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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

1

a

Title

b

Writer’s Name :
1. Complete Name

c

ENGLISH COMMUNICATION COMPETENCY
IMPROVEMENT
ON SPOKEN AND WRITTEN NARRATIVE TEXT
THROUGH “VCD CUTTING” MEDIA
IN SEMARANG 7 SENIOR HIGH SCHOOL

Sri Muryati, SPd.

2. Gender
Ocupation :

Female

1. Teacher

English

2. School

SEMARANG 7 SENIOR HIGH SCHOOL

3. School Address

Jl. Untung Suropati - Telp (024) 7605977
Semarang, 50185.

4. Education
d

Department
Date of writing

Semarang City
September 5th ,2006

Semarang, September 5th ,2006
Writer,

Sri Muryati, SPd.
NIP. 130794346

PAGE OF APPROVAL

2

The report of this action research has been approved by the headmaster of SEMARANG 7
SENIOR HIGH SCHOOL
Day

: Tuesday

Date

: September 5th , 2006.

Semarang, September 5th 2006
Approved by:

Writer,

School Headmaster

Drs. Totok Widyanto
NIP. 131415203

Sri Muryati, SPd.
NIP. 130794346

ACKNOWLEDMENT

3

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

4

Key words: Senior High School English learning on narrative. colour. semester 1. II and III. The students’ average score were 71 in Cycle II and 79 in cycle III. Each cycle covered four steps. III fulfilled the action achievement indicator  SKBM ( School Passing Grade 64 ). Semarang 7 Senior High School This is an abstract of a classroom action research. The research area covered : 1. VCD Cutting. sound. In cycle III the students’ average score on the independent/ Individual Construction of Text was 70 which meant  the school passing grade 64. namely “Building Knowledge of the field. It’s title was English Communication Competency Improvement on Spoken And Written Narrative Text Through “VCD Cutting” Media In Semarang 7 Senior High Shool. Students’ motivation and sciencetific result fulfill the achievement indicator. The result of the research were as follows: The result of the tes in cycle I was 63  SKBM ( School Passing Grade 64 ) . 5 . 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. Cognitive domain was measured with pre-test and post-test. In cycle II. The aim of this action research was to improve students’ English learning result. It meant that it fulfilled the achievement Indicator. The problems proposed : How to improve students’ creativity. and scores to express and response meaning in monolog teks in spoken and written accurately and acceptably on narrative text. Each cycle covered : Planning. The learning process was implemented with two cycles (modes) . Genre : Narrative Text for students of Grade XII Language Program . the depth of the material and “VCD Cutting”. Motivation and scientific atitude was measured with questionaires. 2. 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. The implementation of these steps was devided into 3 cycles in action research. “Joint Construction of the Text” and “ Indpendent/ Individual Construction of the Text. it didn’t fulfil the action achievement indicator. This research is for students of Semarang 7 Senior High School grade XII Language Program.ENGLISH COMMUNICATION COMPETENCY IMPROVEMENT ON SPOKEN AND WRITTEN NARRATIVE TEXT THROUGH “VCD CUTTING” MEDIA IN SEMARANG 7 SENIOR HIGH SCHOOL Sri Muryati . There were 21 out of 25 students gave positive response by stating agree towards the questionaires so there were only 4 students who didn’t agree with the questionaires. spoken and written English. Implementation. activities. Observation and Reflection. cycle I. “Modelling Text”. It was typed in Power Point completed with animation.

Background of the Research. The new thing for the writer is that the 2004 curriculum suggested English teachers to use text type or genre based instruction. narrative. And the method of teaching English suggested in the curriculum 6 . It was mentioned in the Competency Based Curriculum that narrative text should be given to grade XII students. Because the 1994 curriculum was a kind of thematic based instruction. 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. exposition. According to the book of Standard Competence for English lesson for Senior High School students 2004 curriculum. etc. There were significant changes from 1994 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. telling stories. explanation and review text. The implementation of the 2004 curriculum was started step by step in the academic year 2004/2005.CHAPTER I INTRODUCTION A. recount/ spoof. These texts are known as text types or ”genre” which really someting new for students as well as teachers. description. news item. places language as function. report. delivering procedure. describtion of a thing or a person. One of the function of language is to deliver message. This means that rasionally. instruction. discussion. critizizing. expressing opinion.

The writer. VCD. They did not reach the passing grade score. 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. 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. Most of them were caused by English score which did not reach the school passing grade. film. interesting and exciting media. This subject was very helpful for the students’ 7 . spoken and written. students are guided to be able to create their own narrative texts in spoken or written form. The 2004 Curriculum also includes computer skill or Information Technology (IT) as a cmpulsory subject. According to the writer’s experience to teach in the classrom and the discussion of semarang 7 Senior High school English teachers in MGMP ( English Teachers Forum). Modelling Text. therefore. the writer tried to increase their performance by using suitable . what is meant by cycle here is different from that in action research. and Individual Construction of the Text” (CBC 2004). Joint Construction of the Text. This difficulty effected the students’ English score. spoken and written in teaching language has nothing to do with the meaning of cycle in action research. Because the problem was to express and response meaning in monolog text using spoken and written English accurately and acceptably .is bicycle . or movie. While the students everage score who failed was 52. On the graduation meeting academic year 2005/2006. The writer found the problem when students try to express and response meaning in monolog text using spoken and written English accurately and acceptably. “Building Knowledge of the field ”. This problem had to be resolved. So the meaning of cycle. Each cycle covers four stages namely. Average students at the age of Senior High like film stories that they watch on TV. For grade X was 61 and for grade XI was 63. tried to find a solution. With these stages. It was decided that there were 31 students failed . In teaching narrative text.

Cycle 2 : Joint construction of the Text ( 8 p/ 4 meeting) 3. and VCD cutting taken from motion pictures which reflected the stories they presented in front of their classmates. animation. 2. But by using media VCD Cutting. Result quality : It was seen from the students’ score in mid semester test. Through their presentation . They could tell stories in spoken or written using media Microsoft Office Power Point completed with interesting colur. Cycle 3 : Independent Construction of the Text ( 6 p/ 3 meeting ) b. 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. ( 6 p/ 3 meeting).Modelling Text ( 8 p/ 4 meeting). The area of the research was as the followings: a. c. two cycles. Cycle 1 : .Building knowledge of the Field. The main material of the research was genre Narrative and as the subject of the research was students of grade XII Language Program. .performance when they wre studying English. Research Area. spoken and written could be obtained at once. 8 . Process quality : It was seen from the students’ participation in their group work and individual assignment. 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. semester 1: 1.

The Objectives of the research. 9 . To improve students’ cognitive score to express and to response meaning in monolog text on spoken and written narrative text accurately and acceptably. The Primary problem could be elaborated into the following subproblems: 1. In accordance with the above problems. 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 objectives of the research were: 1. To get school input from the teachers as the basis of making school decision so that it would fulfil the students’ need. 2. 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.d. To improve students’ creativity to express and to response meaning in monolog text on spoken and written narrative text accurately and acceptably. How 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’ activity to express and to response meaning in monolog text on spoken and written narrative text accurately and acceptably. 3. How to improve studentss creativity to express and to response meaning in monolog text on spoken and written narrative text accurately and acceptably? 2. 4.

Maximum : If all the learning material is able to be mastered by the students. 1973: 494). is able to be mastered by the students. 2. ( Hornby . 3. 10 .D. Explanation of Terminology. 4. Very good / optimum : If most of the learning material (85 % to 94 % is able to be mastered by the students. Improvement. “VCD Cutting” is the result of cutting film from VCD using VCD Cutter software. Review of Related Literature. “VCD Cutting”. Teaching and Learning Narrative Text. 4. to know the level of teaching learning achievement based on the curriculum implemented were as the followings: 1. 2. Fail : If less than 75 % of the learning material is able to be mastered by the students. So what was meant by improvement in this research was the improvement of the students learning achievement. a. 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 ). Uzer Usman. Good/ minimum : If most of the learning material (75 % to . 84 %. 1. Improvement is from the word improve which means make or become better. According to Moh. 3.

