ACTION RESEARCH

ACTION RESEARCH

ENGLISH COMMUNICATION COMPETENCY IMPROVEMENT

ON SPOKEN AND WRITTEN NARRATIVE TEXT

THROUGH VCD CUTTING MEDIA

IN SEMARANG 7 SENIOR HIGH SCHOOL

By

Sri Muryati, SPd.

SEMARANG 7 SENIOR HIGH SCHOOL

ACADEMIC YEAR 2006/2007

PAGE OF TITLE aTitleENGLISH COMMUNICATION COMPETENCY IMPROVEMENT

ON SPOKEN AND WRITTEN NARRATIVE TEXT

THROUGH VCD CUTTING MEDIA

IN SEMARANG 7 SENIOR HIGH SCHOOL

bWriters Name :

1. Complete Name2. GenderSri Muryati, SPd.

Female

c Ocupation :1. Teacher2. School3. School Address4. Education DepartmentEnglishSEMARANG 7 SENIOR HIGH SCHOOL

Jl. Untung Suropati - Telp (024) 7605977

Semarang, 50185.

Semarang City

dDate of writing September 5th ,2006

Semarang, September 5th ,2006

Writer,

Sri Muryati, SPd.

NIP. 130794346

PAGE OF APPROVALThe report of this action research has been approved by the headmaster of SEMARANG 7 SENIOR HIGH SCHOOL

Day

: TuesdayDate : September 5th , 2006.

Semarang, September 5th 2006

Approved by:

Writer,

School Headmaster

Drs. Totok Widyanto

Sri Muryati, SPd.

NIP. 131415203

NIP. 130794346

ACKNOWLEDMENT

Foremost, the writer wishes to take this opportunity to express her gratitude to god the almighty for the blessing, inspiration and leading her to the completion of the action research.

The writer realizes that many individuals have helped her in handling the action research by offering this assistance. Therefore, on this occasion the writer would like to extend her gratitude to them.

First of all, the writer wishes to extend her deepest appreciation to Dr Totok Sumaryanto, MPd, the Secretary of UNNES ( Semarang State University) Education Innovation and improvement Research Centre who has given his invaluable assistance and support during the implementation of the action research.

Her thanks also goes to Dra. Helena IR . Ph.D., the lecturer of UNNES who gave the writer a lot of information about 2004 Competency Based Curriculum.

Her great gratitude also goes to Drs. Totok Widyanto , the Headmaster of Semarang 7 Senior High School, who gave the writer opportunity to conduct the action research there.

The writer also thanks to Abimanyu, S.kom., the lecturer of LPMP ( Central Java Education Quality Assurance ) who taught her cutting VCD.

.Finally, her special gratitudes are forwarded to her family, husband and sons who have given her untiring moral support in connection with the action research.

ABSTRACT

ENGLISH COMMUNICATION COMPETENCY IMPROVEMENT

ON SPOKEN AND WRITTEN NARRATIVE TEXT

THROUGH VCD CUTTING MEDIA

IN SEMARANG 7 SENIOR HIGH SCHOOL

Sri Muryati , Semarang 7 Senior High School

This is an abstract of a classroom action research, Its title was English Communication Competency Improvement on Spoken And Written Narrative Text Through VCD Cutting Media In Semarang 7 Senior High Shool. The aim of this action research was to improve students English learning result. The learning process was implemented with two cycles (modes) , spoken and written English. Each cycle covered four steps, namely Building Knowledge of the field, Modelling Text, Joint Construction of the Text and Indpendent/ Individual Construction of the Text. The implementation of these steps was devided into 3 cycles in action research, cycle I, II and III. Each cycle covered : Planning, Implementation, Observation and Reflection.

The research area covered :

1. Genre: Narrative Text for students of Grade XII Language Program , semester 1.

2. The problems proposed : How to improve students creativity, activities, and scores to express and response meaning in monolog teks in spoken and written accurately and acceptably on narrative text.

This research is for students of Semarang 7 Senior High School grade XII Language Program. Motivation and scientific atitude was measured with questionaires. Activities and skill process to communicate in spoken and written were measured with rubric assesment when they presented their groupwork of narrative reaching the Joint Construction of the Text. It was typed in Power Point completed with animation, sound, colour, the depth of the material and VCD Cutting. Cognitive domain was measured with pre-test and post-test.

The result of the research were as follows:

The result of the tes in cycle I was 63 ( SKBM ( School Passing Grade 64 ) , it didnt fulfil the action achievement indicator. In cycle II, III fulfilled the action achievement indicator ( SKBM ( School Passing Grade 64 ). The students average score were 71 in Cycle II and 79 in cycle III. Students motivation and sciencetific result fulfill the achievement indicator. There were 21 out of 25 students gave positive response by stating agree towards the questionaires so there were only 4 students who didnt agree with the questionaires.

The average score in cycle II on the spoken groupwork presentation was 84 ( 64 and on the written group work presentation was 84 ( 64 and this result really fulfilled the result of an action research.

In cycle III the students average score on the independent/ Individual Construction of Text was 70 which meant ( the school passing grade 64. It meant that it fulfilled the achievement Indicator.Key words: Senior High School English learning on narrative, VCD Cutting.

CHAPTER I

INTRODUCTIONA. Background of the Research. The implementation of the 2004 curriculum was started step by step in the academic year 2004/2005. There were significant changes from 1994 curriculum. These changes may cause some problems for most English teachers to implement the curriculum in the classroom

The writer teaches at Semarang 7 Senior High School which on the academic year 2004/2005 has started to implement 2004 curriculum. The new thing for the writer is that the 2004 curriculum suggested English teachers to use text type or genre based instruction. This means that rasionally, places language as function. One of the function of language is to deliver message, instruction, describtion of a thing or a person, telling stories, delivering procedure, expressing opinion, critizizing, etc.

According to the book of Standard Competence for English lesson for Senior High School students 2004 curriculum, standard competence which should be mastered by the students is that they should be able to communicate in spoken and written English acceptably and accurately in interactional dan short monolog especially on procedure, description, report, news item, narrative, recount/ spoof, exposition, discussion, explanation and review text. These texts are known as text types or genre which really someting new for students as well as teachers. Because the 1994 curriculum was a kind of thematic based instruction.

It was mentioned in the Competency Based Curriculum that narrative text should be given to grade XII students. And the method of teaching English suggested in the curriculum is bicycle , spoken and written. Each cycle covers four stages namely, Building Knowledge of the field , Modelling Text, Joint Construction of the Text, and Individual Construction of the Text (CBC 2004).

In teaching narrative text, what is meant by cycle here is different from that in action research. So the meaning of cycle, spoken and written in teaching language has nothing to do with the meaning of cycle in action research. With these stages, students are guided to be able to create their own narrative texts in spoken or written form. According to the writers experience to teach in the classrom and the discussion of semarang 7 Senior High school English teachers in MGMP ( English Teachers Forum), most problem faced by the students is when they reach the stage of Joint Construction of Text and Individual Construction of Text both in spoken or written cycle. The writer found the problem when students try to express and response meaning in monolog text using spoken and written English accurately and acceptably. This difficulty effected the students English score. They did not reach the passing grade score. On the graduation meeting academic year 2005/2006, It was decided that there were 31 students failed . Most of them were caused by English score which did not reach the school passing grade. For grade X was 61 and for grade XI was 63. While the students everage score who failed was 52.

This problem had to be resolved. The writer, therefore, tried to find a solution. Because the problem was to express and response meaning in monolog text using spoken and written English accurately and acceptably , the writer tried to increase their performance by using suitable , interesting and exciting media, film. Average students at the age of Senior High like film stories that they watch on TV, VCD, or movie. By watching the visualism of a story there would be ideas appeared from them to tell stories about the film they watched in spoken or written form. The 2004 Curriculum also includes computer skill or Information Technology (IT) as a cmpulsory subject. This subject was very helpful for the students performance when they wre studying English. They could tell stories in spoken or written using media Microsoft Office Power Point completed with interesting colur, animation, and VCD cutting taken from motion pictures which reflected the stories they presented in front of their classmates.

Through their presentation , two cycles, spoken and written could be obtained at once. Spoken cycle could be seen when they told stories about the film and written cycle could be seen on the narrative text which they wrote in Power Point. But by using media VCD Cutting, is there any students improvement to express and to response meaning in monolog text in spoken and written form accurately and acceptably on narrative text? The writer formulated this question in a title : ENGLISH COMMUNICATION COMPETENCY IMPROVEMENT ON SPOKEN AND WRITTEN NARRATIVE TEXT THROUGH VCD CUTTING MEDIA IN SEMARANG 7 SENIOR HIGH SCHOOL

B. Research Area.

The area of the research was as the followings: a. The main material of the research was genre Narrative and as the subject of the research was students of grade XII Language Program, semester 1:

1. Cycle 1 : - Building knowledge of the Field. ( 6 p/ 3 meeting).

- Modelling Text ( 8 p/ 4 meeting).

