequence of two cycles and four stages. Each new stage of teaching learning activities is related to the one before. It is supported by
Hammond et al. 1992: 17 as cited in Agustien 2005: 16 “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”.
3. 2 Nature of Data
In order to present the narrative instructional materials, this study collected the data related to the topic, in this case narrative. The data include the theories of narrative.
They are the definition of narrative, purpose of narrative, types of narrative, generic structure of narrative, and lexicogrammatical features of narrative. This study also needed
some examples of narrative text in spoken and written English for the materials in the teaching and learning process.
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: 1.
Studying the Theoretical Foundation of the Curriculum In order to implement the CBC in English language education, a teacher or a
material developer should understand the theories underlying the curriculum including communicative competence, language model, and literacy approach.
The curriculum is designed to develop students’ communicative competence to communicate a language in spoken and written texts that include the development of
four language skills Listening, Speaking, Reading, and Writing. The development of students’ communicative competence should be supported by discourse, actional,
linguistic, sociocultural, and strategic competence. 2.
Designing a Syllabus Since the designed materials in this study were based on the CBC, therefore the
next step was designing a syllabus of the CBC. A syllabus was prepared in order to conduct teaching learning process is more effective. A syllabus contains some
components; they are competency standard, basic competencies, indicator, learning experiences, time allocation, evaluation, and sourcesmediamaterials. Designing a
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.
The lesson unit must cover the development of four language skills. They are listening, speaking, reading, and writing.
c. It consists of language elements.
The materials also should cover the language elements such as vocabulary, pronunciation and grammar.
d. It covers both spoken and written cycle.
The CBC mentions that the final purpose of English learning is to develop students’ competencies to communicate a language in both spoken and written
language. Therefore, the development of instructional activities must cover two cycles i.e. spoken and written cycle. The spoken cycle covers to development of
speaking and listening skills, whereas the written cycle covers to development of reading and writing skills.
e. The lesson unit encourages the students to get involved.
The literacy approach invites the students to be more active in teaching learning activities. Through the cycles and stages that offered by literacy approach,
Kategori