(Tri Wiratno. According to CBC 2004 narrative text is a text which has the following characteristics: . in doing so . narrative text is used to entertain readers or listeners by making past events alive again.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. Generic Structure: • ORIENTATION : sets the scene (when & where) and introduces participants/character (who) • COMPLICATION : a crisis arises.Book 2 : 8) According to Tri Wiratno. ( Mark & Kathy Anderson . Narratives deal with problematic events which lead to crisis or turning point some kind. which in turn find a resolution. entertains or informs the reader or listener. entertain and to deal with actual or vicarious exoerience in different ways. something happened unexpectedly • RESOLUTION : the crisis is resolved.. Narrative is a piece of text which tells a story and . for better or for worse • RE-ORIENTATION : closing to the narrative (optional) 11 . 2003:13). 2006: 6). In general. Social Function: To amuse. Narrative text is a text functions a media to reconstruct past experience.

2004 Competency Based Curriculum differenciates spoken and written cycle as follows: Cycles (modes) . John and Harry rather than senior high school students. for example. animals. Spoken and Written Cycle. – Past tense form. spoken and written language are different in some cases: Spoken language has many verbs . places.) (Kurikulum 2004. gambits and other fillers. etc. the complexities of the connection between sentences. 12 . noun phrases. because we are describing things that happened in the past. etc. things and actions such as adjectives and adverbs. Lee uses fillers such as : Well.Language Features of Narrative: – Specific participants. – Direct (the actual words spoken by a person).to express and to response meaning in monolog text on spoken and written narrative text accurately and acceptably. then. 4. such as last week. and reported or indirect speech ( the meaning of what the person said without using their actual words. – Words giving details of people. etc. You know/You see. Connectors of time. has the density of vocabularies. Realizing the differences CBC 2004 highlights the language features of those two language modes. William R. While written mode. .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 .

sound . (Hornby 1973: 610). The term audio visual means all materials which present pictures and sound that can be combined as follows: a. film with narration. So interactive instructional media can be used to improve learning models . 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). c. 13 .. b. 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. Paintings and music. . When the media is an interactive one. 2. To plan teaching and learning activity a teaher should choose media which is really effective and efficient. but also involved actively in the learning process. The need of media in teaching and learning process. d. there will be a comminication between a teacher a a message source and students message receivers. Media or medium means by which something is done. the students are not only as listeners or wievers. 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. Paintings and recored human sound. (Kukuh. For example . The Meaning Media.Hopefully. by giving a model of a narrative text students can create other narratives. In teaching learning process. sound effect and music. 2003). music and human sound. Photos. b.

c. LCD (Liquid Crystal Display).More over. media can overcome the teacher’s lack for example it can present sound effect. Media will help teachers in teaching and learning process such as: a.. is a multi media which can be improved through computer and internet where every 14 . is a practical hard ware and more interesting than Video. OHP. IT (Information Technology) or ICT (Information Communication Technology). e. Film. TV. b. Media help teachers and students pronounce sentences and certain expressions using correct intonation. 4. LCd is connected to computer using VCD player and camera so that it can be watched by the audience in the classroom. Media audio with the native sound can help teachers and students pronounce difficult letters and words correctly. Modeling text helps students use grammar and cultural setting correctly. d. very good for modelling situation. Information and Technology Media ( radio. Internet/ Computer) presents information or message which overcome the limitation of time and place at once. 3. The weakness of media is that it can not replace teachers’ function. 2. Tape recorder nd cassette with native speakers is very good for modeling pronounciation and intonation. pictures and motion so that the message delivered will be more interesting and real. There are some choices of media which can be used in the English teaching and learning activities : 1. Media presents information or message consitently and can be repeated whenever it is needed.

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. Hammond et. spoken and written language. c. “Modelling Text”. namely “Building Knowledge of the field.al ( 1992:17) divides language learning into 2 cycles. A teacher must love his/her job. early reflection and the formulation of the problems. the writer chose media IT. two of them are: 1. and the way how to solve the problem by making the situation of the class more interesting and 15 . (Harmer. This is because of the condition of the school and the teachers’ lack of competence in instructional media. They should make their lessons interesting so you don’t fall asleep in them. From the explanation about media. If he /she really enjoys his/her job that’ll make the lesson more interesting. Therefore.2003: 1) From this point of view. the writer used available instructional source (By Utilization) and design instructional source with Power Point and VCD Cutting (By Design). Way of Thinking What makes a good teacher? –Jeremy Harmer answered the questions from the result of an interview with students from different countries. “Joint Construction of the Text” and “ Indpendent/ Individual Construction of the Text . 2. computer and LCD with Microsoft Office Power Point and VCD Cutter software . Learning Cycle. Each cycle covered four steps.person can possibly access learning information without the limitaion of time and place. d.

So . The process of teaching and learning It was done mechanically Low learning result on Narrative Text Facility Not enough media available Teacher Not yet/ never use authentic material. it could be formulated the way of thinking as follows: Students Work individually Not creative Not active Have less competence in expressing and responding meaning on spoken and written monolog text accurately and acceptably.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 . Had less creativity to make interesting and enjoyable classroom situation and supported students to work in groups before they work individualy.. Teaching and learning activity with VCD Cutting media The quality of the teaching and learning process on narrative text improved 16 . Semarang 7 Senior High School was able to improve .

causal comparative study 6. development research 3. 2. in this research. the relevant research was Action Research of which its procedure were : planning. 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. action research (Sumadi. 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. experimental study 7. Research Methodology a. Planning of a research canbe devided onto 7 catagories . and reflecting. 17 . (Suharsimi. case study 4. accurate research and able to be responsible for the research. Hypothesis is a temporary assumption or theory of which the truth is still necessary to be investigated . Therefore. historical research. co relational study 5. acting. The use of accurate research methodology will not find a speculative truth so that it will really be an objective..E. Action Hypothesis . Relevan Research. 1998:68).1983:15) Based on the above categories. namely: 1. observing.

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. The first stage . a. To construct instrument to investiaget the students’ atutude towards the lesson. lesson plan. It is also important for the students to have an understanding of the topic before they are asked to write about it. Setting of the research This action research was conducted in the early semester 1. c. Narrative text material written in Microsoft Office Power Point completed with VCD Cutting. e.c. This action research consisted of 3 cycles of which each cycle had the following actions: 1. To construct observation instrument for the individual and group work. The subject of the research was the students of grade XII Language Program. Building Knowledge of the field (BKOF) . Preparation. d. a. 18 . Implementation of the Action. 2. To construct teaching kits such as : development of syllaby. b. 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. d. Steps. on the mid of July until September academic year 2006/2007 in Semarang 7 Senior High School for students of grade XII Language Program. To construct peper and pencil test instrument for the pre and the post-test. Subject of the Research.

This may covers : 1. The emphasis at this stage is on the teacher giving guidance d. The teacher’s role is to provide constructive comments to the student for his or her development. 3. they are guided to be back to the modeling text or even to the building knowledge of the field. watching the film chosen. Independent Construction of Text (ICOT) . Further group work may need to be done before the actual construction of the text begins. If the students still have difficulties about the text. having additional reading. The fourth stage . The teaher’s duty is being available to consult with the student individually as they need an assistance. gathering relevan information. Modelling of Text (MOT) . joint construction of text (JOT) . 6. 7. c. 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. learning how to do VCD cutting. The second stage. 4. 2. writing a short story based on the film they watched on Power Point. having group work presentation and supporting the students in order to change the language from spoken to written mode. The third stage.b. the aim is for the teacher to work with the students to construct a similar text that has been modeled before. 5. The students are guided to construct their own writing. 19 . writing notes to be used as the basis for writing the text.