2. Cycle 2 : Joint construction of the Text ( 8 p/ 4 meeting)

3. Cycle 3 : Independent Construction of the Text ( 6 p/ 3 meeting )

b. Process quality : It was seen from the students participation in their group work and individual assignment.c. Result quality : It was seen from the students score in mid semester test. d. Based on the background above the writer proposed a problem how to improve students English communication competency on spoken and written narrative text through VCD cutting media in semarang 7 senior high school

e. The Primary problem could be elaborated into the following subproblems: 1. How to improve studentss creativity to express and to response meaning in monolog text on spoken and written narrative text accurately and acceptably? 2. How to improve students activity to express and to response meaning in monolog text on spoken and written narrative text accurately and acceptably? 3. How to improve students cognitive score to express and to response meaning in monolog text on spoken and written narrative text accurately and acceptably? C. The Objectives of the research. In accordance with the above problems, the objectives of the research were:

1. To improve students creativity to express and to response meaning in monolog text on spoken and written narrative text accurately and acceptably.2. To improve students activity to express and to response meaning in monolog text on spoken and written narrative text accurately and acceptably.3. To improve students cognitive score to express and to response meaning in monolog text on spoken and written narrative text accurately and acceptably. 4. To get school input from the teachers as the basis of making school decision so that it would fulfil the students need. D. Review of Related Literature. a. Explanation of Terminology.1. Improvement. Improvement is from the word improve which means make or become better. ( Hornby , 1973: 494). So what was meant by improvement in this research was the improvement of the students learning achievement.

According to Moh. Uzer Usman, to know the level of teaching learning achievement based on the curriculum implemented were as the followings: 1. Maximum : If all the learning material is able to be mastered by the students.2. Very good / optimum : If most of the learning material (85 % to 94 % is able to be mastered by the students.3. Good/ minimum : If most of the learning material (75 % to . 84 %. is able to be mastered by the students.4. Fail : If less than 75 % of the learning material is able to be mastered by the students.2. So what is meant by improvement in this action research was to create the best situation for students to improve their ability to to express and to response meaning in monolog text on spoken and written narrative text accurately and acceptably through media VCD Cutting to reach the minimal level of achievement ( school passing grade ). 3. VCD Cutting.

VCD Cutting is the result of cutting film from VCD using VCD Cutter software.

4. Teaching and Learning Narrative Text.

Sardiman in Sudibyo AP said that teaching and learning means teaching and learning activity in interactive way between a teacher and students to reach a learning objective ( Sudibyo AP, 2006: 6).

Narrative is a piece of text which tells a story and , in doing so , entertains or informs the reader or listener. ( Mark & Kathy Anderson - Book 2 : 8)

According to Tri Wiratno, Narrative text is a text functions a media to reconstruct past experience. In general, narrative text is used to entertain readers or listeners by making past events alive again.. (Tri Wiratno, 2003:13).

According to CBC 2004 narrative text is a text which has the following characteristics: .

Social Function:

To amuse, entertain and to deal with actual or vicarious exoerience in different ways. Narratives deal with problematic events which lead to crisis or turning point some kind, which in turn find a resolution.

Generic Structure:

ORIENTATION

: sets the scene (when & where) and introduces participants/character (who)

COMPLICATION

: a crisis arises, something happened unexpectedly

RESOLUTION

: the crisis is resolved, for better or for worse

RE-ORIENTATION

: closing to the narrative (optional)

Language Features of Narrative: Specific participants, for example, John and Harry rather than senior high school students.

Past tense form, because we are describing things that happened in the past.

Words giving details of people, animals, places, things and actions such as adjectives and adverbs.

Connectors of time, such as last week, then, etc.

Direct (the actual words spoken by a person), and reported or indirect speech ( the meaning of what the person said without using their actual words.) (Kurikulum 2004,2003:80)So teaching and learning narrative text in this research means teaching and learning activity in interactive way between a teacher and students to reach learning objective - to express and to response meaning in monolog text on spoken and written narrative text accurately and acceptably. 4. Spoken and Written Cycle.

2004 Competency Based Curriculum differenciates spoken and written cycle as follows:

Cycles (modes) , spoken and written language are different in some cases: Spoken language has many verbs , the complexities of the connection between sentences, gambits and other fillers. . William R. Lee uses fillers such as : Well, You know/You see, etc.While written mode, has the density of vocabularies, noun phrases, etc. Realizing the differences CBC 2004 highlights the language features of those two language modes. Hopefully, the language users pay a close attention to them so that they will not tend to use the language speaking like a book and writing like casual conversation ( CBC 2004 :12).

b. The Meaning Media.

Media or medium means by which something is done. (Hornby 1973: 610). So in this research media means any possible thing which is able to deliver learning messages in a communication so that it can stimulate students to learn. (Kukuh, 2003). The media which is used in an instruction should be interactive which means media as instructional message deliverer involved students actively in the process of communication. So interactive instructional media can be used to improve learning models . For example , by giving a model of a narrative text students can create other narratives.

The term audio visual means all materials which present pictures and sound that can be combined as follows: a. Paintings and recored human sound.b. Paintings and music,c. Photos, sound , music and human sound..

d. . film with narration, sound effect and music. 2. The need of media in teaching and learning process.

In teaching learning process, there will be a comminication between a teacher a a message source and students message receivers.

To plan teaching and learning activity a teaher should choose media which is really effective and efficient.

When the media is an interactive one, the students are not only as listeners or wievers, but also involved actively in the learning process.

More over, media can overcome the teachers lack for example it can present sound effect, pictures and motion so that the message delivered will be more interesting and real. The weakness of media is that it can not replace teachers function. Media will help teachers in teaching and learning process such as: a. Media audio with the native sound can help teachers and students pronounce difficult letters and words correctly. b. Media help teachers and students pronounce sentences and certain expressions using correct intonation.c. Modeling text helps students use grammar and cultural setting correctly. d. Media presents information or message consitently and can be repeated whenever it is needed. e. Information and Technology Media ( radio, TV, Internet/ Computer) presents information or message which overcome the limitation of time and place at once..

There are some choices of media which can be used in the English teaching and learning activities :

1. Tape recorder nd cassette with native speakers is very good for modeling pronounciation and intonation.2. Film, very good for modelling situation.3. LCD (Liquid Crystal Display), is a practical hard ware and more interesting than Video, OHP. LCd is connected to computer using VCD player and camera so that it can be watched by the audience in the classroom. 4. IT (Information Technology) or ICT (Information Communication Technology), is a multi media which can be improved through computer and internet where every person can possibly access learning information without the limitaion of time and place. The usage of media in teaching and lerning process at school to increase the quality of education has often been done but not all schols can do that. This is because of the condition of the school and the teachers lack of competence in instructional media.

From the explanation about media, the writer chose media IT, computer and LCD with Microsoft Office Power Point and VCD Cutter software . Therefore, the writer used available instructional source (By Utilization) and design instructional source with Power Point and VCD Cutting (By Design).c. Learning Cycle. Hammond et.al ( 1992:17) divides language learning into 2 cycles, spoken and written language. Each cycle covered four steps, namely Building Knowledge of the field, Modelling Text, Joint Construction of the Text and Indpendent/ Individual Construction of the Text .d. Way of Thinking

What makes a good teacher? Jeremy Harmer answered the questions from the result of an interview with students from different countries, two of them are: 1. They should make their lessons interesting so you dont fall asleep in them.

2. A teacher must love his/her job. If he /she really enjoys his/her job thatll make the lesson more interesting.

(Harmer,2003: 1)

From this point of view, early reflection and the formulation of the problems, and the way how to solve the problem by making the situation of the class more interesting and enjoyable for both students and teachers by using VCD Cutting it was expected that the result of the teaching and learning on spoken written Narrative text

for the students of Grade XII Language program semester 1 , Semarang 7 Senior High School was able to improve . So , it could be formulated the way of thinking as follows:

E. Research Methodologya. Action Hypothesis .

Hypothesis is a temporary assumption or theory of which the truth is still necessary to be investigated . (Suharsimi. 1998:68).

Therefore, in this research, the hypothesis proposed was :

VCD cutting media could improve the English communication competency on spoken and written narrative text in semarang 7 senior high school academic year 2006/2007

b. Relevan Research.

The use of accurate research methodology will not find a speculative truth so that it will really be an objective, accurate research and able to be responsible for the research..

Basically, the writer wanted to know the competency of the students of grade XII to express and response the meaning in the monolog text using spoken and written language accurately and acceptably on narrative text. Planning of a research canbe devided onto 7 catagories , namely: 1. historical research.

