Material development : narrative instructional materials for senior high school students.

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MATERIAL DEVELOPMENT:

NARRATIVE INSTRUCTIONAL MATERIALS

FOR SENIOR HIGH SCHOOL STUDENTS

A Thesis

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

Rini Sartika Dewi Student Number: 011214088

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

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ACKNOWLEDGEMENTS

First and foremost, I would like to thank the One and Only, ALLAH SWT for always being at my side during my life and giving me blessing, grace, love and also power

to finish my study.

Without any help from other people, I would never have finished my study.

Therefore, I would like to express my highest gratitude to my beloved parents Bapak Ribut and Ibu Enny in Banjarmasin, not only for their financial support but also for their endless prayers, love and encouragement for me to finish my study. Moreover, I would like to say

my deepest sorry because I took to much time to finish my study. I sincerely also express to

my only and younger brother, Dek Nanda for sharing time with me in Yogyakarta. The same gratitude goes to my big family for always being there for me.

My sincere gratitude is expressed to Drs. F. X. Mukarto, M.S., Ph.D. for becoming my major sponsor. He has given his time for motivating, guiding, encouraging me and

contributing a lot to the completion my study. I thank him for his guidance to complete this

study. I would also like to address my gratitude to my co-sponsor, Yohana Veniranda, S.Pd., M.Hum., for her support and precious time to read and correct my thesis patiently. Without their guidance, this thesis would never come to its completion.

My appreciation also goes to PBI lecturers of Sanata Dharma University whose

names I could not mention one by one. I deeply thank to all of them for sharing their

knowledge and kindness during my study in this university. My thanks also go to the

secretariat staff of PBI, Mbak Tari and MbakDanik, and librarian staff in Sanata Dharma University for their best services to help me.

My gratitude is extended to my beloved best friend, Novi Ariyanti, in Banjarmasin. She is really a true friend in my happiness and sadness. Next, to all my dearest friends in

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and the others 2001 that I cannot mention one by one. The same gratitude also goes to my

play performance friends “Dreams Come True”, my SPD and KKN partners especially Nusi and Rita. I thank them for their cars. My special thanks also go to Kiky and Uni. The happiness, sadness, and problems we faced will be great memories for me. I thank them for

the support and friendship that they have given to me.

I am really grateful to Bu Tari in TK KEMALA BHAYANGKARI 2 Baciro, Yogyakarta who has given me a chance to teach her students, so I could apply my teaching

skill which helps me to be a better teacher.

The last but not least, I would like to thank everyone who has came into my life,

enriched my life and give their love for me. May ALLAH SWT bless them all.

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TABLE OF CONTENTS

Page

TITTLE PAGE ... i

APPROVAL PAGES ... ii

ACCEPTANCE PAGE ... iii

STATEMENT OF WORK ORIGINALITY PAGE ... iv

DEDICATION PAGE ... v

ACKNOWLEDGEMENTS ... vi

TABLE OF CONTENTS ... viii

LIST OF ABBREVIATIONS ... x

LIST OF TABLES ... xi

LIST OF FIGURES ... xii

LIST OF APPENDICES ... xiii

ABSTRACT ... xiv

ABSTRAK ... xvi

CHAPTER 1: INTRODUCTION ... 1

1.1 Background ... 1

1.2 Problem Limitation ... 3

1.3 Problem Formulation ... 3

1.4 Objectives of the Study ... 3

1.5 Benefits of the Study ... 3

1.6 Definition of Terms ... 4

CHAPTER 2: LITERATURE REVIEW ... 6

2.1 Theoretical Description ... 6

2.1.1 Competency Based Curriculum ... 6

2.1.2 Communicative Competence ... 7

2.1.3 The Language Model ... 8

2.1.3.1 Context ... 9

2.1.3.2 Text ... 10

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2.1.5 Nuances of Meaning ... 12

2.1.6 The Literacy Approach ... 13

2.1.6.1 Scaffolding ... 14

2.1.6.2 Spoken and Written Language ... 15

2.1.6.3 Teaching/Learning Cycle ... 17

2.1.7 Narrative ... 19

2.1.7.1 Definition of Narrative ... 19

2.1.7.2 Purpose of Narrative ... 20

2.1.7.3 Types of Narrative ... 20

2.1.7.4 Generic Structure of Narrative ... 22

2.1.7.5 Lexicogrammatical Features of Narrative ... 23

2.1.7.6 Examples of Narrative Text ... 24

2.1.7.7 Analysis of a Narrative Text ... 25

2.2 Theoretical Framework ... 27

CHAPTER 3: METHODOLOGY ... 30

3.1 Nature of Study ... 30

3.2 Nature of Data ... 30

3.3 Research Procedure ... 31

CHAPTER 4: THE PROPOSED MODEL OF THE LESSON UNIT ... 35

4.1 The Accountability of the Proposed Model ... 35

4.2 The Proposed Model of the Lesson Unit ... 41

CHAPTER 5: CONCLUSION AND SUGGESTIONS ... 43

5.1 Conclusions ... 43

5.2 Suggestions ... 45

BIBLIOGRAPHY ... 46

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LIST OF ABBREVIATIONS

CBC : Competency-Based Curriculum Depdiknas : Departemen Pendidikan Nasional

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LIST OF TABLE

Page Table 2.1: Differences between Spoken and Written Language ... 16

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LIST OF FIGURES

Page

Figure 2.1: Schematic Representation of Communicative Competence ... 7

Figure 2.2: The Language Model ... 9

Figure 2.3: The Language System ... 12

Figure 2.4: The Relationship between Language and Context ... 13

Figure 2.5: Schematic Representation of Teaching/Learning Cycle ... 19

Figure 2.6: Theoretical Framework ... 29

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LIST OF APPENDICES

APPENDIX A: The Competency-Based Curriculum Syllabus for Narrative Instructional Materials for Grade X Senior High School Students

APPENDIX B: The Presentation of Narrative Instructional Materials for Grade X Senior High School Students

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ABSTRACT

Dewi, Rini Sartika. (2007). Materials Development: Narrative Instructional Materials for Senior High School Students. Yogyakarta: Sanata Dharma University.

The main competence that will be achieved in English language education is discourse competence, a competence that enables students to create and interpret spoken and written English in such interactions and/or monologues of different text types. The Senior High Schools students are expected to communicate English in such text types as narrative, descriptive, recount, procedure, and report. This study, therefore, was intended to design narrative instructional materials for Senior High School students.

There was one problem to be solved in this study. The problem was what the proposed model of narrative instructional materials for grade X Senior High School Students looks like.