5. explanation. Systematic observation 5. Paper-pencil test. 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 . 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.According to CBC 2004 Senior High School . The writer conducted action research on two cycles. Evaluation dan Reflection. 2. semester 1 who focused on the narrative text. The observation for the students performance was done by the researcher and the observer used focused rubric 4. 3. Rubric 3. performance and atitude (affective) assessments. the text types which should be mastered by the students of grade XII are narrative. spoken and written for the students of grade XII Language Program . Observation . so that the process of evaluation . On the stage of the observation the writer (as the researcher) and the observer (other English teacher) were involved actively. Performance assessment 4. discussion dan review. Portofolio 20 . And the evaluation in cycle 3 based on the data taken from cycle 2 . To cllect the data the writer designed the following instruments: 1. Method of Collecting Data.

Constructing Lesson Plan.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. narrative accurately and acceptably in daily lives and to access knowledge. Writing: 4. STANDARD COMPETENCE 1.1 The ability to express the meaning of monolog text. Speaking : 2.2. Listening : 1. The ability to express the meaning of monolog text.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. LESSON PLAN ( LP) Subject : English Lesson School : Senior High School Class/Semester : XII Language Program / 1 Genre : Narrative Cycles : Spoken and Written Time allotment : 28 periods I. narrative accurately and acceptably in daily lives and to access knowledge.HAPTER II REPORT OF THE ACIVITIES A. The ability to understand the meaning of monolog text. 2. Reading : 3. 1. 21 . 3. 1. The ability to understand the meaning of written monolog text. 4.2. narrative accurately and acceptably in daily lives and to access knowledge. narrative accurately and acceptably in daily lives and to access knowledge.

complaint. INDICATOR a. Writing: 4. request. possibility and ability to do something. complaint. Actional Competence. The students are able to response the meaning of written monologs accurately and acceptably in daily lives on narrative text. Listening.1 The students are able to express the meaning of written monologs accurately and acceptably in daily lives in relation to narrative text. complaint. To response the transactional and interpersonal dialogues correctly.2.II. Speaking To express the transactional and interpersonal dialogues correctly. Reading : 3. 3.1. BASIC COMPETENCE 1. Speaking : 2. 2. request. III. such as: 22 . 2. such as: suggestions.2. possibility and ability to do something. request. 1. 4. 2. 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. 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. The students are able to express the meaning of spoken monologs accurately and acceptably in daily lives in relation to narrative text. possibility and ability to do something.1. The students are able to response the meaning of spoken monologs accurately and acceptably in daily lives I relation to narrative text. Listening : 1.

request. f. d. complaint. Linguistic Competence.suggestions. Identify and use “ Connectors of Time” e. III. d. b. b. c. a. 3. Attitudes a. Participating actively in discussing narrative text with the teacher or friends. Identify and use “adjectives and adverbs”. Identify and use “ gambits and Fillers”. Strategic competence a. b. and to express monolog. Working together in groups. Identify and use “Direct and Indirect Speech”. Having confidence to improve the ability to understand narrative text. Identify and use “relational process. Doing the assignments enthusiastically. e. b. To express message in communication with others correctly and acceptably according to the related culture. in the form of narrative. Delivering presentation about the work of narrative in groups. c. d. c. material process. Reading To response / understand monologs in the form of narrative. 4. mental process and verbal process” c. Writing To express monolog in the form of narrative. Reading more of related text. Reading aloud. Identify and use “Past Tense”. d. MATERIAL 23 . possibility and ability to do something. Sociocultural Competence a. Repeating words or sentences.

Action 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 :
Time
3 X 45

Stages/ Cycles
SPOKEN CYCLE
Building knowledge of

a. Exposing tenses available in narrative text.

Minutes

the field

b. Sharing experience about stories stories

(Literacy Principle :
Conversion and cultural
knowledge)

Activities and Materials

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.
4 X 45

Modelling of Text

e. Identification of gambits and fillers.
a. Giving model of narrative texts.

Minutes

(Literacy Principle:

b. Giving model of narrative text completed

interpretation, reflection
and problem solving)

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

Joint construction

a. Practicing how to begin a conversation and
24

Minutes

(Literacy Principle :
collaboration and
language use)

3 X 45

Independent construction

Minutes

(Literacy Principle:

to response it. .
b. Practicing responses given to sustain the
conversation.
c. Constructing spoken narrative text in groups.
a. Constructing spoken narrative individually.

3 X 45

language use)
Stages and Cycles
WRITTEN CYCLE
Building knowledge of

a. Exposing tenses available in narrative text.

Minutes

the field

b. Sharing experience about stories the students

Time

(Literacy Principle :
Conversion and cultural
knowledge)

Activities and Materials

have heard or read and hobby of watching
film.
c. Discussing vocabulary around the topics of

4 X 45

Modelling of Text

narrative that are going to learn.
a. Giving model of narrative texts.

Minutes

(Literacy Principle:

b. Giving model of narrative text completed

interpretation, reflection
and problem solving)

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
Minutes

Joint 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

Independent construction

Minutes

(Literacy Principle:
language use)

a. Constructing
individually. .
b. Publication.

25

a

written

narrative

text

3. Closing
a. 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 , Surakarta
LKS MGMP Bhs Inggris Kota Semarang kelas XII

VI.

EVALUATION
1.

Paper and Pencil Test

2.

Performance

3.

Product

4.

Project

5.

Portfolio
Semarang,

18 Juli 2006

Approved by
Headmaster,

Teacher,

Drs. Totok Widyanto

Sri Muryati, SPd.

NIP. 131415203

NIP. 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.
26

 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:
o making a request, granting and declining a request
o expressing suggestion.
o expressing complaint
o expressing possibility/impossibility
o expressing ability/inability
 Use grammar :
o Past Tense

Section One: Building Knowledge of the Field.
A. SPOKEN
Activity 1

There 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
a. Novels dealing with daily records, events, thoughts, etc.
9 Diary-novels
10 Adventure
b. Exciting or dangerous journey or activity.
11 Fairy tale
c. Fiction belonging to history
d. Something of which the cause or origin is hidden or
Find the meaning of the different text types (or genres) above in the following box.
impossible to understand
e. Capacity to cause or feel amusement.
f. Love story
g. Novel in which the detection of crime is the chief interest.
h. Fiction existing in fact
i. Imagination
j. Fiction dealing with recent or imagined scientific discoveries.
k. Short tale not based on fact esp. one with animals in it
l. Old story handed down from the
27 past, especially one of
doubtful truth.

shuttle 9. idle 6.…………. .. mishap =  ‘prt] = cantik..] = ………….] = …………. Listen them carefully then repeat. 2. pretty 2. ugly 4.Activity 2 I will pronounce these words. 4.] = …………. scold merciless fetch sorrow = …………. 1..…………. 3. step 7.…………. fonder 5. = …………………. Don’t forget to look up the meaning in your dictionary.] 28 = mencaci-maki = …………………. = ………………….…………. industrious 3. dip 10. =   ndлstrәs]= …………… =  лgl] = …………… =  fondә:] = …………… = adl] = …………… =  step] = …………… = do:tә ] = …………… =  ∫лtl ] = …………… = dp ] = …………… = ms’hæp ] = …………… Activity 3 Look up the transcription and the meaning of the following words in your dictionary 1. daughter 8.

Rudy : Can I read it here? Rany : Sure.] = ………….] = ………………….. especially one with animals in it . = …………………. = ………………….………….] = …………. Practice the dialogue with your partner.. Rudy : What’s the title of the book? Rany : The Jamie Bear.…………. Rudy : Thank you.. Practice the following dialogue. loaves 8.…………. sense 7.. peep 12.] = …………. Rany. ripe 10. Rudy : Morning.…………. I feel like reading something different today.] = ………….………….] = …………. Morning.] = …………. = ………………….] = ………….. pitch 15. Rudy : Is that all? Rany : No.] = …………. = …………………. Activity 4 Expressing Suggestion...] = …………. Here you are. shovel 9.. 29 . heap 11. = …………………..…………. Rudy : Do you have it? Rany : Yeah. Rany.…………. = …………………. = …………………. Come on in! Rudy : Thank’s.………….] = …………. = …………………. diligent = …………. mistress 13. Rany : Hi.. Rany : What about reading fable? Rudy : Fable ? What is it? Rany : You mean the meaning of fable ? Rudy : Yes. Rudy. meadow 6.…………. = …………………. what does it mean? Rany : Fable is short tale not based on fact .…………. vigorous 14.…………. = …………………..5.