2. development research3. case study4. co relational study5. causal comparative study6. experimental study7. action research (Sumadi,1983:15)

Based on the above categories, the relevant research was Action Research of which its procedure were : planning, acting, observing, and reflecting.

c. Setting of the research This action research was conducted in the early semester 1, on the mid of July until September academic year 2006/2007 in Semarang 7 Senior High School for students of grade XII Language Program. d. Subject of the Research.

The subject of the research was the students of grade XII Language Program. The reason why this class was used as the sample of the research because the students in this class had got the lesson about Information Technology (IT) so that it was easy for them to insert VCD cutting in their presentation with Microsoft Office Power Point.

e. Steps.

This action research consisted of 3 cycles of which each cycle had the following actions: 1. Preparation.

a. To construct teaching kits such as : development of syllaby, lesson plan, Narrative text material written in Microsoft Office Power Point completed with VCD Cutting.

b. To construct peper and pencil test instrument for the pre and the post-test. c. To construct observation instrument for the individual and group work.d. To construct instrument to investiaget the students atutude towards the lesson.2. Implementation of the Action. a. The first stage , Building Knowledge of the field (BKOF) , is very important for the students as it is the point at which overall knowledge of the cultural and social contexts of the topic is built and developed. It is also important for the students to have an understanding of the topic before they are asked to write about it. b. The second stage, Modelling of Text (MOT) , the students are given a model of the text type or a genre they will be reading or writing. There is an explicit focus on analysing the genre through a model text related to the course topic.

c. The third stage, joint construction of text (JOT) , the aim is for the teacher to work with the students to construct a similar text that has been modeled before. Further group work may need to be done before the actual construction of the text begins. This may covers :

1. gathering relevan information,

2. having additional reading,3. watching the film chosen, 4. learning how to do VCD cutting,5. writing notes to be used as the basis for writing the text. If the students still have difficulties about the text, they are guided to be back to the modeling text or even to the building knowledge of the field. 6. writing a short story based on the film they watched on Power Point. 7. having group work presentation and supporting the students in order to change the language from spoken to written mode. The emphasis at this stage is on the teacher giving guidanced. The fourth stage , Independent Construction of Text (ICOT) . The students are guided to construct their own writing. The teahers duty is being available to consult with the student individually as they need an assistance. The teachers role is to provide constructive comments to the student for his or her development.

According to CBC 2004 Senior High School , the text types which should be mastered by the students of grade XII are narrative, explanation, discussion dan review. The writer conducted action research on two cycles, spoken and written for the students of grade XII Language Program , semester 1 who focused on the narrative text.

3. Observation .

On the stage of the observation the writer (as the researcher) and the observer (other English teacher) were involved actively. The observation for the students performance was done by the researcher and the observer used focused rubric

4. Evaluation dan Reflection.

Evaluatin for the action in each cycle was done based on the principle that the teacher could rivise or made a remedial teaching in cycle 2 based on the data taken during the action in cycle 1. And the evaluation in cycle 3 based on the data taken from cycle 2 , so that the process of evaluation , the effectiveness of the action was not only measured based on the result of the cognitive test but also measured based on the focused observation assessment , performance and atitude (affective) assessments. 5. Method of Collecting Data.

To cllect the data the writer designed the following instruments:1. Paper-pencil test.

2. Rubric 3. Performance assessment4. Systematic observation5. Portofolio

HAPTER II

REPORT OF THE ACIVITIESA. Constructing Lesson Plan.LESSON PLAN ( LP)

Subject: English Lesson

School: Senior High SchoolClass/Semester: XII Language Program / 1

Genre: NarrativeCycles: Spoken and WrittenTime allotment: 28 periodsI. STANDARD COMPETENCE

1. Listening :

1.1 The ability to understand the meaning of formal transactional dialogues and interpersonal dialogues (sustained) accurately and acceptably in daily lives and to access knowledge. 1.2. The ability to understand the meaning of monolog text, narrative accurately and acceptably in daily lives and to access knowledge. 2. Speaking :

2.1 The ability to express the meaning of formal transactional dialogues and interpersonal dialogues (sustained) accurately and acceptably in daily lives and to access knowledge. 1.2. The ability to express the meaning of monolog text, narrative accurately and acceptably in daily lives and to access knowledge. 3. Reading :3.1. The ability to understand the meaning of written monolog text, narrative accurately and acceptably in daily lives and to access knowledge. 4. Writing:4.1 The ability to express the meaning of monolog text, narrative accurately and acceptably in daily lives and to access knowledge. II. BASIC COMPETENCE 1. Listening :

1.1 The students are able to response the meaning of formal transactional dialogues and interpersonal dialogues (sustained) accurately and acceptably in daily lives which includes expressions : suggestions, request, complaint, possibility and ability to do something.

1.2. The students are able to response the meaning of spoken monologs accurately and acceptably in daily lives I relation to narrative text.

2. Speaking :2.1. The students are able to express the meaning of formal transactional dialogues and interpersonal dialogues (sustained) accurately and acceptably in daily lives which includes expressions : suggestions, request, complaint, possibility and ability to do something.

2.2. The students are able to express the meaning of spoken monologs accurately and acceptably in daily lives in relation to narrative text.

3. Reading :3.1. The students are able to response the meaning of written monologs accurately and acceptably in daily lives on narrative text.

4. Writing:4.1 The students are able to express the meaning of written monologs accurately and acceptably in daily lives in relation to narrative text.

III. INDICATOR

a. Actional Competence.

1. Listening. To response the transactional and interpersonal dialogues correctly, such as: suggestions, request, complaint, possibility and ability to do something.

2. SpeakingTo express the transactional and interpersonal dialogues correctly, such as:

suggestions, request, complaint, possibility and ability to do something, and to express monolog, in the form of narrative.

3. Reading To response / understand monologs in the form of narrative. 4. Writing

To express monolog in the form of narrative.b. Linguistic Competence.a. Identify and use Past Tense.b. Identify and use relational process, material process, mental process and verbal processc. Identify and use adjectives and adverbs. d. Identify and use Connectors of Timee. Identify and use Direct and Indirect Speech.f. Identify and use gambits and Fillers.c. Sociocultural Competencea. To express message in communication with others correctly and acceptably according to the related culture. d. Strategic competencea. Working together in groups.b. Repeating words or sentences.c. Reading aloud.d. Reading more of related text.e. Attitudesa. Having confidence to improve the ability to understand narrative text.b. Delivering presentation about the work of narrative in groups. c. Participating actively in discussing narrative text with the teacher or friends.d. Doing the assignments enthusiastically.

III. MATERIALAction in the class room.Expressions :suggestions, request, complaint, possibility and ability to do something, and Monolog :

Narrative Text.

IV. STEPS:1. Introduction :

Call the roll

Greeting

Review on the past lesson.2. Core :TimeStages/ CyclesActivities and Materials

SPOKEN CYCLE

3 X 45 MinutesBuilding knowledge of the field

(Literacy Principle : Conversion and cultural knowledge)a. Exposing tenses available in narrative text.b. Sharing experience about stories stories students have heard or read and hobby of watching film.

c. Discussing vocabulary around the topics of narrative that are going to learn.d. Practicing Pronunciation, spelling and intonation.e. Identification of gambits and fillers.

4 X 45 MinutesModelling of Text

(Literacy Principle: interpretation, reflection and problem solving)a. Giving model of narrative texts.

b. Giving model of narrative text completed with VCD Cutting through LCD

c. Discussing the content of the text..d. Discussing the generic structure of narrative text.

e. Discussing how spoken narrative text is constructed well so that it is easy to understand.

4X 45 MinutesJoint construction

(Literacy Principle : collaboration and language use)a. Practicing how to begin a conversation and to response it. .b. Practicing responses given to sustain the conversation. c. Constructing spoken narrative text in groups.

3 X 45Minutes Independent construction (Literacy Principle: language use)a. Constructing spoken narrative individually.

TimeStages and CyclesActivities and Materials

WRITTEN CYCLE

3 X 45 MinutesBuilding knowledge of the field

(Literacy Principle : Conversion and cultural knowledge)a. Exposing tenses available in narrative text.b. Sharing experience about stories the students have heard or read and hobby of watching film.

c. Discussing vocabulary around the topics of narrative that are going to learn.

4 X 45 MinutesModelling of Text

(Literacy Principle: interpretation, reflection and problem solving)a. Giving model of narrative texts.

b. Giving model of narrative text completed with VCD Cutting through LCD

c. Discussing the content of the text..d. Discussing the generic structure of narrative text.

e. Discussing how written narrative text is constructed well so that it is easy to understand.

4X 45 MinutesJoint construction

(Literacy Principle : collaboration and language use)a. Constructing narrative text based on the film the students have watched in groups completed with Power Point and VCD Cutting.

b. Group work presentation about narrative text.

3 X 45 MinutesIndependent construction (Literacy Principle: language use)a. Constructing a written narrative text individually. .b. Publication.