This study presented the final version of the proposed model of narrative instructional materials for grade X Senior High School Students in order to solve the problem. The proposed model develops one unit of text type i.e. narrative.

In order to introduce narrative texts to the students, the literacy approach is used. The approach emphasizes on developing of spoken and written language. Thus, the lesson unit was divided into two cycles; they are spoken and written cycle. These cycles aim to develop students’ ability to communicate a language in both spoken and written English texts. The spoken cycle includes the development of listening and speaking skill, while the written cycle includes the development of reading and writing skill.

Each cycle in the literacy approach consists of 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. Through the four stages, the students gradually gain independent control of particular text type. Each stage is designed to achieve a different purpose as follows:

1. Background Knowledge of Field

This stage is intended to invite students to explore the context of situation by investigating the register (topic, tenor, and mode) of an authentic model of the text type being studied.

2. Modelling and Deconstructing of the Text

This stage is intended to invite students to be familiar with authentic texts as the models in the same text type. Students are also introduced to the features of a text include its generic structure and lexicogrammatical features.

3. Joint Construction of the Text

This stage is intended to invite students to work in pairs, a small group or a big group discussion (whole class) in constructing a text. In a group discussion, students can share their learning experience in the previous stage to each other.

4. Independent Construction of the Text

This stage is intended to invite students to construct a spoken and written text individually.

Therefore, the proposed model of narrative instructional materials for grade X Senior High School students consists of two cycles. Each cycle integrates the development of two language skills. In the first cycle, spoken cycle, the students are expected to develop listening and speaking skill. While in the second cycle, written cycle, the students are expected to develop their reading and writing skill.

In order to achieve the purpose of each cycle, the students have to pass the four stages in each cycle. The stages consist of Building Knowledge of Field, Modelling and

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Deconstructing of the Text, Joint Construction of the Text, and Independent Construction of the Text.

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ABSTRAK

Dewi, Rini Sartika. (2007). Materials Development: Narrative Instructional Materials for Senior High School Students. Yogyakarta: Sanata Dharma University.

Kompetensi utama yang akan dicapai dalam pendidikan bahasa Inggris yaitu kompetensi berwacana, suatu kompetensi yang memungkinkan siswa untuk menciptakan dan menginterpretasikan bahasa Inggris lisan dan tulis dalam berbagai interaksi dan/atau monolog dalam bentuk jenis teks yang berbeda. Siswa Sekolah Menengah Umum (SMU) diharapkan mengkomunikasikan bahasa Inggris dalam berbagai jenis teks seperti naratif, deskriptif, recount, procedure, dan report. Studi ini, maka, bertujuan untuk merancang materi pengajaran naratif untuk siswa SMU.

Ada satu permasalahan yang perlu diselesaikan dalam studi ini. Permasalahannya yaitu seperti apa model materi pengajaran naratif untuk siswa kelas X SMU yang ditawarkan.

Studi ini menampilkan hasil akhir dari model materi pengajaran naratif untuk siswa kelas X SMU yang ditawarkan untuk menyelesaikan permasalahan tersebut. Model yang ditawarkan mengembangkan satu jenis teks yaitu naratif.

Untuk memperkenalkan teks naratif kepada para siswa, literacy approach digunakan. Pendekatan tersebut menekankan pada pengembangan bahasa lisan dan tulis. Maka, unit pengajaran tersebut dibagi menjadi dua siklus; siklus lisan dan tulis. Siklus-siklus ini bertujuan untuk mengembangkan kemampuan siswa mengkomunikasikan suatu bahasa dalam teks Inggris lisan dan tulis. Siklus lisan meliputi pengembangan kemampuan mendengarkan dan berbicara, sedangkan siklus tulis meliputi pengembangan kemampuan membaca dan menulis.

Setiap siklus pada pendekatan literasi terdiri atas empat tahapan. Empat tahapan tersebut yaitu Building Knowledge of Field, Modelling and Deconstructing of the Text, Joint Construction of the Text, dan Independent Construction of the Text. Melalui empat tahapan tersebut, siswa berangsur-angsur mencapai pengendalian pribadi terhadap suatu jenis teks. Setiap tahapan dirancang untuk mencapai suatu tujuan yang berbeda seperti berikut ini:

1. Building Knowledge of Field

Tahap ini bertujuan untuk mengajak siswa mengeksplorasi situasi konteks dengan mencari tahu register (field, tenor, dan mode) dari suatu contoh teks asli yang sedang dipelajari.

2. Modelling and Deconstructing of the Text

Tahap ini bertujuan untuk mengajak siswa mengenal teks-teks asli sebagai contoh dalam jenis teks yang sama. Siswa juga diperkenalkan pada ciri-ciri dari suatu teks meliputi generic structure dan lexicogrammatical features.

3. Joint Construction of the Text

Tahap ini bertujuan untuk mengajak siswa bekerja sama berpasangan, dalam suatu kelompok kecil atau besar (seluruh kelas) untuk membuat suatu teks. Dalam diskusi kelompok, siswa dapat saling berbagi pengalaman belajar pada tahapan sebelumnya. 4. Independent Construction of the Text

Tahap ini bertujuan untuk mengajak siswa menciptakan teks lisan atau tulis sendiri. Maka, model materi pangajaran naratif untuk siswa kelas X SMU yang ditawarkan terdiri atas dua siklus. Masing-masing siklus mengabungkan dua kemampuan berbahasa. Pada siklus pertama, siklus lisan, siswa diharapkan mengembangkan kemampuan mendengarkan dan berbicara. Sedangkan siklus kedua, siklus tulis, siswa diharapkan mengembangkan kemampuan membaca dan menulis mereka.

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Untuk mencapai tujuan dari masing-masing siklus, siswa harus melalui empat tahapan pada setiap siklus. Tahapan tersebut tediri atas Building Knowledge of Field, Modelling and Deconstructing of the Text, Joint Construction of the Text, dan Independent Construction of the Text.

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CHAPTER 1 INTRODUCTION

This chapter presents Background of the Study, Problem Formulation, Problem

Limitation, Objectives of the Study, Benefits of the Study, and Definition of Terms.

1.1 Background of the Study

Nowadays, Indonesian students cannot be separated from English education. The

mastery of English is very important for their next study and in order to enable them to

participate in social life where English is used. As stated by Mckay (2003: 4) English

education enables the students access to scientific and technological information,

international organizations and higher education level. In other words, English education

gives the students skills to survive in the modern life (Depdiknas, 2004: 43).