.…. It’s the weekend. 2. Why don’t we…. I suggest/ propose …. Perhaps you’d … 2. Did Rany let Rudy read the book? 9. I tell you what: we’ll …. Do you think it would be an idea to …? Formal: 1. Activity 6 Teacher’s Information. 1.(then)? 5. Activity 9 Expressing Complaint 30 . 2. Who owned the book about fable? 7. (then)? 8. shall we? 3. 1. What is fable? 6.(then)? 9. It’s sunny. You may/ might like to … 6. I should like to put forward a suggestion / proposal: …. Study them carefully. Why not….. (then)? 7.(then)? 6. You are in a meeting at work. Where did the conversation take place? 3. Activity 7 Create dialogues based on the following situations. Here are more expressions of suggestion. 8. We could always …. Who were involved in the conversation? 2. You and your friend are bored.(then) 7. What about …. May/ Might I suggest … (then)? 3. Your boss looks so confused and up set because the products are not sold well. What did Rudy want to do? 4. Have you considered …. Activity 5 Answer the question based on the conversation above. You have the answer to the problem and you want to give a proposal to your boss. If I may/ make a suggestion:… 4. (then)? 4. Well. 5. What’s the title of the book? 8.. Fancy. Let’s ….Rany : No problem. Activity 8 Practice the dialogues you have created in front of the class. Mr. What did Rany suggest Rudy to do? 5. Mentions more expressions of suggestion. Informal: 1. Would you care to …. Let’s ….

Practice the following dialogue. Study them carefully Informal: 1 This is crazy! Formal: 2 You can’t possibly do that. forgive me. Jones. around… 3 I take the great exception to …. 5 (Honestly) You’re always … 4 I’m not at all satisfied…. I’m sorry. 1 I wish to complain in the 3 (Really!) I’ve just about had strongest terms about the enough (of)…. It won’t happen again. 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. Create dialogues 31 . Activity 9 Teacher’s Information Here are more expressions of suggestion. 4 (Look here!) You can’t go 2 I’I really do/ must object to …. Why do you always change your mind? Please. Activity 8 Answer the questions based on the conversation above. Anita. 7 (Hey!) I wish you’d /you wouldn’t … 8 ActivityI’m 10 afraid I’ve got a complaint about … based on the following situations. service in this …. We agreed that we’d go to London. you can’t possibly do that. 6 (Really!) I’m fed up with… 5 I’m not at all satisfied with….

What do the underlined sentences express? a.1 2 You are with a friend discussing home work given by your teacher but you find it difficult to do. What did Rany ask Rudy to do? 2. He had a best friend. Activity 12 Expressing Ability / Inability. haven’t you? Rany: No. Rany: Have you finished reading the book Rudy? Rudy: Yeah. there was one thing neither of them liked. And Jamie didn’t like the rain but Andy did. . Rany: Was it possible for them to make friendship? They had different hobbies. 1. They were happy they had lots of shaggy fur to keep them warm. didn’t they? Rudy: Yes. Rany: I see. Could Rudy actually tell a story? 3. Andy didn’t like the sun but Jamie did. Rudy: Actually. I haven’t. I can’t tell a story. It’s okay to be different. Rany : What was that? Rudy : That was snow. Rany : I see. Rany: Can you tell me the story now? Rudy: You have read the book. Rany: Ok. And How did the story end? Rudy : When the flakes started to fall from the sky. But let me try briefly. Study the conversation between Rany and Rudy after he has finished reading the book. I just bought it last night. Rany: So. Can you tell me the story now? 32 .But the both had a problem. named Jamie Bear. what can we learn from the story? Rudy: I think ……. Rany: A problem? What was it? Rudy: They had different hobbies? Rany: What made so different? Rudy: Well. I’m listening. Rany: How? Rudy: Even though they were both so different. Andy and Jamie went into their cave and slept. Rudy: Once there was a bear. You have booked a room at a hotel and when you arrive that the hotel clerk says there is no room for you. Activity 13 Answer the questions based on the conversation above. Andy Bear. It was pasible. Activity 11 Practice the dialogues you have created in front of the class.

They are taken from the conversation.b. it’s a) piece of cake! Boastful. I feel capable. (Yes. 10.) I’m pretty good at …. 4. Can you mention some more expressions of ability? Activity 14 Teacher’s Information More expressions of ability/ inability are: Informal: Do you really think you can start the engine of the car? 1. what can we learn from the story? 4. it’s) a cinch! Could sound 7. 4. 2. Activity 16 Practice the conversations you have created in front of the class. 2. There is just a chance I can / could …. I’m not too bad at …. You are with a friend. (Yes.. 8. I’m able to …. Your company has got into difficulties with a business client. I have experience of …. 5. ( I think) I have the ability /abilities (necessary) . in a car that won’t start. I’d say I was capable of doing that. I’m capable of …. Activity 15 Create conversations using expressions of ability based on the following situations. What do they express? 33 . Sound modest 3. it’s) easy as a pie! 5. 1. 9.) I reckon I can…. 8. Formal: Would you find dealing with complaints a problem? 1. So. I’m capable. Activity 17 Teacher’s Information Study this sentence. You think you know why and offer to help. Yes. Sure 6. I’d say I was able to …. 7. 6. I feel capable of …. Your boss asks you in a meeting if you need help to deal with the situation. I feel able to …. 2. 3. (Yes. (Yes. Tony.

13. (I’m afraid) I can’t cope with …. 7. 5. I’m hopeless at …. 8. Formal: 1. (Sorry) can’t manage. I’m afraid. I don’t think I have the ability / abilities (necessary) …. Activity 18 Create conversations using expressions of inability based on the following pictures. I wouldn’t know where to begin/ start….. 4. Study these sentences. I’m no good. 3. I’m hopeless. 12. What do they express? 1. It’s no good. Teacher’s Information 34 . Yes.. (I’m afraid) …. 11. I’m not sure I’m capable of doing that. 14. 9. I wouldn’t say I was able …. I’m not sure I’m capable. might beyond me 8. 2. 11. Was it possible? 2. I don’t reckon I can… 6. I’ve no idea how …. 10. Activity 19 Expressing possibility /impossibility. 10. I haven’t the faintest/ foggiest idea how …. It was pasible. A : Do you think he can start the engine? B : No I don’t think he can start it. 12. Might be beyond my capabilities/ abilities. 2. I don’t feel capable of …. I have no experience . 7. I have no experience of …. 2. 9.I can’t tell a story More expressions of inability are: Informal: Come on! You’ll enjoy it. But I haven’t got a clue how to play it. 5. 6. (I think) that would prove (too) difficult …. 1. 4. I don’t fell able to…. Example: 1. 3. I don’t think I have the qualifications/ experience (necessary) …. (I’m afraid I can’t cope. There is no way I can …. They are taken from the conversation. I’m no good at….

