Background CONCLUSIONS AND SUGGESTIONS

SYLLABUS A SET OF INSTRUCTIONAL MATERIALS USING COOPERATIVE INTEGRATED READING AND COMPOSITION CIRC FOR THE ELEVENTH GRADE STUDENTS OF SMA NEGERI 4 YOGYAKARTA Competency Standard: Reading : Students are able to understand the simple essay in the form of narrative in daily life context through the process of cooperative learning. Writing : Students are able to express the simple essay in the form of narrative in daily life context through the process of cooperative learning. Unit, Topic, Title Basic Competence Learning Materials Learning Experiences Indicators Assessment Time Alloca- tion Sources

1. Fable

What is Your Favourite Fable? Students are able to: 1. comprehend the meaning and rhetorical steps in a narrative text, in the form of fable. 2. gain more vocabulary to help them comprehend the text 3. understand the grammar used in a narrative text 4. understand how to request and give explanation 5. express a simple narrative in the form of fable  A Fable  Generic structure of narrative text: - Orientation - Complication - Resolution  Requesting Giving Explanation - Could you explain why...? - It means that...  Simple Past Tense - The tortoise was angry. - They started the journey.  Discuss about fable.  Read a fable entitled “The Tortoise Who Liked to Boast”  Discuss the new vocabularies  Answer the questions about the fable  Learn about fable  Learn about the generic structure of a narrative  Practice the gambit of Requesting Giving Explanation  Learn about Simple Past  Write a fable  Discuss the fable in groups The students are able to:  Describe the generic structure of a narrative text.  Describe what fable is.  Use the gambit in order to request and give explanation  Use Simple Past in writing a narrative  Write a fable considering its generic structure  Make a portfolio  Writing a fable following the outline given Individual  Making a portfolio Group Work 2 x 45’ - Favourite Stories from Asia . - Understanding and Using English Grammar - Teaching Text Types in the Singapore Primary Classroom - Look Ahead Book 2 Appendix G. Syllabus Unit, Topic, Title

2. Fairy Tale

Snow White is a Fairy Tale Basic Competence 6. learn to work in groups and appreciate other’s opinion Students are able to: 1. comprehend the meaning and rhetorical steps in a narrative text, in the form of fairy tale. 2. gain more vocabulary to help them comprehend the text 3. understand the grammar used in a narrative text 4. understand how to ask and give opinion 5. express a simple narrative in the form of fairy tale 6. learn to work in groups and appreciate other’s opinion Learning Materials  A Fairy Tale  Generic structure of narrative  Linguistic Features of Narratives: - Vocabulary - Grammar Past Tense  Asking Giving Opinion - What do you think? - I think that...  Adjectives - Snow White was tired and hungry. Learning Experiences  Choose the best fable and give comments  Make a portfolio using fables made by group members.  Read a fairy tale entitled “Snow White”  Discuss the new vocabularies  Answer the questions about the fairy tale  Identify the generic structure of the story  Learn about fairy tale  Learn about Linguistic Features of Narratives  Practice the gambit of Asking Giving Opinion  Learn about Adjective  Write a fairy tale in groups.  Prepare a presentation of the fairy tale using pictures Indicators The students are able to:  Identify the generic structure of a fairy tale  List the words meaning in the fairy tale  Describe what fairy tale is.  Use the gambit in order to ask and give opinion  Use adjectives in writing a narrative  Write a fairy tale in groups considering its generic structure  Present the fairy tale they wrote using pictures Assessment  Identifying the generic structure of a narrative in the form of a fairy tale Snow White  Writing and presenting a fairy tale Group Work Time Alloca- tion 2 x 45’ Sources - Kurikulum 2004 Standar Kompetensi Bahasa Inggris SMA MA . - Teaching Text Types in the Singapore Primary Classroom - An A-z of English Grammar Usage