b. Common grammatical features of narrative texts include:
1. the use of adjectives to build noun groups to describe people,
animals or things in the story,
2. the use of time connectives and conjunctions to sequence through
time such as first, before, that, then, finally, 3. the use of past tense action verbs to indicate the actions in a
narrative text,
4. the use of noun phrase, 5. the use of action verbs saying, verbs, and also verbs of senses.
While for oral narrative text is categorized as monologue text. In monologues, one speaker uses spoken language for any length of time, as in
telling a story, and the listeners must process long stretches of speech without interruption- the stream of speech will go on whether or not the listeners
comprehend. The listeners cannot refer back to the text when they are listening to monologue texts. All that remains is a memory, and often imperfect memory, of
what was heard. Besides, according to Brown 1994: 237, monologues especially planned monologues usually manifest little redundancy. In this case,
if there is little redundancy, there is just little extra time and information helping the hearer to process meaning. Moreover, Buck 2001: 165 states that in
monologues, the speaker is talking to a recording machine. It means that monologues lack of normal back-channeling and listener feedback so that the
listeners often get difficulties in listening to this monologue text. Buck 2001: 44 also mentions that the discourse patterns in monologue are clearly different from
written language. The speaker strings together direct statements, in a rather loose way, by just adding more information, and following on from one idea to the next.
Furthermore, in narratives, there are dialogues involving two or more speakers that can be subdivided into exchanges that promote social relationship
interpersonal and exchanges for which the purpose is to convey propositional or factual information transactional. In this case, listeners must be able to identify
the speakers, the topic of the conversation, transmission between the topics, and turn taking among the speakers. Listeners may have to work with shared
knowledge in order to understand the message of spoken narrative text. In order to understand the whole message of oral narrative text, listeners
need to listen intensively focuses on components such as phonemes, words, intonation, discourse markers, etc., selectively to find important information in a
field of potentially distracting information and also extensively to develop a top- down, global understanding of spoken language. Listeners also need to activate
both bottom up processing skills and top down processing skills. Besides, they also need to be active in processing of interpretation in which listeners match what
they hear with what they already know background knowledge. Listeners are expected to combine their previous experiences with the text they are hearing to
comprehend an oral narrative text. If they fail in doing these, they will not understand the whole message of the text well.
Besides, listeners also need certain strategies in order to comprehend oral narrative text. Buck 2001: 50 states that listeners use their understanding of the
communicative situation – the speakers or the topic under discussion- to help
them understand what is being said. Therefore, when there is a gap in their linguistic knowledge, second-language listeners will naturally tend to compensate
for that by using any other available information- including visual information, general background knowledge or their common sense. While, teachers may also
use certain teaching media such as video in order to facilitate their students to comprehend oral narrative texts. Visual information in video can help the students
to catch the whole message of oral narrative texts easily. Kellerman in Buck 2001: 172 states that in many target-language use situations, the listening text is
accompanied by visual information which can have a significant impact on the interpretation that is building up correct interpretation. Visual information also
provides listeners with focus for their attention as they are listening. Moreover, Buck 2001: 172 mentions that visual information is more
important in interactional language use, where the emphasis is on the relationship between the participants. Buck 2001: 172 also adds that with video it is easy to
see who is speaking, the setting of places or situations, and gestures. In this case, visual information such as context of the situation in which the speech event is
taking place, speaker‟s actions, emotions, and gestures can help the listener to catch the whole message of the story.
Based on the explanation above, thus it is reasonable if teacher use certain teaching medium such as video in order to facilitate their students in listening to
oral narrative text. Auditory and visual stimulus in the video can help the students to catch the whole message of spoken narrative text better.
D. Rationale