3. Closinga. Concluding the lesson taught. b. Giving home assignments. V. MEDIA, TEACHING AIDS AND SOURCE.Media

: VCD Cutting

Teaching aids: Computer, LCD.

Source

:

2004 Competency Based Curriculum .

English Book For Grade XII Pemkot Semarang.Lantern to English , Harapan Baru , SurakartaLKS MGMP Bhs Inggris Kota Semarang kelas XIIVI. EVALUATION1. Paper and Pencil Test2. Performance 3. Product4. Project5. Portfolio

Semarang, 18 Juli 2006

Approved by

Headmaster,Teacher,

Drs. Totok WidyantoSri Muryati, SPd.

NIP. 131415203NIP. 130794346

C. Presentation.

By the end of the lesson you are expected to be able to:

understand the purpose of narrative

understand the generic structure of narrative.

understand the language features of narrative.

work with variety of narrative.

present your group work of narrative.

construct your own work of narrative.

publish your own work of narrative.

use language functions:

making a request, granting and declining a request

expressing suggestion.

expressing complaint

expressing possibility/impossibility

expressing ability/inability Use grammar :

Past Tense

Section One: Building Knowledge of the Field.

A. SPOKEN

Activity 1There are many different types of narratives. Do you know what they are?

1 Fable

2 legend

3 Romance 4 Real-life fiction

5 Historical fiction

6 Mystery

7 Fantasy

8 Science fiction

9 Diary-novels

10 Adventure11 Fairy taleFind the meaning of the different text types (or genres) above in the following box.

Activity 2I will pronounce these words. Listen them carefully then repeat.

Dont forget to look up the meaning in your dictionary.

1. pretty

= ( pr(t(]

= cantik.2. industrious

= ( (ndstr(s]= 3. ugly

= ( gl(]

= 4. fonder

= ( fond:]

=

5. idle

= (a(dl]

= 6. step

= ( step]

= 7. daughter

= (do:t ]

= 8. shuttle

= (tl ]

= 9. dip

= (d(p ]

= 10. mishap

= (m(shp ]

= Activity 3

Look up the transcription and the meaning of the following words in your dictionary1. scold

= (..]

= mencaci-maki2. merciless

= (..]

= ..

3. fetch

= (..]

= ..4. sorrow

= (..]

= ..5. meadow

= (..]

= ..6. sense

= (..]

= ..7. loaves

= (..]

= ..8. shovel

= (..]

= ..9. ripe

= (..]

= ..10. heap = (..] = ..

11. peep

= (..] = ..

12. mistress

= (..]= ..13. vigorous

= (..]= ..14. pitch

= (..]= ..15. diligent

= (..]= ..Activity 4

Expressing Suggestion.Practice the following dialogue.

Practice the dialogue with your partner.

Rudy: Morning, Rany.

Rany: Hi, Rudy. Morning. Come on in!

Rudy: Thanks. Rany, I feel like reading something different today.

Rany: What about reading fable?Rudy: Fable ? What i(s it?

Rany: You mean the meaning of fable ?

Rudy: Yes, what does it mean?

Rany: Fable is short tale not based on fact .

Rudy: Is that all?

Rany: No, especially one with animals in it .

Rudy: Do you have it?

Rany: Yeah.

Rudy: Whats the title of the book?

Rany: The Jamie Bear.

Rudy: Can I read it here?

Rany: Sure. Here you are.

Rudy: Thank you.

Rany: No problem.

Activity 5Answer the question based on the conversation above.

1. Who were involved in the conversation?

2. Where did the conversation take place?

3. What did Rudy want to do?

4. What did Rany suggest Rudy to do?

5. What is fable?

6. Who owned the book about fable?

7. Whats the title of the book?

8. Did Rany let Rudy read the book?

9. Mentions more expressions of suggestion.

Activity 6

Teachers Information.Here are more expressions of suggestion. Study them carefully.

Activity 7

Create dialogues based on the following situations.1. Its the weekend. You and your friend are bored. Its sunny.

2. You are in a meeting at work. Your boss looks so confused and up set because the products are not sold well. You have the answer to the problem and you want to give a proposal to your boss. Activity 8

Practice the dialogues you have created in front of the class.

Activity 9

Expressing Complaint

Practice the following dialogue.

Activity 8

Answer the questions based on the conversation above.

1 Who were involved in the conversation?

2 Look at the picture! Where did the conversation take place?

3 What did Jones and Anita agree?

4 Did Jones change his mind?

5 Where did Jones ask Anita to go?

6 What did Anita complain about?

7 What did Jones promise?

8 Mention more expressions of complaint.

Activity 9

Teachers InformationHere are more expressions of suggestion. Study them carefully

Activity 10

Create dialogues based on the following situations.

1 You are with a friend discussing home work given by your teacher but you find it difficult to do.2 You have booked a room at a hotel and when you arrive that the hotel clerk says there is no room for you.Activity 11

Practice the dialogues you have created in front of the class.

Activity 12

Expressing Ability / Inability.

Study the conversation between Rany and Rudy after he has finished reading the book.

Rany: Have you finished reading the book Rudy?

Rudy: Yeah.

Rany: Can you tell me the story now?Rudy: You have read the book, havent you?

Rany: No, I havent. I just bought it last night.

Rudy: Actually, I cant tell a story. But let me try briefly.

Rany: Ok. Im listening.

Rudy: Once there was a bear, named Jamie Bear. He had a best friend, Andy Bear.But the both had a problem. Rany: A problem? What was it?

Rudy: They had different hobbies?

Rany: What made so different?

Rudy: Well, . Andy didnt like the sun but Jamie did. And Jamie didnt like the rain but Andy did.Rany: Was it possible for them to make friendship? They had different hobbies, didnt they?Rudy: Yes, It was pasible. Rany: How? Rudy: Even though they were both so different, there was one thing neither of them liked. Rany : What was that?

Rudy : That was snow. Rany: I see. And How did the story end?

Rudy : When the flakes started to fall from the sky, Andy and Jamie went into their cave and slept. They were happy they had lots of shaggy fur to keep them warm.Rany: So, what can we learn from the story?

Rudy: I think . Its okay to be different.

Rany: I see.Activity 13Answer the questions based on the conversation above.

1. What did Rany ask Rudy to do?

2. Could Rudy actually tell a story?

3. What do the underlined sentences express?

a. Can you tell me the story now?b. So, what can we learn from the story? 4. Can you mention some more expressions of ability? Activity 14

Teachers InformationMore expressions of ability/ inability are:

Activity 15Create conversations using expressions of ability based on the following situations.

1. You are with a friend, Tony, in a car that wont start. You think you know why and offer to help.

2. Your company has got into difficulties with a business client. Your boss asks you in a meeting if you need help to deal with the situation.

Activity 16Practice the conversations you have created in front of the class.

Activity 17

Teachers InformationStudy this sentence. They are taken from the conversation. What do they express?

I cant tell a storyMore expressions of inability are:

Activity 18Create conversations using expressions of inability based on the following pictures.

Example:

1. 2.

A : Do you think he can start the engine?

B : No I dont think he can start it..

Activity 19

Expressing possibility /impossibility.

Study these sentences. They are taken from the conversation. What do they express?

1. Was it possible?2. Yes, It was pasible. Teachers InformationTo say whether we think something is possible or impossible we use:

Activity 20Answer the questions using the expressions of possibility or impossibility.

1. Is it possible to read the novel in one day?

Its quite possible. No, its not possible.2. Do you believe I will be the winner of the story telling competition?3. Is it likely for you to find the old book in the library?

4. Is there a good chance for him to win the case?

5. Does it seem possible for the experts to eliminate the bird flu?

6. Do you believe that she will release her second short story book?

7. Do you think that schools need frequent outdoor activities?

8. Do you think you can create animated film by yourself?

9. Do you think you can work over time on Saturday eve?

10. Do you think there can be a combination of narratives within their different types?

11. Do you think a crime novel also include romance and mystery?

12. Do you think an adventure narrative can include humour and romance?

Activity 21

Fillers : Well, You know/You seeWell, You know, You see are expressions called softeners or intimacy signals.

They usually come at the beginning of an utterance, but also can come in the middle or even at the end. They help establish or maintain the informality of a conversation.Examples:

Well, It often occurs as a first response to a question: When are you leaving for Semarang? Well, were not sure. The matters a bit complicated.

It sometimes suggest a new start, either of thought or action.

Well, I must get back to my job.

Well, what about a drink?

You know/ You see

You know, its time we went somewhere different.

Lets walk down to the beach.

Its raining, you see?

Oh, is it?

You see I happen to have known him for a long time.

Really? Oh I wasnt aware of that.

Section Two : Modelling Text.

