Learning Cycle Method Theoretical Description

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CHAPTER II REVIEW OF RELATED LITERATURE

This chapter consists of theoretical description and theoretical framework. Theoretical description describes all the theories used in this research. Whereas, theoretical framework explains how the theories are related to each other.

A. Theoretical Description

In this section, the researcher elaborates the theories used in this research. The theories include Learning Cycle Method, Curriculum Development, School- Based Curriculum, Defining Indicators, and Blooms Taxonomy.

1. Learning Cycle Method

The learning cycle method was proposed by Callaghan and Rothery in 1988. This method consists of four stages. The first stage is building knowledge of the field. The second one is modeling or deconstruction. The next is joint construction. The last stage is independent construction. The learning cycle method involves the four skills in learning language namely listening, speaking, reading, and writing. However, this method focuses on the productive skills only, speaking and writing. In building knowledge of the field stage, the students are given the new concept in their new language, in this case English. Beside building the new concept, the students share their prior knowledge about the topic being discussed. The activities that can be done are focus questions, note taking, interview, PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 9 brainstorming, vocabulary development, and hands on experiences. After building the new concept and sharing the prior knowledge, the students move on to modeling stage. In this stage they are familiarised with the text genre, so they will be able to “read” the text and deconstruct that text. The activities that are useful in this stage such as sorting text, sequencing stages, highlighting parts of the text, and vocabulary building task. The next stage is joint construction stage. In this stage, the students have the experience in the text. The students are also provided with strategies to guide them in building the knowledge in the field. The technique that may be useful are writing key structural or grammatical words on sticky note, demonstrating on the board how to make a sentence using those words, and asking the students to arrange their sticky note in a sentence. The students are expected to be able to apply what they have learnt before in independent construction stage. In this stage, the students have been ready to plan and complete their own research and make their own text. The roles of the teacher in this stage are monitor and provide support and guide for the students when they are needed.

2. Curriculum Development