A Spoken Narrative Text

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 andor 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 on. Considering the purpose of the curriculum, this study aimed to design text based materials i.e. narrative instructional materials for grade X Senior High School students. To implement the CBC in the designed materials, a teacher or material developer needs to understand the curriculum and its theoretical foundation including communicative competence, language model, literacy approach and text types, in this case narrative texts. There are cycles and stages that the students have to pass through in their learning experiences in order to achieve discourse competence. Those cycles are spoken or oracy and written or literacy. The spoken cycle integrates to the development of listening and speaking skill whereas the second cycle integrates to the development of reading and writing skill. To achieve each cycle effectively, the students need to pass four stages. They are Building Knowledge of Field , Modelling and Deconstructing of the Text, Joint Construction of the Text and Independent Construction of the Text. In order to present the cycles and stages in the designed materials, this study conducted six steps of research procedure. They were 1 Studying the Theoretical Foundation of the CBC, 2 Designing a Syllabus, 3 Listing the Features of a Lesson Unit, 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.