Since English is considered important, the Departemen Pendidikan Nasional

(Depdiknas) designed the Competency-Based Curriculum (CBC) which put communicative

competence as the main point of English learning, so that the students are able to

communicate in English effectively (Depdiknas, 2004: 50). The main competence that will

be achieved in the communicative competence is discourse competence, a competence that

enables students to create spoken and written texts (Agustien, 2005: 11). This competence

covers the development of four language skills; they are Listening, Speaking, Reading, and

Writing.

Unfortunately, the development of the new curriculum for Indonesian students has

not been followed by the development of teaching learning materials. It is undeniable that

textbook can influence the success of students’ communicative competence. Since its role is

very important to achieve national English education purposes, English textbook should be

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(Depdiknas, 2005: 6). Thus, the Indonesian students can compete in the international world.

However, the textbooks in Indonesia do not give sufficient materials and tasks to support

English teaching learning based on the Standard English.

Besides, the method used in teaching learning English for Indonesian students is

already outdated. Sugino (1993) as cited by Budayanti (2004: 3) points out, “The only

books used are those which revolve around the teacher-centred strategy without any

variation in learning activities…” Moreover, the students only learned how to produce

English sentences grammatically well without learning how to communicate in English

effectively as well. Thus, in real communication, when the students meet an English native

speaker, they are not able to use the target language to communicate.

In addition, “The Competency-Based Curriculum is very much text-based”

(Yuliasri, 2006: 78). The curriculum emphasizes more on the use of English literary texts to

develop students’ communicative competence. The CBC is designed to help high school

students to create and interpret spoken and written English text in such text types as

descriptive, narrative, recount, report, and procedure.

Considering the facts above,this study proposed a model that helps the students to

communicate in English well using English literary text i.e. narrative. Narrative was chosen

because most of them are in the form of stories. This study was conducted to design

narrative instructional materials for grade X Senior High School students. The grade X

Senior High School students were chosen because they are prepared to enter higher level of

education such as university. So far, a great many of the Senior High School students have

not been able to use English for communication. Since the model is proposed for students in

formal educational schools, the model should be based on the curriculum, in this case the

CBC.

For the current study, the term Literacy Approach is used to mean that the literacy

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emphasizes on the necessity of using the cycles. The CBC mentions that the final purpose of

English learning is to develop students’ competencies to communicate in spoken and

written language. Therefore, the process of teaching and learning English must follow two

cycles: spoken cycle and written cycle. Each cycle consists of four stages. It is supported by

Hammond et al. (1992: 17) as cited in Agustien (2005: 16) that “Classroom programme

based on four stages and two cycles which are aimed at providing support for learners as

they move from spoken to written texts”.

1.2 Problem Limitation

This design is limited to producing materials for grade X Senior High School

students. In order that the study is more effective and focused, this study is limited only on

the design of narrative instructional materials, not on implementing the designed materials

in the classroom to find its effectiveness.

1.3 Problem Formulation

The problem is formulated as follows:

What does the proposed model of narrative instructional materials for grade X

Senior High School students look like?

1.4 Objective of The Study

The objective of this study is to propose a model of narrative instructional narrative

materials for grade X Senior High School students.

1.5 Benefits of The Study

This study will hopefully contribute beneficial results for those are concerned with

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1. Students

They will be able to communicate their ideas or opinion and develop science,

technology and culture to the others in English to deal with spoken and written texts in

social contexts. It enables students to survive in the modern society where English is

used.

2. English teachers

This study can be used to increase their understanding and perception about language

education. They also have to improve their techniques and strategies in facilitating the

students of English class, such as able to arrange the stages and cycles of literacy

approach and apply them in teaching learning English process.

3. Other studies

This study results can provide helpful information and give a stimulus for further

study.

1.6 Definition of Terms

There are some terms used in this study that need to be clarified. The terms are:

1. Literary Texts

Literary texts include those spoken (oracy) and written (literacy) texts which explore

and interpret human experience usually in such a way as to evoke in the reader or

listener a reflective, imaginative and/or emotional response (Board of Studies: 103).

Literary text includes narrative, dramatic and poetic texts, and many combinations of

these. In this study, narrative texts are used as the text model.

Oracy refers to the development of skills of speaking and listening, whereas literacy

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2. Narrative

The definition of narrative used in this study is the one proposed by Board of

Studies. Narratives tell a story. A story is a means that we use to make sense of the events and happenings in the world. A story is significant in all cultures. Different

cultures create their stories using different forms (Board of Studies: 103). In this

study, narrative is presented as spoken and written texts.

3. Instructional Materials

Instructional materials are materials planned by the teacher for instructions (Dick,

W. and A. Reiser, 1989: 3). In this study, instructional materials are a set of

materials, which are used by the teacher and learners as a useful means of discussion

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CHAPTER 2 LITERATURE REVIEW

This chapter focuses on the theoretical description and the theoretical framework

of the study. The theoretical description provides theories which are related to the topic of

the study. As stated in the statement of the problem that the study concerns about narrative

instructional materials for grade X Senior High School students, the theories discuss about

the Competency-Based Curriculum, Language Model, Language System., Literacy

Approach (Scaffolding, Spoken and Written Language and Teaching/Learning Cycle), and

Narrative. The theoretical framework presents the synthesis of the important concepts that

are used as the basis for this study.

2. 1 Theoretical Description

The theoretical description presents the theories of the CBC, the Language Model,

Literacy Approach (Scaffolding, Spoken and Written Language, and Teaching/Learning

Cycle), and Narrative.

2.1.1 Competency-Based Curriculum

A new curriculum called Competency-Based Curriculum (CBC) has been

implemented in Indonesia since 2004. The CBC is designed to help students to develop

English communicative competence as life skills, the skills to make students survive in the

modern communication where English is used (Depdiknas, 2004: 43).

Yuliasri (2006: 78) states, “The new curriculum is very much text-based. Students

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interactions and/or monologues of different genres”. The Senior High School students are

expected to communicate in such genres or text types as descriptive, narrative, news item,

spoof/recount, procedure, and report (Depdiknas, 2003: 7).

To implement this curriculum, a teacher or a material developer should understand

the theoretical foundation of the curriculum including communicative competence,

language model, scaffolding, spoken and written language, and teaching/ learning cycle.

2.1.2 Communicative Competence

Since English is considered important for Indonesian students, the Depdiknas

proposed the CBC which put communicative competence as the main point of English

teaching learning at schools. A student needs to have good communicative competence in

order to communicate in English well (Depdiknas, 2004: 50). In other words,

communicative competence is an ability to communicate a language in spoken and written

contexts (Depdiknas, 2004:50). One model of communicative competence that explicitly

addresses language pedagogy is the one proposed by Celce-Murcia et al. (1995).

