students are able to develop their language skills such as they will have confident to speak in front of the classroom, able to listening some recorded materials, able
to comprehend some reading passages and able to write some formal texts. In addition, through the stages in the approach, students gradually gain independent
control of particular text type. f.
It is periodically recycled. The materials should be periodically revised and recycled. The revision based on
the users’ feedback and suggestions. It also should be matched with the latest curriculum and the theories underlying the curriculum.
g. It is user friendly.
In order to help the teachers understand with the tasks in the lesson unit, teacher’s manual were needed. It contains clear instructions for the teachers to
their students. To facilitate listening activities, it needs to record conversation and monologue texts.
4. Drafting, Revising, and Editing the Materials
After looking at the literacy approach and narrative theories, the materials were drafted. There were some considerations to take in drafting the materials such as the
teaching learning cycle spoken and written cycle and four stages. When the draft of the lesson unit has finished, the lesson unit were revised and edited.
5. Recording the Materials
Since the designed materials include listening activities in spoken cycle, the next step was recording the materials to provide the students with listening practices and make
them accustomed to English conversations and monologues texts. The result of the recording was in the form of CD.
6. Making the Teacher’s Manual
In order to make the teaching learning activities are easier understood, the teacher’s manual was prepared. It contains the instructions for teachers in conducting
the tasks in the lesson unit. Figure 3.1 represents the diagram which summarizes the description of the
research in the previous paragraph
Figure 3.1 The Research Procedure
Studying the Theoretical Foundation of the Curriculum
Designing a Syllabus
Listing the Features of Lesson Unit
Drafting, Revising and Editing the Materials
Making the Teacher’s Manual Recording the Materials
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CHAPTER 4 THE PROPOSED MODEL OF THE LESSON UNIT
In this chapter, the problem formulated which presented in Chapter 1 will be answered and discussed. There are two sections in this chapter, namely: 1 The
Accountability of the Proposed Model and 2 The Proposed Model of the Lesson Unit.
4. 1 The Accountability of the Proposed Model
The new curriculum called the Competency-Based Curriculum CBC that is well known as the 2004 curriculum has been introduced to Indonesian High Schools since 2004.
The CBC states that Indonesian students should be able to understand and express their ideas or opinion and develop science, technology, and culture to others using English
language. In English language education, the main competence that will be achieved is
discourse competence. It is a competence that enables students to develop their communication skills of English language in spoken and written, so that they are able to
participate in modern society where the language is used. Through this competence, the students are expected to create and interpret English text in both spoken and written
language that including the development of language skills: listening, speaking, reading, and writing.
In order to achieve the discourse competence, the students should get supporting competencies. They are actional competence, linguistic competence, sociocultural
competence, and strategic competence. These competencies should be considered in designing instructional materials for language education students.
Therefore, the designed materials cover the four supporting competencies as follows:
1. The materials include actional competence. Actional competence refers to students’ ability to do an action when they are talking,
such as greeting and introducing himher self and when they are writing a text. The designed materials present some conversations and writing tasks based on the given
situations. Through these tasks, the students are able to speak with their classmates and have confidence when they are talking in front of classroom. The use of speech function
also helps the students to express their ideas. Moreover, they are also able to create English written texts.
2. The materials include linguistic competence. Linguistic competence refers to students’ ability to use grammar, vocabulary,
pronunciation and spelling in grammatically acceptable English. In order to achieve this competence, the designed materials use such imperative sentences, interrogative
sentences that grammatically acceptable English; the use of phonetic symbols, spelling, and punctuation that acceptable.
3. The materials include sociocultural competence. Sociocultural competence refers to students’ ability to convey or understand
communication which is appropriate with sociocultural expectation, social context, and English culture. Thus, the designed materials present the use of language in formal and
informal. The students also learn about the communication situation such as time, place and social situation, description about the condition English art, literature and culture,
and non-verbal communication such as face expressions and body language. 4. The materials include strategic competence.
Strategic competence refers to students’ ability to solve communication problems. In order to help the students to communicate well, the materials include some
communication strategies, such as using a dictionary, conversation practices, listening or reading a text repeatedly and scanning or skimming a text.
In order to conduct teaching learning process, this study also needed to design a syllabus which contains competency standard, basic competencies, learning experiences,
indicator, evaluation, time allocation, sourcesmedia. In formulating the components of a syllabus, a teacher or material developer needs to understand the theoretical or philosophical
foundation of the curriculum including communicative competence, language model, and literacy approach.
This study did not need to formulate the competency standard and basic competencies, because it has already formulated in the curriculum by the Depdiknas.
However, a materials developer is given full authority to organize and develop a syllabus. Therefore, this study only needed to develop the learning experiences, indicator that should
be achieved by the students at the end of the class, and the other components. Through the syllabus, a teacher or material developer will know what competencies that should be
achieved by the students in the English language education. The presentation of the syllabus for narrative instructional materials for grade X Senior High School Students is in Appendix
A. After preparing the syllabus, a lesson unit was designed. The lesson unit should be
referred to the final purpose of the CBC. The CBC mentions that the final purpose of learning English language is to develop the students’ competencies to communicate the
target language in both spoken and written. Since the designed materials were designed based on the CBC that adapted literacy approach, the proposed model of the designed
materials should be based on the literacy approach. The literacy approach is concerned with units of discourse called texts. Texts are
organized patterns of spoken and written language. Putting a text as the basis of language teaching is actually applying the literacy approach. With this approach in mind, the teacher
should always be aware that he will bring his students to the language use where he and his students are involved in the utilization of a particular type of text with its characteristics. In
this case, narrative texts were chosen because they emphasize on the events of a story and they have elements of suspense to hold the reader’s interest. Narrative texts are also
interesting because most of them are in the form of stories that will encourage the students to learn English.
Through this approach, the students are expected to develop the knowledge and skills to deal with spoken and written texts in social contexts. Therefore, in order to develop
the students’ ability to communicate in both spoken and written language, the designed materials are divided into two cycles; they are spoken and written cycle. The reason, why
the materials apply those cycles, is we create and interpret texts either as spoken and written language, when we communicate using a language.
Through those cycles, the students are expected to create and interpret texts either as spoken and written language. In order to achieve the expectations, the students have to
pass those cycles. It started from the spoken cycle and gradually moves to the written cycle. In fact, when children grow up, their spoken ability developed first and written ability is
acquired later. Therefore, the materials were designed like that so the students learn spoken language first before they learn the written language.
Each cycle will help the students to develop and improve their four language skills Listening, Speaking, Reading and Writing. The first cycle includes the development of
listening and speaking skills, while the second cycle includes the development of reading and writing skills.
Each cycle of teaching and learning activities in the literacy approach consists of four stages. The four stages cover Building Knowledge of Field, Modelling and
Deconstructing of the Text, Joint Construction of the Text and Independent Construction of the Text. Thus, the designed materials organized the classroom activities in four stages for