Do you think a crime novel also include romance and mystery? 12. it is not possible 3. Probably not 11. Do you think that schools need frequent outdoor activities? 8. Do you believe I will be the winner of the story telling competition? 3. perhaps 6. Hardly possible 4. may be 2. it’s (quite) likely Impossibility: 1. it is possible 5. It’s not probable 5. it’s very doubtful 12. Do you think an adventure narrative can include humour and romance? Activity 21 Fillers : Well. Do you think you can create animated film by yourself? 9. 2. It’s quite possible/ probable 9. Do you think you can work over time on Saturday eve? 10. I expect 8. You know/You see 35 . it’s not possible. it’s not out o the questions 10. Do you believe that she will release her second short story book? 7. Does it seem possible for the experts to eliminate the bird flu? 6. I can’t believe Activity 20 Answer the questions using the expressions of possibility or impossibility. I assume/ believe 12. can be 4. o No. I don’t think…. might be 3. 1. Is it possible to read the novel in one day? o It’s quite possible. Do you think there can be a combination of narratives within their different types? 11. it’s unlikely 10. 2.To say whether we think something is possible or impossible we use: Possibility: 1. it’s out o the questions 8. I don’t expect 6. It’s impossible/ not probable 7. Is it likely for you to find the old book in the library? 4. there is a good chance 11. Is there a good chance for him to win the case? 5. there is a little chance 9. probably 7.

(love) to go to the beach. Now. It’s raining. When he 10. …………(drip) down to the ground below.It 12. ………. what about a drink? You know/ You see…… - You know. - Let’s walk down to the beach. Examples: Well. Now guess! What thing did he 7.. You know what Andy 36 . It was red.. Well. let me tell a story. right? He loved the way the raindrops smelled so fresh. . Wait! One more thing. (gather) seashells. Andy Bear. The matter’s a bit complicated. you see? Oh. You know. Activity 1 Model narrative Text 1 : Fable. Mind the form.. is it? - You see… I happen to have known him for a long time. Really? Oh I wasn’t aware of that.Trying to find fish. He loved splashing in the water . It was fury.. ………… (throw) his beach ball into the air and 6. You know what they were they doing ?. Sometimes he 4. You see…… Jamie Bear 1. Other times he 5. ………… (try) to catch it. but also can come in the middle or even at the end. ………. Sometimes he 3. He 2. And …. .(hear) the pitter-patter of rain on the window. (watch) it as they slid down the glass. Jamie loved listening to the seagulls as they flew over the sea. …………. You see are expressions called softeners or intimacy signals. too. and other times he let the rain fall on his head. It’s about Jamie Bear.(like) most? Swimming. ………(like) the sunshine.Well.Well. I must get back to my job. (build) sandcastles. He 11.Well. You want to know why? Because he wanted to play in the sand there. It often occurs as a first response to a question: . –They help establish or maintain the informality of a conversation. Sometimes he 9. …………. it’s time we went somewhere different. He loved the rain very much. Section Two : Modelling Text.When are you leaving for Semarang? . ………. what about Jamie’s friend? You know….Well. he was his best friend. we’re not sure. Complete the following monolog with suitable words in the brackets. ………. They usually come at the beginning of an utterance. What else? Yes. either of thought or action.. Nothing he loved more than putting on his rain boots and raincoat and running through puddles of water. floating about with his rubber ring around his waist. …………(take) his umbrella outside. It sometimes suggest a new start.

. Why did the widow love the ugly girl more than the pretty one? 3." So. 37 . Andy and Jamie went into their cave and slept. ……………. "I don’t like the sun. How many daughters did the widow have? 2. Do you know what see said? She said. ………. But she liked better than the ugly and idle one. How pity she was because she became the Cinderella of the house.he also laughed when he heard the thunder boom and saw the lightning flash. there were a difference between them.(think) the grey clouds were pretty. 1. Activity 6 Model Narrative Text 2 : Fairy Tale Let me tell you a story. what moral value can you get from the story? I think it’s okay to be different. So she dipped it in the well. When the flakes started to fall from the sky. but …. “Since you have let the shuttle fall in. They were happy they 15. "My fur turns soggy and it makes me shiver. but it dropped out of her hand and fell to the bottom. and ran to her step-mother and told her of the what had happened. And in the sorrow of her heart she jumped into the well to get the shuttle." Andy frowned. who was a step-daughter. what about the other one? She was ugly and idle. there was once a widow who had two daughters . Read the text you have corrected then find out as many fillers as you can. 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." Jamie scowled. and did not know what to do. Do you know why? Because she was her own daughter. was obliged to do all the work. You see…. there was one thing neither of them liked." "I don’t like the rain. Why was the pretty girl called the Cinderella of the house? Then. But she was very angry. Now it happened that one day the shuttle was marked with her blood. you must take it out again!” So the girl went back to the well. what happen next? Every day the poor girl had to sit by well and spin till her fingers bled. (Stories for Younger Children) Activity 5 Now. "It’s too hot and it makes me thirsty. Of course She began to cry . You know what? Well. It’s about Mother Hole.thought? Andy 13.(be) both so different. to wash the mark off. And the other. that was snow.one of whom was pretty and industrious. Well. But remember on thing! Although they 14. It was so shaggy. ………….(have) lots of fur to keep them warm.

What did the pretty girl do everyday? 5. She went across this meadow. and as you have served me so truly. a heavy shower of golden rain fell. And …. And when she awoke and came to herself again. If you will do all the work in the house properly. and. do you know how her 38 . shake me. You know …… all the gold clung to her. Then the door closed. you shall be the better for it.just as the girl was standing under the doorway. But …… after sometime she had a longing to be at home again. At last she came to a baker's oven full of bread. And …. so that she was completely covered over with it. life with her. and the girl found herself up above upon the earth. “Oh. the girl took courage and agreed to serve her. and the bread cried out. she went on her way. take me out! Take me out. Only you must take care to make my bed well! I am mother Hole. So she went in to her mother.. and took out all the loaves one after another with the bread-shovel. 4.” Mother Hole said. “I have a longing for home. And at the same time she gave her back the shuttle which she had let falls into the well. “Oh. “What are you afraid of. I myself will take you up again”. “I am pleased that you long for your home again. But the old woman called out to her. So she had a pleasant She never heard an angry word from mother Hole. I must go up again to my own people. We apples are all ripe!” So she shook the tree till the apples fell like rain.she was in a lovely meadow . Your golden girl's come back to you. Can you imagine what she was like? She was old and had very large teeth. And when she had gathered them . The sun was shining and many thousands of flowers were growing there. It called out to her. and cried – “Cock-a-doodle-doo. and was about to run away. Do you see what happened? The door was opened..” said mother Hole. Why did she dip the shuttle in the well? What happened to the shuttle then? 6. and however well off I am down here. and as she arrived covered with gold. What did the bread ask her to do? 10.” As the old woman spoke so kindly to her. You know the girl was frightened. Shake me. After that she went on till she came to a tree covered with apples. Or I shall burn. not far from her mother's house. dear child. She went on shaking till they were all down. She led her to a large door. Stay with me. What did the pretty girl see after she had awaked and come to herself? 9.She lost her senses. I cannot stay any longer. I have been baked a long time!” Do you know what she did then? So she went up to it. What did her stepmother ask her to do? 8. Why did the apple tree ask her to shake it? At last she came to a little house where an old woman lived. At last she said to the old woman. And as she went into the yard the cock was sitting on the well. Why was her step-mother angry with her? 7. “You shall have that because you have been so industrious. do you know where she was? You see ….