Activity 1

Model narrative Text 1 : Fable. Complete the following monolog with suitable words in the brackets. Mind the form. Well, let me tell a story. Its about Jamie Bear. You see Jamie Bear 1. (like) the sunshine. He 2. . (love) to go to the beach. You want to know why? Because he wanted to play in the sand there. Sometimes he 3. .. (build) sandcastles. Sometimes he 4. . (gather) seashells. Other times he 5. (throw) his beach ball into the air and 6. (try) to catch it. Now guess! What thing did he 7. ..(like) most? Swimming. He loved splashing in the water , too. What else? Yes, floating about with his rubber ring around his waist. Wait! One more thing, Jamie loved listening to the seagulls as they flew over the sea. You know what they were they doing ?.Trying to find fish.

Now, what about Jamies friend? You know. he was his best friend, Andy Bear. He loved the rain very much. Nothing he loved more than putting on his rain boots and raincoat and running through puddles of water. Sometimes he 9. (take) his umbrella outside. It was red. and other times he let the rain fall on his head. It was fury, right? He loved the way the raindrops smelled so fresh. When he 10. ..(hear) the pitter-patter of rain on the window. He 11. .. (watch) it as they slid down the glass. And ..It 12. (drip) down to the ground below. You know what Andy thought? Andy 13. .(think) the grey clouds were pretty. You see.he also laughed when he heard the thunder boom and saw the lightning flash.

"I dont like the sun," Andy frowned. "Its too hot and it makes me thirsty."

"I dont like the rain," Jamie scowled. "My fur turns soggy and it makes me shiver."

So, there were a difference between them. But remember on thing! Although they 14. .(be) both so different. there was one thing neither of them liked, You know what? Well, that was snow. When the flakes started to fall from the sky, Andy and Jamie went into their cave and slept. They were happy they 15. ..(have) lots of fur to keep them warm. It was so shaggy.

Well, what moral value can you get from the story? I think its okay to be different.

(Stories for Younger Children)Activity 5

Now, Read the text you have corrected then find out as many fillers as you can.

Activity 6Model Narrative Text 2 : Fairy Tale

Let me tell you a story. Its about Mother Hole. Everybody listen to me carefully because I will give you some questions part by part to check your understanding of the story!

Mother Hole

Well, there was once a widow who had two daughters - one of whom was pretty and industrious, but . what about the other one? She was ugly and idle. But she liked better than the ugly and idle one. Do you know why? Because she was her own daughter. And the other, who was a step-daughter, was obliged to do all the work. How pity she was because she became the Cinderella of the house.

1. How many daughters did the widow have?

2. Why did the widow love the ugly girl more than the pretty one?

3. Why was the pretty girl called the Cinderella of the house?

Then, what happen next? Every day the poor girl had to sit by well and spin till her fingers bled. Now it happened that one day the shuttle was marked with her blood. So she dipped it in the well, to wash the mark off, but it dropped out of her hand and fell to the bottom. Of course She began to cry , and ran to her step-mother and told her of the what had happened. But she was very angry. Do you know what see said? She said, Since you have let the shuttle fall in, you must take it out again! So the girl went back to the well, and did not know what to do. And in the sorrow of her heart she jumped into the well to get the shuttle. She lost her senses. And when she awoke and came to herself again, do you know where she was? You see ..she was in a lovely meadow . The sun was shining and many thousands of flowers were growing there. She went across this meadow. At last she came to a baker's oven full of bread, and the bread cried out, Oh, take me out! Take me out. Or I shall burn. I have been baked a long time! Do you know what she did then? So she went up to it, and took out all the loaves one after another with the bread-shovel. After that she went on till she came to a tree covered with apples. It called out to her, Oh, shake me. Shake me. We apples are all ripe! So she shook the tree till the apples fell like rain. And . She went on shaking till they were all down. And when she had gathered them , she went on her way.

4. What did the pretty girl do everyday?

5. Why did she dip the shuttle in the well? What happened to the shuttle then?

6. Why was her step-mother angry with her?

7. What did her stepmother ask her to do?8. What did the pretty girl see after she had awaked and come to herself?

9. What did the bread ask her to do?

10. Why did the apple tree ask her to shake it?

At last she came to a little house where an old woman lived. Can you imagine what she was like? She was old and had very large teeth. You know the girl was frightened, and was about to run away. But the old woman called out to her, What are you afraid of, dear child. Stay with me. If you will do all the work in the house properly, you shall be the better for it. Only you must take care to make my bed well! I am mother Hole. As the old woman spoke so kindly to her, the girl took courage and agreed to serve her. So she had a pleasant life with her. She never heard an angry word from mother Hole. But after sometime she had a longing to be at home again. At last she said to the old woman, I have a longing for home, and however well off I am down here, I cannot stay any longer. I must go up again to my own people. Mother Hole said, I am pleased that you long for your home again, and as you have served me so truly, I myself will take you up again. She led her to a large door. Do you see what happened? The door was opened. And .just as the girl was standing under the doorway, a heavy shower of golden rain fell. You know all the gold clung to her, so that she was completely covered over with it. You shall have that because you have been so industrious, said mother Hole. And at the same time she gave her back the shuttle which she had let falls into the well. Then the door closed, and the girl found herself up above upon the earth, not far from her mother's house. And as she went into the yard the cock was sitting on the well, and cried Cock-a-doodle-doo. Your golden girl's come back to you. So she went in to her mother, and as she arrived covered with gold. and.. do you know how her stepmother behaved to her? She was well received, both by her and her sister. The girl told all that had happened to her, and as soon as the mother heard how she had come by so much wealth, she was very anxious to get the same good luck for the ugly and lazy daughter.

11. Where did the pretty girl come at last?

12. Who own the little house?

13. What did mother Hole ask the pretty girl do in her house?

14. Was she pleased to live with her? Why?

15. Why did she turn to be sad?

16. What did mother Hole give her when she went home? Why?

17. Did mother Hole also give the shuttle back to her?

18. Why did her step-mother and step-sister receive her well?

19. What did her stepmother do after she had heard the pretty girls luck.

20. What did the cock cry out when the pretty girl came hoe?

And now, pay attention to the ugly girl. She had to seat herself by the well and spin. And in order that her shuttle might be stained with blood, she stuck her hand into a thorn bush and pricked her finger. Then she threw her shuttle into the well, and jumped in after it . .She came, like the other, to the beautiful meadow and walked along the very same path. When she got to the oven the bread again cried, Oh, take me out. Take me out. Or I shall burn. I have been baked a long time. But you know, the lazy thing answered, as if I had any wish to make myself dirty. And she went on. Soon she came to the apple-tree, which cried, Oh, shake me. Shake me. We apples are all ripe. But she answered, I like that. One of you might fall on my head, and so she went on. When she came to mother Holes house she was not afraid, for she had already heard of her big teeth, and she hired herself to her immediately. The first day she forced herself to work diligently, and obeyed mother Hole when she told her to do anything, for she was thinking of all the gold that she would give her. But on the second day she began to be lazy, and on the third day still more so, and then she would not get up in the morning at all. Neither did she make mother Hole's bed as she ought, and did not shake it so as to make the feathers fly up. Mother Hole was soon tired of this, and gave her notice to leave. The lazy girl was willing enough to go, and thought that now the golden rain would come. Mother Hole led her also to the great door, but do you know what happened? While she was standing beneath it, instead of the gold a big kettle full of pitch was emptied over her. That is the reward for your service, said mother Hole, and shut the door. So the lazy girl went home, but she was quite covered with pitch, and the cock on the well, as soon as he saw her, cried out - Cock-a-doodle-doo. Your dirty girl's come back to you But the pitch clung fast to her, and could not be got off as long as she lived.

( Moms Stories )21. What did the ugly girl do to get the same luck as the pretty girl?

22. Did she succeed? Why?

23. What happened to the ugly girl at last?

24. What message could you get from the story?

25. What did the cock cry out when the ugly girl came home?

Section Three : Joint Construction of the Text.

Activity 1

Read the story of mother Hole once again then discuss with your friends to find out as many fillers as you can.

Activity 2

Read the following story carefully.

Once upon a time there was a beautiful girl called Cinderella and she had two ugly step sisters who were very unkind and made her do all the hard work. She had to sweep the floors, wash all the dishes, while they dressed up in fine clothes and went to lots of parties.

One day a special invitation arrived at Cinderella's house. It was from the royal palace. The king's only son who was a truly handsome prince was going to have a grand ball. The three girls were invited to come. Cinderella knew she wouldn't be allowed to go to the ball. They were excited. They couldn't talk about anything else.

When the day of the ball came, they were so nervous. Poor Cinderella had to rush about upstairs and downstairs. She fixed their hair in fancy waves and curls. She helped them put on their expensive new dresses. And she arrange their jewels too. As soon as they had gone), Cinderella sit down by the fire and she said. "Oh I do wish I could go to the ball".