The model, cited in Kurikulum 2004-Standar Kompetensi (2003: 2), is represented

as follows:

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It shows that discourse competence is the main competence which will be

achieved. In this case, the students must develop discourse competence which emphasizes

on creating and interpreting conversation or monologue texts either spoken or written in real

communication (Agustien, 2005: 11).

It enables students to achieve discourse competence, if they have already got the

supporting competences. Celce-Murcia et al. (1995) as quoted by Depdiknas (2004: 54)

categorized supporting competence into four competences. They can be summarized as

follows:

1. Actional Competence

This competence refers to students’ ability to do an action when they are talking such

as greeting and explaining.

2. Linguistic Competence

This competence refers to students’ ability to use structure, vocabulary, intonation and

sound in grammatically acceptable English.

3. Sociocultural Competence

This competence refers to students’ ability to convey or understand communication

which is appropriate with sociocultural expectation, social contexts and English

culture.

4. Strategic Competence

This competence refers to students’ ability to solve communication problems

especially in spoken language.

2.1.3 The Language Model

In order to understand how language or text is created, we need to look at the

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Figure 2.2 The Language Model (Depdiknas, 2004: 7)

The further explanation of the language model will appear in the following

discussion.

2.1.3.1 Context

Language is related to the culture in which it occurs (Allen, 1965: 56). It is

supported by Walter (2004: 18) that to learn language means to learn culture. Language

occurs within a context. Context can be thought of in two ways: context of culture and

context of situation.

A context of culture produces many kinds of text type or genre. The English

cultures produce text types, such as descriptive, recount, narrative, procedure, and report.

Therefore, to achieve communicative purposes, the students must be exposed by authentic

English texts which consist of grammatical sentences, acceptable expressions, and properly Context of Culture

Genre

Context of Situation Tenor

Field Mode

Register

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structure of text (Agustien, 2005: 12). It means that students use the structure of English

texts either in spoken or written English.

Language occurs in an immediate social context which is called the context of

situation (Feez and Joyce, 2002: 6). Each context of situation is characterized by particular

roles and relationships of the people involved, and mode refers to the choice of spoken or

written channel (Hardy and Klarwien, 1994:7). Swale (2002: 40) also provides another

explanation. According to him, field (what) indicates the type of activity in which the

discourse operates, its content and ideas, tenor (who) refers to the status and role

relationships of the participants, and mode (how) is concerned with the channel of

communication (prototypically speech and writing). The term register was used to classify

language and style used in different situations. These three registers influence the language

choice that we use in communication (Depdiknas, 2004: 13).

2.1.3.2 Text

A language does not consist of a component of words or sentences but it consists

of a text and at the same time consists of a discourse (Budiraharjo, 2000: 26). When we

communicate using a language, we create and interpret texts either as spoken or written

(Board of Studies: 97). Thus, when we talk and listen, we are creating texts. When we read

and write, we are also creating texts (Depdiknas, 2004: 15)

A text is a product of context of culture (Swales, 1990) as cited by Agustien

(2006: 67). According to Depdiknas (2004: 7), English culture produces several texts such

as narrative, descriptive, recount, transactional conversations, interpersonal conversations,

short functional texts and so on. Teachers are responsible for exposing authentic English

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are also expected to create and interpret English texts grammatically as well (Agustien,

2005: 12). It is supported by Retmono (1980: 197), he states, “It is almost impossible to

learn a language without learning about of the culture of the people speaking that language”

as cited by Vebriliana (2004: 3).

In addition, according to Agustien (2006: 67-68), “Senior High School students

are expected to be able to conduct formal transactional conversations, interpersonal

conversations, read and write short functional texts (i.e. announcements, advertisements,

etc).” The transactional conversations and interpersonal conversations are defined by

Agustien (2006: 71) as follows: transactional conversations are conversations that are aimed

at getting something done and this kind of conversation employs certain structures.

Interpersonal conversations are those that are aimed at establishing interpersonal

relationship and the focus is how to sustain conversations.

2.1.4 The Language System

Grammar is a theory of language which helps the students understand how texts

work (Gerot and Wignell, 1995: 3). There are three types of grammar: traditional, formal,

and functional grammar. This study applies the functional grammar because it is concerned

not only with the structures on text but also with how these structures construct meaning

(Gerot and Wignell, 1995: 6).

In this functional grammar, language represents three levels. The three levels are:

1. Semantics Level

This level focuses on meaning (Walter, 2004: 48). It takes into account patterns of

causality, ordering of ideas, patterns of time sequence, cohesion and point of view

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2. Lexicogrammar Level

This level refers to knowledge of language and grammatical patterns (Walter, 2004:

48). Feez and Joyce (2002: 7) state that the grammatical patterns structure words

into phrases or groups and finally into clauses.

3. Phonology and Graphology Level

This level focuses on sound/symbol of language (Walter, 2004: 48). The term

phonology is concerned with the sound we hear in spoken language. In other words,

it is the sound system of language. The term graphology is concerned with the

symbols we see in written language (Feez and Joyce, 2002: 7). The symbols include

written letters of the alphabet, spelling and punctuation.

The relationship of the three levels of language is represented on the following

figure:

Figure 2.3 The Language System (Fezz and Joyce, 2002: 7; Gerot and Wignell, 1995:2)

2.1.5 Nuances of Meaning

Halliday (1994) as cited in Agustien (2005: 12) states that the wordings of text

simultaneously encodes three meanings: ideational, interpersonal, and textual. Its

implication in preparing teaching materials for the students, we must be aware what kind of

meanings we are dealing with and what meaning we want to emphasize at certain

communication contexts.

The further explanation of three meanings, according to Gerot and Wignell (1995:

12-14), will appear in the next discussion. SEMANTICS (Text/Meaning)

LEXICOGRAMMAR (Wording: Words and Structure)

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1. Ideational meanings are meanings about things, about goings on, and the circumstances surrounding these happenings and doings. These meanings are a reflection of field of

discourse.

2. Interpersonal meanings are meanings which express a speaker’s attitudes and judgments. Tenor of discourse influences these meanings.

3. Textual meanings are meanings which express the relation of language to its environment, including both verbal environment and the non-verbal, situational

environment. These meanings are a reflection of mode of discourse.

Figure 2.4 represents the summary of relationship between language and context.

Figure 2.4 The Relationship between Language and Context (Feez and Joyce, 2002: 8)

2.1.6 The Literacy Approach

Literacy approach is a quite new approach which is being developed in Indonesia.