Soon she came to the apple-tree. Where did the pretty girl come at last? 12. The girl told all that had happened to her. and she hired herself to her immediately. the lazy thing answered. take me out. pay attention to the ugly girl. and did not shake it so as to make the feathers fly up. “Oh. 20. and thought that now the golden rain would come. What did mother Hole ask the pretty girl do in her house? 14. she stuck her hand into a thorn bush and pricked her finger. for she had already heard of her big teeth. 11. Mother Hole led her also to the great door. Shake me. What did her stepmother do after she had heard the pretty girl’s luck. She had to seat herself by the well and spin. . and so she went on. she was very anxious to get the same good luck for the ugly and lazy daughter. cried out - “Cock-a-doodle-doo. Or I shall burn. Why did her step-mother and step-sister receive her well? 19. and as soon as the mother heard how she had come by so much wealth. but she was quite covered with pitch. which cried. instead of the gold a big kettle full of pitch was emptied over her. But she answered. “as if I had any wish to make myself dirty”. The first day she forced herself to work diligently. I have been baked a long time”. Take me out. What did the cock cry out when the pretty girl came hoe? And now. “That is the reward for your service”. Then she threw her shuttle into the well. I like that. as soon as he saw her. And she went on. and then she would not get up in the morning at all. “Oh. Mother Hole was soon tired of this. and the cock on the well. When she got to the oven the bread again cried. and on the third day still more so. When she came to mother Hole’s house she was not afraid. Why did she turn to be sad? 16. Neither did she make mother Hole's bed as she ought. One of you might fall on my head. ( Mom’s Stories ) 39 . and jumped in after it . to the beautiful meadow and walked along the very same path. Who own the little house? 13. for she was thinking of all the gold that she would give her. Did mother Hole also give the shuttle back to her? 18. like the other.stepmother behaved to her? She was well received. both by her and her sister. We apples are all ripe”. shake me. and gave her notice to leave. Your dirty girl's come back to you” But the pitch clung fast to her.She came. Was she pleased to live with her? Why? 15. What did mother Hole give her when she went home? Why? 17. and obeyed mother Hole when she told her to do anything. but do you know what happened? While she was standing beneath it. The lazy girl was willing enough to go. So the lazy girl went home. said mother Hole. But on the second day she began to be lazy. and shut the door. And …… in order that her shuttle might be stained with blood. and could not be got off as long as she lived. But you know.

They were excited. Cinderella sit down by the fire and she said. And she arrange their jewels too. 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. wash all the dishes. the rat became a coachman with the moustache. What did the ugly girl do to get the same luck as the pretty girl? Did she succeed? Why? What happened to the ugly girl at last? What message could you get from the story? What did the cock cry out when the ugly girl came home? Section Three : Joint Construction of the Text. the mice became six grey horses. Activity 2 Read the following story carefully. The fairy godmother pumpkin became a golden coach. You'll find the lizards behind the fetched a golden pumpkin. Cinderella knew she wouldn't be allowed to go to the ball. As soon as they had gone). 23. But first you must go into the garden and pick a golden pumpkin. They couldn't talk about anything else. and six lizards. When the day of the ball came. Activity 1 Read the story of mother Hole once again then discuss with your friends to find out as many fillers as you can. Poor Cinderella had to rush about upstairs and downstairs. So Cinderella and six lizards. She had to sweep the floors. then bring me six mice from the mousetraps. It was from the royal palace. She fixed their hair in fancy waves and curls. “I am your fairy godmother and you shall go to the ball.” she said . a whiskered rate. The three girls were invited to come. standing beside her was a lovely old lady with a silver wand in her hand. She helped them put on their expensive new dresses. The next moment. while they dressed up in fine clothes and went to lots of parties. “Cinderella. and the lizards became in green and yellow. 25. 22. The king's only son who was a truly handsome prince was going to have a grand ball. they were so nervous.21. 24. touched them with her wand and the watering can”. One day a special invitation arrived at Cinderella's house. a whiskered rat from the rat trap. six grey mice. "Oh I do wish I could go to the ball". then the fairy godmother touched 40 six footmen dressed Cinderella with the wand and her old dress .

"Thank you fairy godmother" said Cinderella and she climbed into the coach. Did Cinderella help her sisters get dressed before they went to the ball? 41 . lots of music and dancing. even the ugly sisters. <http://www. Eight. Everyone who had gone to the ball was invited. And the Prince of course danced every dance with Cinderella. And grey mice.edu/-dash/type 0510 a html. But her foot was too wide and fat. 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. "You didn’t go to the ball!" But Cinderella slipped her foot into the glass slipper and it fit perfectly. The Prince of course asked her to dance with him and they danced all evening. said Cinderella. He would not dance with anyone else. And then there was a happy wedding. Five. "The slipper won't fit you". He said. At last the prince came to Cinderella's house. She hurried out of the ballroom. “Please”. But it didn't fit any of them. But the Prince knew) what to say. 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. “Remember” said the fairy godmother. What did her step sisters like to do? 3. So Cinderella had to walk home and by the time the ugly sisters returned home she was sitting quietly by the fire.. First one ugly sister tried to squash her foot into the slipper. "I shall marry the beautiful girl whose foot fits this slipper and only her”. He would not dance with anyone else. Cinderella or her step sisters? 2. Nine. He asked Cinderella to marry him. When Cinderella arrived at the ball she looked so beautiful that everyone wondered who she was! Even the ugly sisters. the prince tried to follow her and he found the glass slipper. The golden scampering down the road were six pumpkin laid in her feet. Then there was Cinderella in her old dress. The next moment standing beside her was the fairy godmother.pitt. Where did the special invitation come from? 4.became a golden dress sparkling with jewels while on her feet were the prettiest pair of glass slippers ever seen. Six. Two. “let me try”. Then the other ugly sister tried but her foot was too long and thin. One. Ten Eleven Twelve. Was Cinderella allowed to go to the ball? 5. There were wonderful food. make question and answer based on the story above. The ugly sisters were so surprised that. Who did all the house work. As she ran down the palace steps one of her glass slippers fell off. 1. 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. “ You must leave the ball before the clock strikes twelve because at midnight the magic ends”. Four. a whiskered rat and six green lizards. Three. Now when Cinderella ran from the palace. She ran on toward the golden coach. Seven. for once they couldn’t think of anything to say. said the ugly sisters.Cinderella> Activity 3 In pairs.

Use any necessary adjectives from the texts. Discuss the possible fillers you can use in the story.6. You know. How could the pumpkin. We are working on it. idle. How did she go to the ball? 9. Dona : No. wise. Why did Cinderella have to leave the ball before twelve? 12. What was her wish when her sisters had gone to the ball? 7. Richard? Dona : Mr. cruel beautiful. She was so industrious…. What does it mean? Roger : I think register means… record a name in a list. the step daughter was very pretty. kind greedy.obedient. What did Cinderella wear. it is not that meaning. Dona : Excuse me. diligent. the mice and the lizards became a golden coach. let me tell you about the step daughter. Richard. Well. Who did the prince want to marry with? 15.. Mr. Mother Hole 3. I mean the meaning that relates to writing text. and footmen? 10. had strong willingness Still in pairs. an old dress or a golden dress sparkling with jewels and pretty glass shoes? 11. find out the participants in the stories you have studied before then tell your members in your groups the characteristic of each participant. Activity 5 Practice the dialogue with your friends in your group. 1. the rat. obedient. Why don’t we ask our teacher. What does ‘register’ mean? 42 . right? Roger : Oh…. industrious. please? Sinta : If I could. I don’t know either. What is it? Dona : I don’t know the meaning of the word ‘register’. a coachman. sorry. The widow 4.and ……. Cinderella 5. What made Cinderella enjoy the ball so much that she forgot the time? 13. Example: Step daughter pretty. obedient handsome. patient. Where did her glass slipper fall off? 14. change the story “Cinderella” above into spoken form of writing. could anyone do me a favour. Whose foot fit the slippers? Activity 4 Make groups of four. She always did what she was asked to do by her step mother or by mother Hole.. The prince Activity 4 - ugly. The widow’s own daughter 2. Did her wish came true? Who helped her? 8.