The next moment, standing beside her was a lovely old lady with a silver wand in her hand. Cinderella, she said , I am your fairy godmother and you shall go to the ball. But first you must go into the garden and pick a golden pumpkin, then bring me six mice from the mousetraps, a whiskered rat from the rat trap, and six lizards. You'll find the lizards behind the watering can. So Cinderella fetched a golden pumpkin, six grey mice, a whiskered rate, and six lizards. The fairy godmother touched them with her wand and the pumpkin became a golden coach, the mice became six grey horses, the rat became a coachman with the moustache, and the lizards became six footmen dressed in green and yellow, then the fairy godmother touched Cinderella with the wand and her old dress became a golden dress sparkling with jewels while on her feet were the prettiest pair of glass slippers ever seen. Remember said the fairy godmother. You must leave the ball before the clock strikes twelve because at midnight the magic ends. "Thank you fairy godmother" said Cinderella and she climbed into the coach. When Cinderella arrived at the ball she looked so beautiful that everyone wondered who she was! Even the ugly sisters. The Prince of course asked her to dance with him and they danced all evening. He would not dance with anyone else. Now Cinderella were enjoying the ball so much that she forgot her fairy godmothers warning until it was almost midnight and the clock began to strike. One. Two. Three. She hurried out of the ballroom. Four. Five. Six. As she ran down the palace steps one of her glass slippers fell off. Seven. Eight. Nine. She ran on toward the golden coach. Ten Eleven Twelve.

Then there was Cinderella in her old dress. The golden pumpkin laid in her feet. And scampering down the road were six grey mice, a whiskered rat and six green lizards.. So Cinderella had to walk home and by the time the ugly sisters returned home she was sitting quietly by the fire.

Now when Cinderella ran from the palace, the prince tried to follow her and he found the glass slipper. He said, "I shall marry the beautiful girl whose foot fits this slipper and only her. In the morning the prince went from house to house with the glass slipper and every young lady tried to squeeze her foot into it. But it didn't fit any of them. At last the prince came to Cinderella's house. First one ugly sister tried to squash her foot into the slipper. But her foot was too wide and fat. Then the other ugly sister tried but her foot was too long and thin. Please, said Cinderella, let me try. "The slipper won't fit you", said the ugly sisters. "You didnt go to the ball!" But Cinderella slipped her foot into the glass slipper and it fit perfectly. The next moment standing beside her was the fairy godmother. She touched Cinderella with the wand and there she was in a golden dress sparkling with jewels and on her feet was the prettiest pair of glass slippers ever seen. The ugly sisters were so surprised that, for once they couldnt think of anything to say. But the Prince knew) what to say.

He asked Cinderella to marry him. And then there was a happy wedding. Everyone who had gone to the ball was invited, even the ugly sisters. There were wonderful food, lots of music and dancing. And the Prince of course danced every dance with Cinderella. He would not dance with anyone else.

Activity 3In pairs, make question and answer based on the story above.

1. Who did all the house work, Cinderella or her step sisters?

2. What did her step sisters like to do?

3. Where did the special invitation come from?

4. Was Cinderella allowed to go to the ball?

5. Did Cinderella help her sisters get dressed before they went to the ball?

6. What was her wish when her sisters had gone to the ball?

7. Did her wish came true? Who helped her?

8. How did she go to the ball?

9. How could the pumpkin, the rat, the mice and the lizards became a golden coach, a coachman, and footmen?

10. What did Cinderella wear, an old dress or a golden dress sparkling with jewels and pretty glass shoes?

11. Why did Cinderella have to leave the ball before twelve?

12. What made Cinderella enjoy the ball so much that she forgot the time?

13. Where did her glass slipper fall off?

14. Who did the prince want to marry with?

15. Whose foot fit the slippers?

Activity 4

Make groups of four, find out the participants in the stories you have studied before then tell your members in your groups the characteristic of each participant. Use any necessary adjectives from the texts.

Example:

Step daughter-pretty, industrious, obedient.

Well, let me tell you about the step daughter. You know, the step daughter was very pretty. She was so industrious..and .obedient. She always did what she was asked to do by her step mother or by mother Hole..

1. The widows own daughter

- ugly, idle.

2. Mother Hole

-wise, kind

3. The widow

-greedy, cruel

4. Cinderella

-beautiful, diligent, obedient

5. The prince - handsome, patient, had strong willingness

Activity 4

Still in pairs, change the story Cinderella above into spoken form of writing. Discuss the possible fillers you can use in the story.

Activity 5

Practice the dialogue with your friends in your group.

Dona

: Excuse me, could anyone do me a favour, please?

Sinta

: If I could. What is it?

Dona

: I dont know the meaning of the word register. What does it

mean?

Roger

: I think register means record a name in a list.

Dona: No, it is not that meaning. I mean the meaning that relates to writing text. We are working on it, right?

Roger: Oh. sorry, I dont know either. Why dont we ask our teacher, Mr. Richard?

Dona

: Mr. Richard, What does register mean?

Richard: Register? Oh, it describes three aspects of the context of situation in which texts occur.

Dona

: Three aspects? What are they?

Richard: Field, mode, and . tenor.

Roger: Oh, my god! I become more confused. What do they mean? Are they important?

Richard: Yes. Theyre important. Why? Because Field is what of a text. I mean what is going on in the text.

Dona

: Ok. Then what is tenor?

Richard: Tenor means the who of the text. I mean who is taking part in the text.

Dona

: Why is tenor important?

Richard: Why? Because differences of status will affect the tenor of a text. For example , texts used in a class where we are now are different from those used in an office.

Dona

: Then the last one is mode. What is it?

Richard: Mode means the how of a text.

Roger

: The how of a text?

Richard: Yes, it refers to the role of language in particular situation. You see.. mode is used to refer the channel of communication chosen. Most generally whether the text is in the spoken or written language. Do you understand now?

Dona, Roger: Yes, Mr Richard. Thank you.

Richard: No problem. Good luck!

Section Four : Independent Construction of the Text.

Activity1

Choose one of the two stories you have studied then retell it briefly in front of the class. Use any possible fillers or other expressions to show a spoken form of your story.

B. WRITTENSection One: Building Knowledge of the Field.Activity 1

Punctuation: Sentences (.)

(?)

(!)

Study this note:

A sentence can be a statement, a question, an exclamation or a command.

A statement begins with a capital letter and ends with a full stop. (.)Example:

All the animals of field and forest were tired of hearing the Hare brag. A question begins with a capital letter and ends with a question mark (?).

Example:

Why did Mr. Hare ask Mr. Tortoise to race?

An exclamation or a command begins with a capital letter and ends with an exclamation mark (!) .

Example:

What a joke!Look at my long legs!Punctuate the following sentences whether they are statements, questions, exclamations or commands. Mind the capital letters.

1 alfred cat was running through the woods

2 he was chasing sarah mouse through the thistle and gorse

3 he chased her up the hill and down into the glen.

4 he chased her so much that he was tired

5 alfred lay down against a tall tree to rest.

6 what is that growing on the tree7 how can we reach them8 cant you climb9 then how will we get those delicious looking pears10 why dont we use a ladder and climb up11 how will we climb the ladder

12 look

13 grab my hands14 brilliant idea 15 we were so high up

Activity 2

Study this example!

Letter of Complaint

ADDRESSES

reference to

specific

participant

SALUTATION

Use of

IDENTIFICATION

Present Tense

OF COMPLAINT

JUSTIFICATION

OF COMPLAINT

Politeness

DEMAND

Marker

ACTION

SIGN OFF

Use of ritualized

Greetings and leave taking.

Activity 3Write a letter of complaint based on the following situation.

Your friend, Rony, has agreed to come with you and two other friends to go camping. Suddenly he changes his mind and says he wants to go to the seaside. He has done this sort of things three times.

Activity 4

Teachers Information

Listen to the explanation about narrative stages.

Narrative Stages.

People who tell or write narratives move through a number of stages. In general, narratives must have:

1. Orientation: It is an introduction of the text. This is the stage where the narrator gives information about the situation of the characters: Where they live, the time they live in and what they want. This information helps to orient readers to point them in the direction in which the writer wants the events of the narrative to go. Readers need enough background information to be able to build up a depending on how much background information is needed to set the scene for the Complication.

2. Complication: this is the stage where something unexpected happens events go wrong for one of the main characters. Somehow the problems has to be resolved by at least one or two characters. There can be more than one complicating event in a narrative. In some adventure narratives, the characters, especially the hero or heroine, often have to face one complication after another. Sometimes the narrative has a crisis where events reach a point of an emergency situation or climax. The main characters have to act to save the situation or else the disaster will follow.

3. Evaluation: (not all narratives have evaluation) a stage between complication and resolution in which the action is suspended so that the characters or the writer can comment on what is going on. This is the stage where the writer builds more complicated pattern in their narratives and to build up interpersonal meanings of the events. They learn to use more complications and to develop evaluative meanings which point the meaning of the events for characters or build up suspense in the readers..