The approach is concerned with units of discourse called texts. Texts are organized patterns

of spoken and written language (Board of Studies: 5). The literacy approach in language

learning is to develop students’ ability to create and interpret texts in spoken or written. !

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2.1.6.1 Scaffolding

The literacy approach is based on language learning assumptions. One of them is

that the process of learning language is a series of scaffolded development steps which

different aspects of language (Feez and Joyce, 2002: 26).

A student is not able to reach his potential performance without the help of other

persons. Thus, the more knowledgeable person or teacher provides scaffolds or supports to

guide and facilitate the students’ performance development in the teaching learning process.

The scaffolds contribute a student’s ability to develop knowledge base and

internalize new information. The teacher provides explicit knowledge what students are not

yet able to do or do not know. The learning activities provided in scaffolding instruction are

occurring first on an interpersonal level through social interaction and then internalized. In

other words, the learning activities occur in scaffolding are just beyond the level of what the

students can do alone (Wilhelm, et.al, 2001). The place where instruction and learning can

occur is the zone of proximal development (ZPD) (Roehler and Cantlon, 1996). The ZPD is

defined by Vygotsky (1978: 86) as “The distance between the actual developmental level as

determined by independent problem solving and the level of potential development as

determined through problem solving under adult guidance, or in collaboration with more

capable peers,”

(http://chd.gmu.edu/immersion/knowledgebase/theorists/constructivism/vygotsky.htm).

Through the ZPD, the more knowledgeable person such as teachers can provide

the scaffold so that the students can complete the tasks that they would be unable to do

without assistance. As the students gradually gain control of the task which can only

developed in the ZPD through social interaction that occurs among students and teacher and

collaboration in actual, concrete, situated activities with more capable person.

The scaffolding is aimed to help the students become independent problem

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activities. After this is done, the teacher and students will discuss the responsibilities with

the students taking the lead. Finally, the teacher gives the students the full range of

responsibilities by removing all the scaffolding (Roehler and Cantlon, 1996). Vygotsky

(1934) in Wilhelm (2001) states what a learner can perform today with assistance he will be

able to perform tomorrow independently through scaffolding.

Scaffolding contributes some values for learning activities. Based on

http://www.educ.utas.edu.au/users/ilwebb/research/scaffolding.htm , they are: 1. Makes it easier for the learner to undertake a task successfully and thus

a. Expands the possible learning activities and experience b. Increases the rate at which learning may be achieved

2. Extends what is possible for a learner to perform, and thus expands the ZPD since The successful of scaffolding is determined from teacher’s responsibilities to help

the students to think and act in ways that they would not know or discover on their own

perception through creating a balance of support and challenge. Roehler and Cantlon (1996)

state that support is provided through scaffolding and challenge is provided through learner

interest in completing the task.

2.1.6.2 Spoken and Written Language

When children grow up, their spoken ability develop first and written ability is

acquired later (Philips, http://www.australianstorytelling.org.au/storymag.php). Cameron

(2001) as quoted in Agustien (2005: 13), she also suggests that children should speak a

language before write it.

It implies that spoken language is a fundamental part of communication. Through

spoken language, people are easier to communicate a language to others. Therefore, people

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Gerot and Wignell (1995: 158) point out, “the term spoken language does not only

refer to language which is said aloud. Likewise the term written language does not only

refer to language which is written down. For example, if someone reads an academic paper

aloud the features of the language are more like those of written language than spoken

language.”

The term spoken/oracy language refers to the development of listening and

speaking activities whereas the term written/literacy language refers to the development of

reading and writing activities (Carter, 1995: 113).

Spoken and written language differs in a number of ways. The written language is

more complex than the spoken language. Spoken language is a language action, while

written language is a language as reflection (Depdiknas, 2004: 40).

According to Schmitt (2002: 291-292), there are the main differences between

those languages. Table 2.1 presents the differences.

Table 2.1 Differences between spoken and written language (Schmitt, 2002: 291-292)

SPOKEN LANGUAGE WRITTEN LANGUAGE

1. Context dependent: relies on shared knowledge between participants; greater use of exophoric (external context reference 2. Less explicit/relies strongly on shared

knowledge between participants

3. Spontaneous and therefore displays spontaneity phenomena, such as false starts, hesitations, incomplete clauses

4. All interactants are engaged in the creation of the text, so there is turn taking, interruptions, overlaps, etc.

5. Multilogue (casual conversation very often involves more than two speakers, that is, it is usually multilogue rather than dialogue 6. Grammatical complexity: in terms of the

chaining of clauses and the inclusion of non-linguistic support to the construction of meaning

7. Lexically sparse

8. Vocabulary is everyday/non-specialized

1. Context independent: must recreate the context for readers

2. Quite explicit marking out of what is going to be said (for example, in the first place, firstly, finally)

3. Planned, edited and redrafted

4. Written text is only implicitly interactive (reader is assumed but not involved in the creation of the text)

5. Dialogic: Writer engages in a dialogue with the projected reader

6. Grammatical complexity: in terms of density of structure within sentences

7. Lexically dense

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2.1.6.3 Teaching/Learning Cycle

Hammond et al. (1992: 17) as cited in Agustien (2005: 16) states “Classroom

programme based on four stages and two cycles which are aimed at providing support for

learners as they move from spoken to written texts”. There are two cycles: spoken (oracy)

and written (literacy) cycle. Each cycle of literacy approach applies four stages for teaching

a text type, they are, Building Knowledge of Field, Modelling and Deconstructing of the

Text, Joint Construction of the Text and Independent Construction of the Text. In other

words, in planning a lesson unit, a teacher needs to go around the cycles twice. In this study,

each stage will be developed into a lesson unit.

The further explanation of the four stages, according to Feez and Joyce (2002),

will appear in the following discussion:

1. Building Knowledge of Field

In the first cycle, teacher begins with the first stage called Building Knowledge

of Field. In this stage, teacher and students build cultural context, share experience, and discuss vocabulary, grammatical patterns and so on. The activity in this stage is more

interactive because teacher and students will discuss the topic. The students will explore

features of the general cultural context in which the text-type is used and the social

purposes the text-type achieves. This stage also helps the students to explore context of

situation by investigating the register of a model text which has been selected on the

basis of the course objectives and learner need.

2. Modelling and Deconstructing of the Text

In this stage, teacher exposes the students to a number of models of authentic

text types which is being discussed in the class. Introducing a model of the text type to

the class is fundamental to the development of the students’ understanding on different

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The students listen to statement of short functional texts, conversations, and

monologues that are geared around a certain communicative purposes.