Roger : Yes. Richard : No problem. I mean what is going on in the text. Thank you. Activity 1 Punctuation: Sentences (. Dona : Ok. mode. Why? Because ‘Field’ is what of a text. Dona : Then the last one is ‘mode’. They’re important. a question.. Roger : Oh. Hare ask Mr. it describes three aspects of the context of situation in which texts occur. Example: Why did Mr. WRITTEN Section One: Building Knowledge of the Field. mode is used to refer the channel of communication chosen. Do you understand now? Dona. B. (. Good luck! Section Four : Independent Construction of the Text. an exclamation or a command. Roger : The how of a text? Richard : Yes. o A question begins with a capital letter and ends with a question mark (?). tenor. texts used in a class where we are now are different from those used in an office. For example .Richard Dona Richard : Register? Oh. and …. What do they mean? Are they important? Richard : Yes. What is it? Richard : ‘Mode’ means the how of a text. my god! I become more confused. Use any possible fillers or other expressions to show a spoken form of your story. I mean… who is taking part in the text. You see. Then what is ‘tenor’? Richard : ‘Tenor’ means the who of the text. Activity1 Choose one of the two stories you have studied then retell it briefly in front of the class. Most generally whether the text is in the spoken or written language.) (?) (!) Study this note: A sentence can be a statement. Tortoise to race? 43 . : Three aspects? What are they? : Field. Dona : Why is ‘tenor’ important? Richard : Why? Because … differences of status will affect the tenor of a text. it refers to the role of language in particular situation. Mr Richard.) Example: All the animals of field and forest were tired of hearing the Hare brag. o A statement begins with a capital letter and ends with a full stop.

exclamations or commands. Mind the capital letters. 1 alfred cat was running through the woods 2 he was chasing sarah mouse through the 9 then how will we get those delicious looking pears thistle and gorse 10 why don’t we use a ladder and climb up he chased her up the hill and down into the 11 how will we climb the ladder glen. 14 brilliant idea 6 what is that growing on the tree 15 we were so high up 7 how can we reach them 8 can’t you climb 3 Activity 2 Study this example! Letter of Complaint 44 . 12 look 4 he chased her so much that he was tired 13 grab my hands 5 alfred lay down against a tall tree to rest. questions. Example: What a joke! Look at my long legs! Punctuate the following sentences whether they are statements.o An exclamation or a command begins with a capital letter and ends with an exclamation mark (!) .

Politeness Marker Yours sincerely. Activity 3 Write a letter of complaint based on the following situation. He has done this sort of things three times. Narrative Stages. I am writing about the story book that I ordered two weeks ago. Rony. There are two pages missing and three pages up side down. This problem is urgent and I would appreciate it if you could send me the complete one immediately. Suddenly he changes his mind and says he wants to go to the seaside. reference to specific participant Dear Sir / Madam.25 Golf Boulevard Semarang. ADDRESSES SALUTATION IDENTIFICATION OF COMPLAINT JUSTIFICATION OF COMPLAINT DEMAND ACTION The manager Grammy Book Store 25 Malioboro Jogyakarta. Use of Present Tense I have twice reported to you ( 10th March and 12 March) and nothing has been done about it. has agreed to come with you and two other friends to go camping. SIGN OFF Sarah Use of ritualized Greetings and leave taking. Your friend. 45 . Activity 4 Teacher’s Information Listen to the explanation about narrative stages.

5. In some adventure narratives. 4.People who tell or write narratives move through a number of stages. 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. 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. 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. Finally there is a resolution: this is the stage where the earlier complication is resolved for better or worse. 3. It depend on the individual narrator whether it is included. Thus stage is more common in spoken narratives and is optional-which means that it isn’t necessary to a complete narrative. 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’. This information helps to ‘orient’ readers – to point them in the direction in which the writer wants the events of the narrative to go. narratives must have: 1. Complication: this is the stage where something unexpected happens events go wrong for one of the main characters. 2. This is the stage where the narrator gives information about the situation of the characters: Where they live. especially the hero or heroine. Orientation: It is an introduction of the text. The main characters have to act to save the situation or else the disaster will follow. Somehow the problems has to be resolved by at least one or two characters. often have to face one complication after another. In general. the time they live in and what they want. 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. Sometimes the narrative has a ‘crisis’ where events reach a point of an emergency situation or climax. This is the stage where the writer builds more complicated pattern in their narratives and to build up interpersonal meanings of the events. There can be more than one complicating event in a narrative.. 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. The organizational structure of narratives in general is: 46 . the characters.

The third characteristic of a text type is its language features. This may sometimes be called conflict Here is where events take place.. 1 2 What are narratives? Each type of text has three main characteristic features. c. and reorientation. Mention the structure of narratives. …. What is the purpose of a narrative? b. b. who the main 4. Narratives have two main purposes: a. the text type we are focusing on in this unit. triggering a chain of other 6. 47 . To instruct/ to teach All of us enjoy 1. The purpose of a text type tells us why we use it. The second part of the story contains the 5. …. Purpose Language Features 3 Organizational structure Let’s examine these features in some detail as we look at narratives. To entertain (to amuse).. … in the story are and what sort of people they are. it’s time for you to answer the questions about narratives in general. Complication. a.Orientation. Activity 5 Now. …. Resolution. What are they? Activity 6 Fill in the blanks with the words in the box to complete this note. What are they? This chart may help you answer it. …. The first part of the story provides an orientation It gives 3. The organizational structure of a text type consists of sections of the text in that text type. The third part of the story has the problem resolved and this known as the 8. b. optional problem Reading Events lesson information complications resolution characters re-orientation Notes: a.about where and when the story take place . … or listening to a good story and sometimes we can learn 2 a … from it. which involve the characters in complication. All these events and 7. … keeps readers and listeners interested in the narrative.

…. He would visit his grandparents. They are taken from the text. d. animals. “I went to London last year”. we call it Indirect Speech or Reported Speech. Direct (the actual words spoken by a person). “I can take you home”. “I’m going to sell my car”. is a happy one ." Andy frowned. Direct He said that Indirect 48 . c. for example." Note: When we report what people said in their own words. e. He could take me home.The fourth part of narratives is re-orientation. "It’s too hot and it makes me thirsty. etc. - So they ordered that every spinning wheel and spindle in the land to be chopped up and burnt Activity 13 Memorize the sequence of tenses in Reported Speech. …. Here is an example from the story. Past tense form. and reported or indirect speech ( the meaning of what the person said without using their actual words. We use quotation marks to indicate the beginning and the end of the actual words used by the speaker. “I’m happy”. Other times. He had gone to London the year before. He had already heard the story. Here is an example from the story. "I don’t like the sun. You may have or not. it is called Direct Speech. “I was reading the news”. it is not. Words giving details of people. “I’ll visit my grand parents”. c. “I’ve already hear the story”. places. And it is 10. because we are describing things that happened in the past." Jamie scowled. Language features. He was happy. He had been reading the news. He liked pop.. John and Harry rather than senior high school students. He was going to sell his car. Sometimes the 9. “I like pop”." “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. then. Study these sentences. "My fur turns soggy and it makes me shiver. such as last week.) Activity 6 Direct and Indirect Speech. Specific participants. b. a. - Then the 12th fairy said. things and actions such as adjectives and adverbs." "I don’t like the rain. Connectors of time. "I cannot change all of the wicked fairy’s powerful magic.

1 Present simple Past simple 2 Present continuous Past continuous 4 Present Perfect Past perfect 5 Past Simple Past perfect 6 Past Continuous Past perfect continuous 7 Past Future Past Perfect Future 8 Past Perfect Past Perfect Changes of adverb of time Direct Indirect Today that day Now Yesterday then The day before/ the previous day Last week The week before / the previous week Last year The year before / the previous year Tomorrow The day after/ the following day Next month The month after / the following month Next year The year after / the following year Here There Changes of pronoun Direct Indirect I He/she You you We they They they My his/ her Our their Your my Examples: I. QUESTION 49 . II. He said to me that he didn’t have any money. “ I don’t have any money”. STATEMENT He said to me.