4. Finally there is a resolution: this is the stage where the earlier complication is resolved for better or worse. A skilful narrator will resolve the complicating events or the crisis is a way that it is believable or at least satisfying to the reader. Usually one of the main characters solves the problems introduced in the early part of the narrative and life returns more or less to normal.

5. Some narratives have a re-orientation or a Coda which return the listener or reader to the present and provide a kind of thematic summation of the events rather like the moral at the end of a fable. Thus stage is more common in spoken narratives and is optional-which means that it isnt necessary to a complete narrative. It depend on the individual narrator whether it is included.

The organizational structure of narratives in general is:

Orientation, Complication, Resolution, and reorientation.

Activity 5

Now, its time for you to answer the questions about narratives in general..

1 What are narratives?

2 Each type of text has three main characteristic features. What are they? This chart may help you answer it.

Purpose

Language Features

Organizational

structure

3 Lets examine these features in some detail as we look at narratives, the text type we are focusing on in this unit.

a. The purpose of a text type tells us why we use it. What is the purpose of a narrative?

b. The organizational structure of a text type consists of sections of the text in that text type. Mention the structure of narratives.

c. The third characteristic of a text type is its language features. What are they?

Activity 6Fill in the blanks with the words in the box to complete this note.

Notes:

a. Narratives have two main purposes:

a. To entertain (to amuse),

b. To instruct/ to teach

All of us enjoy 1. or listening to a good story and sometimes we can learn 2 a from it.

b. The first part of the story provides an orientation It gives 3. .about where and when the story take place , who the main 4. in the story are and what sort of people they are.

The second part of the story contains the 5. .. This may sometimes be called conflict

Here is where events take place, triggering a chain of other 6. , which involve the characters in complication. All these events and 7. keeps readers and listeners interested in the narrative.

The third part of the story has the problem resolved and this known as the 8. .

The fourth part of narratives is re-orientation. Sometimes the 9. . is a happy one . Other times, it is not. And it is 10. .. You may have or not.

c. Language features.

a. Specific participants, for example, John and Harry rather than senior high school students.

b. Past tense form, because we are describing things that happened in the past.

c. Words giving details of people, animals, places, things and actions such as adjectives and adverbs.

d. Connectors of time, such as last week, then, etc.

e. Direct (the actual words spoken by a person), and reported or indirect speech ( the meaning of what the person said without using their actual words.)

Activity 6

Direct and Indirect Speech.

Study these sentences. They are taken from the text.

"I dont like the sun," Andy frowned. "Its too hot and it makes me thirsty."

"I dont like the rain," Jamie scowled. "My fur turns soggy and it makes me shiver."

Note:

When we report what people said in their own words, it is called Direct Speech. We use quotation marks to indicate the beginning and the end of the actual words used by the speaker. Here is an example from the story.

Then the 12th fairy said, "I cannot change all of the wicked fairys powerful magic." So the princess will prick her finger but she will not die!

However when we report what people said but not in their own words, we call it Indirect Speech or Reported Speech. Here is an example from the story.

So they ordered that every spinning wheel and spindle in the land to be chopped up and burntActivity 13

Memorize the sequence of tenses in Reported Speech.

Im happy.

He was happy.

I like pop.

He liked pop.

Im going to sell my car.

He was going to sell his car.

I went to London last year.He said that

He had gone to London the year before.

Ive already hear the story.

He had already heard the story.

I was reading the news.

He had been reading the news.

Ill visit my grand parents.

He would visit his grandparents.

I can take you home.

He could take me home.

DirectIndirect

1Present simplePast simple

2Present continuousPast continuous

4Present PerfectPast perfect

5Past Simple Past perfect

6Past ContinuousPast perfect continuous

7Past FuturePast Perfect Future

8Past PerfectPast Perfect

Changes of adverb of time

DirectIndirect

Todaythat day

Nowthen

YesterdayThe day before/ the previous day

Last weekThe week before / the previous week

Last yearThe year before / the previous year

TomorrowThe day after/ the following day

Next monthThe month after / the following month

Next yearThe year after / the following year

HereThere

Changes of pronounDirect

Indirect

I

He/she

You

you

We

they

They

they

My

his/ her

Our

their

Your

my

Examples:

I. STATEMENT

He said to me, I dont have any money.

He said to me that he didnt have any money.II. QUESTION

a. Yes/No Question

They asked me, Are you happy today?

They asked me if/whether I was happy that day

b. Wh-question

She asked him, Why did you come late yesterday?

She asked him why he had come late the day before.

III. COMMAND/ PROHIBITION He ordered me, Meet me at eight tonight!

He ordered me to meet him at eight that night

She warned me, Dont sit on this chair!

She warned me not to sit that chair.

Activity 7

Create direct sentences based on the following indirect sentences. Number one is done for you.

Example: Statement.a. - My friend said that he had written that letter already.

- My friend said, I have written that letter already.

1. Carol said to me that she would ask Mr. Hendricks about the sentences.

2. I said that I couldnt understand those two lessons at all.

3. Catherine said that she knew those two girls quite well.

4. Charles said to me that he had to leave the office before 3:00 pm.

5. Mr. Jones said that his secretary had not finished the work.

b. Example : Yes/ No Question.

Roger asked us if / whether we had seen the film yet.

Roger asked us, Have you seen the film yet?

1. I asked her whether or not she understood lesson one.

2. My friend asked me if I enjoyed my English class.

3. My colleague asked me if everyone would be ready by ten.

4. Frankie said to me whether I gave the letter to his girl friend.

5. Harry asked me if I joined the biology class.

c. Example : Questions.

Martha asked me where I had put her hat and gloves.

Martha asked me, Where did you put my hat and gloves?

1. Mr. Faddy asked how soon we could pay back the money.

2. The teacher asked how well Miss Ana spoke English.

3. The woman asked me where she could find the directors office.

4. Freddy said to me what I would offer him for that handy cam.

5. Mr. Smith asked Mandy how soon she could finish the letter.

d. Example : Command/ Prohibition.

The policeman ordered me to show him my drivers license.

The policeman ordered me, Show me your drivers license!

1. The clerk said to us not to come back before 3 oclock.

2. The teacher said to us to write next three exercises.

3. The man directed to turn right at the corner and drive three block.

4. My friend said to show him all the photographs.

5. Mr. Lamina asked us not to leave our coats on the chair.

Activity 8

Read the text carefully! Model Narrative Text 1 : Fable

Past

Tense

Specific (animals) Participant

Action

verbs

Time

conjunctions

Activity 9

Complete the table using the information from the text..

NumberWhat Jamie Bear LikedWhat Andy Bear liked

1.

2.

3.

4.

5.

6.

Jamie Bear liked the sunshine.

.

.

.

.

Andy Bear loved the rain..

.

.

.

.

Activity 10

Answer the questions based on the text above.

1. Who were the participants in the story?

2. What were the problems faced by the participants.

3. Why did Andy not like the sun?

4. Why did Jamie not like the rain?

5. How did they resolve the complication?

6. How did the story end?

Activity 9

Read the fairy tale once again then complete the boxes to find out the generic (organizational) structure.Model Narrative Text 2 : Fairy Tale

Read the text carefully! Mother Hole

There was once a widow who had two daughters - one of whom was pretty and industrious, whilst the other was ugly and idle. But she was much fonder of the ugly and idle one, because she was her own daughter. And the other, who was a step-daughter, was obliged to do all the work, and be the Cinderella of the house.

Every day the poor girl had to sit by well, in the highway, and spin till her fingers bled. Now it happened that one day the shuttle was marked with her blood, so she dipped it in the well, to wash the mark off, but it dropped out of her hand and fell to the bottom. She began to weep, and ran to her step-mother and told her of the mishap. But she scolded her sharply, and was so merciless as to say, since you have let the shuttle fall in, you must fetch it out again. So the girl went back to the well, and did not know what to do. And in the sorrow of her heart she jumped into the well to get the shuttle. She lost her senses. And when she awoke and came to herself again, she was in a lovely meadow where the sun was shining and many thousands of flowers were growing. Across this meadow she went, and at last came to a baker's oven full of bread, and the bread cried out, oh, take me out. Take me out. Or I shall burn. I have been baked a long time. So she went up to it, and took out all the loaves one after another with the bread-shovel. After that she went on till she came to a tree covered with apples, which called out to her, oh, shake me. Shake me. We apples are all ripe. So she shook the tree till the apples fell like rain, and went on shaking till they were all down, and when she had gathered them into a heap, she went on her way.