There are two major activities in the text modeling stage. First, teacher gives

information about the concept and types of literary text. This activity is designed to help

students draw on their experiences of literary texts. Second, a number of literary texts

are introduced. The students will be comparing the model with other examples of the

text type. The teacher distributes the models to the students and together they discuss the

models, its generic structures, and its lexicogrammmatical features.

3. Joint Construction of the Text

After the students have understood the models given, they begin to work in

groups or peers to create a spoken literary text and with the helps from teacher. This

activity allows the students to use a sequence of events based on the models given or

create another texts. It means that the students are allowed to create the same literary

texts with different characters, setting of time and place, and situation. They may also

change the complication or resolution. They can create different announcements,

conversations and monologues.

The aim of this stage is to encourage the students to be imaginative about their

preparation for a group narrative. They need to demonstrate their speaking ability in the

class. Teacher gradually reduces the contribution to text construction, as the students

move closer to being able to control the text-type independently.

4. Independent Construction of the Text

After having experience of collaborating with friends, the students are expected

to create their own text individually. They work independently with the text. There are

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such as comprehension activities in response to live or recorded materials, speaking

tasks such as spoken presentation to class, reading tasks such as comprehension

activities in response to written texts and writing task such as invite the students to draft

and present their own texts.

The second cycle is aimed to develop students’ ability using written language.

Agustien (2006: 72) says, “Teacher and students go through all the four stages, but in

Modelling and Deconstructing the Text students are exposed to written texts”.

Figure 2.5 Schematic Representation of Teaching/Learning Cycle (Depdiknas, 2005: 17)

2.1.7 Narrative

2.1.7.1 Definition of Narrative

The definition of narrative used in this study is the one proposed by Board of

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and happenings in the world. A story is significant in all cultures. Different cultures create

their stories using different forms.

2.1.7.2 Purpose of Narrative

The basic purpose of narrative is to entertain, to gain and hold a reader’s interest.

(http://www.unitechnology.ac.nz/). Most of the narrative texts are in the form of stories.

Stories sometimes appear to be simple and complex. However, there are many readers who

interest with the narrative because they can entertain the readers.

2.1.7.3 Types of Narrative

There are various forms of narrative. According Wong (2003), narratives are

classified into several types:

1. Fairy Tales

They revolve around magical creatures and supernatural powers. They are sometimes

referred to as Wonder Tales.

e.g. Snow White and the Seven Dwarfs

2. Fractured Fairy Tales

They are fairy tales that have been rewritten in various ways. They are the modern

slapstick versions of the traditional tales, and often adopt the same structure as the

traditional fairy tales.

e.g. The Boot maker and the Elves by Susan Lowell (1997) and Hogsel and Gruntel by

Dick King-Smith (1991)

3. Fables

Short tales used to teach a moral, often with animals as characters. They are

distinguished from other narrative genres because they offer a moral that is stated

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e.g. The Hare and the Tortoise by Helen Ward (1998)

4. Myths

Myths are creation stories of Gods and Goddesses. They tell of beginnings and ends,

creation and destruction, life and death.

e.g. Gilgamesh the King by Ludmila Zeman (1992)

5. Legends

Legends refer to feats accomplished by human beings or a historical story attached to a

place.

e.g. The Samurai’s Daughter by Robert D. San Souci (1997)

6. Pourquoi Tales

Pourquoi is the French word for “why”. Pourquoi tales are therefore stories that answer questions or give explanations for the way things are, especially in nature.

e.g. Why Mosquitoes Buzz in People’s Ears by Verna Aardema (1975)

7. Fantasy

It takes readers into a make-believe world where events, setting and/on characters are

outside the realm of possibility

e.g. Charlie and the Chocolate Factory by Roald Dahl (1964)

8. Tall Tales

Tall tales are exaggerated stories. Tall tales are similar to legend because they tell the

story of someone who has become a folk hero/heroine. However, we can differentiate

them from legends from their element of exaggerated details.

e.g. Davy Crockett adapted from American Tall Tales by Mary Pope Osborne (1991)

9. Contemporary Realistic Fiction (CRF)

Realistic fiction portrays real-life and plausible situations. CRF refers to realistic fiction

that is set in modern times.

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10. Historical Fiction

Historical fiction is a re-creation of an event that happened in the near or distant past.

e.g. Little House on the Prairie by Laura Ingalls Wilder (1935)

11. Poetry

Poetry is a kind of writing in which language, form and rhythm are consciously selected

by the writer to evoke a particular impression, mood or emotion. There are several types

of poems. One of them is narrative poems. These poems are usually longer because they

tell stories.

e.g. Little Abigail and the Beautiful Pony in Shel Silverstein’s A Light in the Attic.

2.1.7.4 Generic Structure of Narrative

Based on K-6 English Syllabus and Support Document, the distinctive patterns of

the narrative can be taken apart to show its generic (schematic) structure in the following

ways:

1. Orientation: The narrator provides an orientation for the reader or listener by placing the story in space and/or time and by introducing or announcing the main characters.

2. Complication: The initiating event has the consequence of setting off further events/character development in the story. The usual lives of the characters are

interrupted or complicated.

3. Sequence of events: The consequences of the initiating event are explored through a sequence of events or episodes. This may be a single or recursive episode.

4. Resolution: This brings the sequence of events to a close. The tension is resolved and the patterns of everyday life are resumed.

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5. Comment/coda: When the usual pattern of everyday life is reasserted it is no longer quite the same as when the story began. The new order incorporates some new

knowledge that has been gained from what has happened.

2.1.7.5 Lexicogrammatical Features of Narrative

Lexicogrammatical features are the words and grammar of discourse (Schmitt,

2002: 59). According to Gerot and Wignell (1995: 204), the common lexicogrammatical

features of narrative texts include:

1. Focus on specific participants and usually individualized participants, e.g. a. Human: Cinderella, Gulliver, Hansel and Gretel

b. Animal: Garfield

2. Use of the processes types, processes are realized by verbs, they are:

a. Material processes indicate the actions which are done by the participants, e.g. walk, make, and come.

b. Mental processes are the verbs that express the process involving humans’ brain and senses. They are ones of sensing: feeling, thinking, perceiving, e.g. know,

think, fell, and enjoy.

c. Behavioural processes are processes of physiological and psychological behaviour, like breath, dream, snore, smile, look, watch, and listen.

d. Verbal processes are the verbs that express the process involving oral process, e.g. said, promised, and sang.

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3. Use of temporal conjunction and temporal circumstances, e.g. while, when, after, then,

next.

4. Use of the past tense

e.g. The Gingerbread Man ran into the river and Thumbellina broke the vas.

2.1.7.6 Examples of Narrative Texts

This section presents two versions of an example of narrative text. They are in

spoken and written English.

1. A Spoken Narrative Text

This story is about John. Who is he, students, does anybody know? Yes, it is said

in the story that John is a new kid in town. What does that mean? Right, kid means

child; so he is a new child, a newcomer in the town. OK, everybody say

“newcomer…newcomer) fasilitator melatih lafal kata baru tersebut, diikuti seluruh

kelas) Do you know anything about his personality? What is he like? Is he a cheerful

boy, or gloomy boy? How do you know that? OK, now, what happened to him one

day? He was sitting in his armchair one day, day dreaming, when he suddenly saw a

big hollow (Do you know the meaning of hollow? Yes, lubang) in the tree outside his

house. This tree looked very scary, with thin roots, and branches that looked like

claws. (What are claws? In Indonesia, they are called “cakar”. Can you imagine

branches that look like claws?). This tree also has thorns all over it.

John felt as if the tree was calling him, and unconsciously he went out towards

the tree. He had tried to turn away, but he couldn’t. After that John was never seen

again, but nobody missed him because he was such a gloomy and unfriendly kid.

Now, what do you think of this story? Is it a happy ending or a sad ending story?

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2. A Written Narrative Text

John slumped in the armchair, his arms crossed and his face with a gloomy frown. He was a new kid in town, but no one knew he was even there. John didn’t like anybody and they didn’t like him. All day he sat in the armchair, staring out the window.

Through the window he was a gigantic hollow tree in vacant lot. The tree seemed to call him. He stood slowly up, then started to walk towards the tree. Its branches were very thin and its roots dug into the ground like claws. The tree had thorns all over it. John tried to turn away from the tree but he couldn’t. a mysterious force was pulling him into the hollow.

John never reappeared…but no one noticed.

Source: Pembelajaran Teks Naratif (Depdiknas, 2003: 5)

2.1.7.7 Analysis of The Narrative Text

The following story is taken from Storytelling with Children. It provides a model

for analysis of a narrative.

The text has been annotated to indicate features of its generic structure and

lexicogrammatical features.

Generic Structures

GELLERT

Text Category: Literary

Text Type: Narrative Text Form: Folk Tale

Mode: Written

There was a prince; his name was 1)Llewellyn. His uncle, 1)King John, 5)gave him a dog, a hunting dog. The dog’s name was 1)Gellert. Gellert 7)was a fine hunting dog. When he left the castle he could 6)smell a deer one kilometer away. He could 5)_run_{faster than a deer. He was so} strong that he could knock a deer over. He was a fine hunting dog.

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Lexicogrammatical Features: NOTE:

1). Specific participants: Llewellyn, King John, Gellert 2). Place: castle, child’s room

3). Time signal: one day

4). Linking Words: when, and, but, so

5). Action processes: gave, run, killed, dug, covered, put 6). Mental processes: smell, thought, heard, saw, see 7). Verbal processes: called, shouted

8). Relational processes: was, has

One day Prince Llewellyn went hunting with his friends. He 7)called all his dogs. 4)But Gellert wouldn’t go. Gellert stood in the doorway of the castle and wagged his tail and put his head on one side, but he would not leave the castle. Llewellyn was angry! He 7)shouted, ‘Come on, Gellert! Come here!’ But Gellert wouldn’t leave the castle. 4)

So Llewellyn and his friends went hunting with the other dogs.

Llewellyn 4)and his friends caught nothing. 4)When they came back to the castle they were angry. As they came to the castle Gellert bounded out towards them, wagging his tail. As he came closer Llewellyn 4)saw there was blood on Gellert’s face and sides.

‘How could that be?’ Llewellyn 6)thought. ‘Gellert sometimes plays with my child. Gellert is half wolf, half wild. Perhaps he 8)has5)killed my child!’ And Llewellyn ran into the castle. He ran to the child’s room. All the furniture was turned over. There was blood everywhere. Llewellyn couldn’t 6)_see_{his child. Prince Llewellyn took his sword and} drove it into the side of Gellert. With the last gasp for life of Gellert, Llewellyn 6)heard the cry of his child from beneath the overturned cot. Llewellyn ran to the cot, turned it over, and there 8)was the child, perfectly safe, perfectly well. 4)But

behind the cot was a dead wolf.

Llewellyn was very sad. What could he do? He couldn’t bring Gellert back to life! He 5)dug a hole for Gellert outside the castle. He put Gellert in the hole and 5)

covered him with stones, a great pile of stones. He 5)put a

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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 and/or 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

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(4) Drafting, Revising, and Editing the Lesson Unit, (5) Recording the Materials, and (6)

Making Teacher’s Manual.

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Figure 2.6 Theoretical Framework DEVELOP INSTRUCTIONAL ACTIVITIES

SPOKEN WRITTEN

1. Building knowledge of field 2. Modelling and deconstructing

of text

3. Joint construction of text 4. Independent construction of text

1. Building knowledge of field

2. Modelling and deconstructing of text

3. Joint construction of text 4. Independent construction of text TEXT – BASED MATERIALS DESIGN:

NARRATIVE

THEORETICAL BASES: 1. Communicative Competence 2. Language Model

3. Scaffolding

4. Spoken and Written Language 5. Language Teaching Cycle 6. Narrative

1. Studying the theoretical foundation of the curriculum

2. Designing a syllabus

3. Listing the features of lesson unit

4. Drafting, revising and editing the materials 5. Recording the materials

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CHAPTER 3 METHODOLOGY

This chapter focuses on the methodology in solving the question stated in the

problem formulation. There are three parts discussed in this chapter. It covers (1) nature of

study, (2) nature of data and (3) research procedure.

3. 1 Nature of Study

This study was conducted to design the format of narrative instructional materials

for grade X Senior High School students. For this study, the term literacy approach is used

to mean that literacy approach plays the dominant role in English language teaching

activities. The approach emphasizes on the necessity of using two cycles and four stages.

Therefore, the format of the materials consists of a sequence of two cycles and four stages.

Each new stage of teaching learning activities is related to the one before. It is supported by

Hammond et al. (1992: 17) as cited in Agustien (2005: 16) “Classroom programme based

on four stages and two cycles which are aimed at providing support for learners as they

move from spoken to written texts”.

3. 2 Nature of Data

In order to present the narrative instructional materials, this study collected the

data related to the topic, in this case narrative. The data include the theories of narrative.