At last she came to a little house, out of which an old woman peeped. But she had such large teeth that the girl was frightened, and was about to run away. But the old woman called out to her, what are you afraid of, dear child. Stay with me. If you will do all the work in the house properly, you shall be the better for it. Only you must take care to make my bed well, and shake it thoroughly till the feathers fly - for then there is snow on the earth. I am mother Holle. As the old woman spoke so kindly to her, the girl took courage and agreed to enter her service. She attended to everything to the satisfaction of her mistress, and always shook her bed so vigorously that the feathers flew about like snow-flakes. So she had a pleasant life with her. Never an angry word. And to eat she had boiled or roast meat every day. She stayed some time with mother Hole, before she became sad. At first she did not know what the matter with her was, but found at length that it was home-sickness. Although she was many thousand times better off here than at home, still she had a longing to be there. At last she said to the old woman, I have a longing for home, and however well off I am down here, I cannot stay any longer. I must go up again to my own people. Mother Hole said, I am pleased that you long for your home again, and as you have served me so truly, I myself will take you up again. Thereupon she took her by the hand, and led her to a large door. The door was opened, and just as the maiden was standing beneath the doorway, a heavy shower of golden rain fell, and all the gold clung to her, so that she was completely covered over with it. You shall have that because you have been so industrious, said mother Hole, and at the same time she gave her back the shuttle which she had let falls into the well. Thereupon the door closed, and the maiden found herself up above upon the earth, not far from her mother's house. And as she went into the yard the cock was sitting on the well, and cried - cock-a-doodle-doo. Your golden girl's come back to you. So she went in to her mother, and as she arrived thus covered with gold, she was well received, both by her and her sister. The girl told all that had happened to her, and as soon as the mother heard how she had come by so much wealth, she was very anxious to obtain the same good luck for the ugly and lazy daughter.

She had to seat herself by the well and spin. And in order that her shuttle might be stained with blood, she stuck her hand into a thorn bush and pricked her finger. Then she threw her shuttle into the well, and jumped in after it . .She came, like the other, to the beautiful meadow and walked along the very same path. When she got to the oven the bread again cried, oh, take me out. Take me out. Or I shall burn. I have been baked a long time. But the lazy thing answered, as if I had any wish to make myself dirty. And on she went. Soon she came to the apple-tree, which cried, oh, shake me. Shake me. We apples are all ripe. But she answered, I like that. One of you might fall on my head, and so went on. When she came to mother Holes house she was not afraid, for she had already heard of her big teeth, and she hired herself to her immediately. The first day she forced herself to work diligently, and obeyed mother Hole when she told her to do anything, for she was thinking of all the gold that she would give her. But on the second day she began to be lazy, and on the third day still more so, and then she would not get up in the morning at all. Neither did she make mother Holes bed as she ought, and did not shake it so as to make the feathers fly up. Mother Hole was soon tired of this, and gave her notice to leave. The lazy girl was willing enough to go, and thought that now the golden rain would come. Mother Hole led her also to the great door, but while she was standing beneath it, instead of the gold a big kettle full of pitch was emptied over her. That is the reward for your service, said mother Hole, and shut the door. So the lazy girl went home, but she was quite covered with pitch, and the cock on the well, as soon as he saw her, cried out - cock-a-doodle-doo. Your dirty girl's come back to you. But the pitch clung fast to her, and could not be got off as long as she lived.

Teachers ExplanationFairy TaleHere are the features of typical fairy tale textSetting in the past

Doubtful

location

Hard live

industrious versus idle

helped by a wise fairy

Tragic ending/

Happy ending

Moral value

MOTHER HOLLE

ORIENTATION

There was once

COMPLICATION

RESOLUTION

RE-ORIENTATION

Activity 10

Model Narrative Text 3 : LegendRead the text then answer the questions! NYI RORO KIDULThis is the precise story of "The Queen in Southern Sea." Pajajaran kingdom lied in West Java from 1333 AD to 1630 AD and it was conquered by the Islamic kingdom of Mataram from Central Java. Pajajaran's greatest ruler was Prabu (King) Siliwangi. He had a bride in his harems and a very beautiful daughter was born between he and the bride. The girl was called Dewi Kadita and the beauties of Dewi Kadita and her mother made other harems jealous, and they had a conspiracy against them.The harems used some kind of black magic to make the bodies of Dewi Kadita and her mother to be filthy and they turn to be so ugly and disgusting. Prabu Siliwangi got angry against the mother and the daughter and forced them to get out of the palace, as they were thought to be bad luck for the kingdom. They were wandering around the country and one day the mother died. Dewi Kadita was walking in deep sadness, until she reached the Southern Shore (the shore of Indian Ocean) . She sat above a rock in a stove shape and when she was sleeping, she had a vision that she must have to jump into the water to help herself out of the curse.When she woke up, with no second thought, Dewi Kadita jumped into the sea. She returned to a beautiful lady as she was but then she realized that she was not a human anymore. She turned into a supernatural form of life. Since then, she ruled all creatures in the southern coast of Java Island, and she was known as Nyi Roro Kidul (Javanese of "Lady of South Sea"). To avenge her father, she became the primary bride for Mataram kings , the rival of Pajajaran kingdom. It's believed for centuries, even until now.

The river of Bengawan Solo, which started from the mystical mountain of Merapi in Central Java and leads to Indian Ocean, is said as the tunnel used by Nyi Roro Kidul to access Java.And she traps males in green costume who are walking on the shore. They are swallowed by the wave and missing or dead but he will become her guard or (maybe) male.This either can be the ancient Javanese explanation on the vacuum effect from underwater canyons that lie in the southern shore of Java, where the depth of the ocean's bed on the shore can reach more than 0-200 meters.In psychological analysis, Nyi Roro Kidul can be a parallel of the revenge of a female who was once rejected by a male. Once she regains her power and beauty, she takes any man she wants.And yet, I can't talk my point of view to Javanese elders.

http://www.st.ri.or.jp Glossary :

1. harems = selir

2. conspiracy = persekutuan

3. magic= ilmu sihir

4. filthy = kotor

5. disgusting= menjijikkkan

6. wandering= mengembara

7. Shore = pantai

8. got a vision = bermimpi

9. curse= kutukan

10. realized= menyadari

11. supernatural= supranatural ; gaib

12. mystical= mistik

13. access = jalan masuk

14. canyons = jurang yang curam

15. revenge = dendam

Activity 11

Make questions based on the following answers.

1. In West Java from 1333 AD to 1630 AD

2. It was conquered by the Islamic kingdom of Mataram from Central Java.

3. Prabu (King) Siliwangi.

4. Dewi Kadita

5. Black magic to make the bodies of Dewi Kadita and her mother to be filthy and they turn to be so ugly and disgusting.

6. Prabu Siliwangi got angry against the mother and the daughter

7. Because they were thought to be bad luck for the kingdom.

8. They were wandering around the country.

9. The Southern Shore (the shore of Indian Ocean) .

10. She had a vision that she must have to jump into the water to help herself out of the curse.

11. She realized that she was not a human anymore.

12. She turned into a supernatural form of life.

13. She was known as Nyi Roro Kidul (Javanese of "Lady of South Sea").

14. To avenge her father, she became the primary bride for Mataram kings , the rival of Pajajaran kingdom.

15. She traps males in green costume who are walking on the shore. Activity 12Read the legend once again then complete the boxes to find out the generic (organizational) structure.

Teachers InformationLegend

Story handed down from the past . Legends are often based on historical events or people but are not true history or doubtful truth.

Setting in the past

Doubtful truth

location

Hard live

Untrue historical events

Tragic ending/

Happy ending

Moral value

"The Queen in Southern Sea."

ORIENTATION

Pajajaran kingdom lied

COMPLICATION

RESOLUTION

RE-ORIENTATION

Activity 14

Model Narrative Text 4 : Puppet StoryRead the text then answer the questions.

Rama Shinta

Once upon a time in an imaginary country, Ayodyapala, there lived a king, called Rama who had a very beautiful wife, named Shinta and a younger brother, Lesmana. Actually, Rama was a king and the seventh incarnation of the god Vishnu.

One day, Rama, Shinta and Lesmana went into a Dandaka Jungle. When they were having a conversation, Rama asked Shinta: Oh my wife, Shinta. Shinta answered Yes, my dear. Do you really love me? Shinta answered again Yes, of course I do, I love you so much. Im happy to be with you and you mean a lot to me. As if I was not hungry even though I dont eat anything. As if I was not thirsty even though I dont drink anything. Rama added, Yes, my wife, so do I, dear. I will not leave you even in a second. Like honey and its sweetness. Fate meant us to live together.

In the jungle, they saw many kinds of beautiful animals. Suddenly, they saw a very beautiful golden deer. Shinta, however, had never seen this golden deer and wanted to have it. She asked Rama to catch it for her. Rama who loved his wife very much went alone to catch the deer.

After a few minutes, Shinta and Lesmana heard a cried for help. Shinta was worried about her husbands safety. It was not the cried of Rama, Lesmana said. Shinta accused him that he wanted Rama death because he loved her too. I will never do that and Ill go to look for Rama, said Lesmana. Before he went to catch up Rama, he made a magic circle surrounded Shinta for protection and asked her to stay in the circle until they came back.

After L