They are the definition of narrative, purpose of narrative, types of narrative, generic

structure of narrative, and lexicogrammatical features of narrative. This study also needed

some examples of narrative text in spoken and written English for the materials in the

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There were two types of source to collect the data. Some of the data were

available in non-electronic source i.e. print source data, such as documents, manuscripts,

thesis and storybooks produced by governmental and educational institutions. The other

data were available in electronic source i.e. available online in different formats from free

web sites or subscription services on the Internet. Electronic sources include online journals,

web sites or web pages and newsgroup. For more information related to the topic, this study

visited some web sites such as at www.google.com.

3. 3 Research Procedure

There were six steps as the procedures used in this study as follows:

1. Studying the Theoretical Foundation of the Curriculum

In order to implement the CBC in English language education, a teacher or a

material developer should understand the theories underlying the curriculum including

communicative competence, language model, and literacy approach.

The curriculum is designed to develop students’ communicative competence to

communicate a language in spoken and written texts that include the development of

four language skills (Listening, Speaking, Reading, and Writing). The development of

students’ communicative competence should be supported by discourse, actional,

linguistic, sociocultural, and strategic competence.

2. Designing a Syllabus

Since the designed materials in this study were based on the CBC, therefore the

next step was designing a syllabus of the CBC. A syllabus was prepared in order to

conduct teaching learning process is more effective. A syllabus contains some

components; they are competency standard, basic competencies, indicator, learning

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syllabus was done in order to design the materials so that it can accommodate the

students to reach discourse competence.

3. Listing the Features of Lesson Unit

The features of lesson unit were determined in this step. There were many

criteria that could help this study conducted the lesson unit but the most important are:

a. The lesson unit is fully based on text type.

This study adapts literacy approach which utilizing English literary texts.

There are many English literary texts such as descriptive, recount, and narrative.

This study used narrative texts because it can entertain, gain, and hold students’

interest.

b. The lesson unit is designed to integrate the four skills.

The lesson unit must cover the development of four language skills. They are

listening, speaking, reading, and writing.

c. It consists of language elements.

The materials also should cover the language elements such as vocabulary,

pronunciation and grammar.

d. It covers both spoken and written cycle.

The CBC mentions that the final purpose of English learning is to develop

students’ competencies to communicate a language in both spoken and written

language. Therefore, the development of instructional activities must cover two

cycles i.e. spoken and written cycle. The spoken cycle covers to development of

speaking and listening skills, whereas the written cycle covers to development of

reading and writing skills.

e. The lesson unit encourages the students to get involved.

The literacy approach invites the students to be more active in teaching learning

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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.

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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

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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 him/her 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

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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, sources/media. 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

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

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115 TEACHER’S MANUAL

3. A narrative text has lexicogrammatical features and generic structure. Before, you give brief explanation about that, you ask the students to label “The Gingerbread Man” story with words in the box.

4. Ask the students to answer the questions with the correct information in the story.

5. Before entering the second story, ask the students to look at pictures and discuss the questions based the pictures.

6. Ask the students to read the second story “The Frogs Who Wanted a King”. 7. Tell the students to answer the questions based on the story. Then, discuss it

together.

8. Ask the students to reread the story in order to find the story’s generic structure and lexicogrammatical features.

9. Now, the students will be presented the third story “Why Dogs Chase Cats?” in written version.

10. As mentioned before, a narrative text has lexicogrammatical features. A narrative text has processes verb: material, mental, verbal and relational processes. Give brief explanation about the processes verb.

11. Afterwards, ask the students to identify the generic structure and lexicogrammatical features. Then, discuss it together.

12. Now, the students are going to read the fourth story “The Elves and the Shoemaker”

13. Ask the students to read the story before they answer the next task.

14. Ask the students to complete the table with the generic structure of the story. 15. Ask the students to write the T (true) or F (false) for the given statement based

on the information that they got in the story.

CC... JJJOOOIIINNNTTTCCCOOONNNSSSTTTRRRUUUCCCTTTIIIOOONNNOOOFFFTTTEEEXXXTTT

1. It is time to the students to create their own fantasy in a group work.

2. Now, the students will work in pairs. They will write “The Elves and the Shoemaker” story in different way with their own words.

3. Tell the students that they may use the available generic structure of story. They also may change the generic structure but not the participants.

The objective of this stage is students contribute their written texts with other classmates in a small group or whole class. Through this stage, students are able to do more with help than they can do independently and gradually take this learning to independence.

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4. After the students have finished with their first task. Invite them to the second task.

5. The teacher should divide some new groups. Each group consists of four to five students.

6. Give clear instruction about their next task before they do it. 7. Ask the students to read the instruction.

8. Tell the students to write a fantasy story based on the information in the table.

DD... IININNDDDEEEPPEPEENNNDDEDEENNNTTTCCCOOONNNSSTSTTRRURUUCCCTTTIIOIOONNNOOOFF FTTTEEEXXXTTT

1. Tell the students that they will work individually in this stage.

2. In this stage, each student will create their own story in written language. 3. Ask the students to read the instruction before they do the task.

The objective of this stage is each student creates a written text individually.

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xiv ABSTRACT

Dewi, Rini Sartika. (2007). Materials Development: Narrative Instructional Materials for Senior High School Students. Yogyakarta: Sanata Dharma University.

There was one problem to be solved in this study. The problem was what the proposed model of narrative instructional materials for grade X Senior High School Students looks like.

1. Background Knowledge of Field

This stage is intended to invite students to explore the context of situation by investigating the register (topic, tenor, and mode) of an authentic model of the text type being studied.

2. Modelling and Deconstructing of the Text

3. Joint Construction of the Text

4. Independent Construction of the Text

This stage is intended to invite students to construct a spoken and written text individually.

In order to achieve the purpose of each cycle, the students have to pass the four stages in each cycle. The stages consist of Building Knowledge of Field, Modelling and

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Deconstructing of the Text, Joint Construction of the Text, and Independent Construction of the Text.

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xvi ABSTRAK

Dewi, Rini Sartika. (2007). Materials Development: Narrative Instructional Materials for Senior High School Students. Yogyakarta: Sanata Dharma University.

Ada satu permasalahan yang perlu diselesaikan dalam studi ini. Permasalahannya yaitu seperti apa model materi pengajaran naratif untuk siswa kelas X SMU yang ditawarkan.

1. Building Knowledge of Field

Tahap ini bertujuan untuk mengajak siswa mengeksplorasi situasi konteks dengan mencari tahu register (field, tenor, dan mode) dari suatu contoh teks asli yang sedang dipelajari.

2. Modelling and Deconstructing of the Text

3. Joint Construction of the Text

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