- Martha asked me. 4.a. - Martha asked me where I had put her hat and gloves. 1. b. . Carol said to me that she would ask Mr. 5. I said that I couldn’t understand those two lessons at all. Number one is done for you. 2. Yes/No Question They asked me. Catherine said that she knew those two girls quite well. III. - Roger asked us. 2. Hendricks about the sentences. Charles said to me that he had to leave the office before 3:00 pm. COMMAND/ PROHIBITION He ordered me. Example: Statement. 3. Frankie said to me whether I gave the letter to his girl friend. Faddy asked how soon we could pay back the money. My friend asked me if I enjoyed my English class. “Where did you put my hat and gloves?” 1. a. c.My friend said. My colleague asked me if everyone would be ready by ten. . The teacher asked how well Miss Ana spoke English. I asked her whether or not she understood lesson one. Activity 7 Create direct sentences based on the following indirect sentences. Example : Questions. “Have you seen the film yet?” 1. - Roger asked us if / whether we had seen the film yet. Mr.” Why did you come late yesterday?” She asked him why he had come late the day before.” Don’t sit on this chair!” She warned me not to sit that chair. Jones said that his secretary had not finished the work. “ Are you happy today?” They asked me if/whether I was happy that day b. 50 .My friend said that he had written that letter already. Harry asked me if I joined the biology class. “I have written that letter already”. Example : Yes/ No Question. 4. 3. Mr.” Meet me at eight tonight!” He ordered me to meet him at eight that night She warned me. 5. Wh-question She asked him. 2.

Andy Bear. Jamie loved listening to the seagulls as they flew over the sea. loved the rain. They were happy they had lots of shaggy fur to keep them warm. They were friends. Narrative Text 1 : Fable ORIENTATION When the flakes started to fall from the sky. "My fur turns soggy and it makes me shiver. Bear and Andy Bear. Lamina asked us not to liked leavethe oursunshine." Activity 8 Even though they were both so different.The policeman ordered me to show him my driver’s license. Freddy said to me what I would offer him for that handy cam. 3." Jamie scowled." "I don’t like the rain. Example : Command/ Prohibition. coats on the chair. Andy thought the grey clouds were pretty and laughed when he heard the thunder boom and saw the lightning flash. “ Show me your driver’s license!” 1. he watched as they slid down the glass and dripped down to the ground below. . Jamie’s best friend. Mr. . He loved splashing in the water and floating about with his rubber ring around his waist. Other times he threw his beach ball into the air and tried to catch it. 51 (Stories for Younger Children) . "It’s too hot and it makes me thirsty. The clerk said to us not to come back before 3 o’clock. thereatwere two lovely animals. turn right the corner and drive threeJamie block. My friend said to show him all the photographs. and that was Modelsnow. Sometimes he took his red umbrella outside and other times he let the rain fall on his furry head. Smith asked Mandy how soon she could finish the letter. The woman asked me where she could find the director’s office. 5. There was nothing he loved more than putting on his rain boots and raincoat and running through puddles of water. Andy and Jamie went into their cave and slept. "I don’t like the sun. 4." Andy frowned. 5. there Read the text carefully! was one thing neither of them liked. 2. He loved the way the raindrops smelled so fresh. The teacher said to us to write next three exercises. Sometimes he built sandcastles. d. When he heard the pitter-patter of rain on the window.The policeman ordered me. The man directed toOnce. Mr. 4.3. The thing he liked to do the most though was to swim. trying to find fish. Sometimes he gathered seashells. to go to Jamie Bear He loved the beach and play in the sand.

shaggy 13. scowled 11. Seashells 4. Gathered 3.Past Tense COMPLICATION Specific (animals) Participant Action verbs Time conjunctions RESOLUTION REORIENTATION Glossary: 1. floating 7. threw 5. splashing 6. Sandcastles 2. dripped 10. lunak = seperti bulu kusut 52 = menggigil . shiver = istana pasir = berkumpul = kulit kerang = melempar = mencebur = mengambang = pinggul = burung camar = menitikkan = mengerutkan dahi = lembab. waist 8. soggy 12. seagulls 9.

Model Narrative Text 2 : Fairy Tale Read the text carefully! Mother Hole There was once a widow who had two daughters . Why did Andy not like the sun? 4. since you have let the shuttle fall in. …………………………………. Every day the poor girl had to sit by well. in the highway. …………………………………. 3.one of whom was pretty and industrious. and be the Cinderella of the house. …………………………………. whilst the other was ugly and idle. because she was her own daughter. Number 1. to wash the mark off. …………………………………. …………………………………. But she was much fonder of the ugly and idle one. What were the problems faced by the participants. And the other. What Andy Bear liked Andy Bear loved the rain ………………………………….Activity 9 Complete the table using the information from the text. …………………………………. 1. …………………………………. She began to weep. What Jamie Bear Liked Jamie Bear liked the sunshine …………………………………. And in the sorrow of her heart she jumped into the well to get the shuttle. She lost her 53 . and spin till her fingers bled. who was a step-daughter. How did they resolve the complication? 6. But she scolded her sharply. was obliged to do all the work. So the girl went back to the well. 2. Who were the participants in the story? 2. but it dropped out of her hand and fell to the bottom. 5. Activity 10 Answer the questions based on the text above. so she dipped it in the well. 6. and did not know what to do. and was so merciless as to say. How did the story end? Activity 9 Read the fairy tale once again then complete the boxes to find out the generic (organizational) structure.. Why did Jamie not like the rain? 5. 3. and ran to her stepmother and told her of the mishap. 4.. Now it happened that one day the shuttle was marked with her blood. …………………………………. you must fetch it out again.

But she had such large teeth that the girl was frightened. . Your golden girl's come back to you. and went on shaking till they were all down. She stayed some time with mother Hole. Thereupon she took her by the hand. Then she threw her shuttle into the well. You shall have that because you have been so industrious. And to eat she had boiled or roast meat every day. I have been baked a long time. I must go up again to my own people. oh. She had to seat herself by the well and spin. And in order that her shuttle might be stained with blood. out of which an old woman peeped. Or I shall burn. and took out all the loaves one after another with the bread-shovel. still she had a longing to be there. a heavy shower of golden rain fell.for then there is snow on the earth. At first she did not know what the matter with her was. shake me. but found at length that it was home-sickness.She came. But the old woman called out to her. We apples are all ripe. I cannot stay any longer. and the maiden found herself up above upon the earth. And when she awoke and came to herself again. Stay with me.cock-adoodle-doo. and was about to run away. She attended to everything to the satisfaction of her mistress. she was well received. and however well off I am down here. she was very anxious to obtain the same good luck for the ugly and lazy daughter. she went on her way. So she went in to her mother. and as you have served me so truly. so that she was completely covered over with it. Shake me. Thereupon the door closed. The girl told all that had happened to her. Take me out. and when she had gathered them into a heap. I myself will take you up again. what are you afraid of. If you will do all the work in the house properly. and at last came to a baker's oven full of bread. As the old woman spoke so kindly to her. At last she said to the old woman. So she shook the tree till the apples fell like rain. I am pleased that you long for your home again. she stuck her hand into a thorn bush and pricked her finger. and at the same time she gave her back the shuttle which she had let falls into the well. The door was opened. she was in a lovely meadow where the sun was shining and many thousands of flowers were growing. said mother Hole. before she became sad. both by her and her sister. you shall be the better for it. And as she went into the yard the cock was sitting on the well. and jumped in after it . Across this meadow she went. and all the gold clung to her. and cried . I have a longing for home. like the other. not far from her mother's house. dear child. Although she was many thousand times better off here than at home. So she went up to it. and shake it thoroughly till the feathers fly . the girl took courage and agreed to enter her service. and led her to a large door. and the bread cried out. and always shook her bed so vigorously that the feathers flew about like snow-flakes. After that she went on till she came to a tree covered with apples. Only you must take care to make my bed well. So she had a pleasant life with her. and as soon as the mother heard how she had come by so much wealth. which called out to her. I am mother Holle. oh. and just as the maiden was standing beneath the doorway. Mother Hole said. Never an angry word. At last she came to a little house. and as she arrived thus covered with gold. take me out. to the beautiful meadow and walked along 54 .senses.

I have been baked a long time. Mother Hole led her also to the great door. take me out. and shut the door. Take me out. I like that. Mother Hole was soon tired of this. but she was quite covered with pitch. and she hired herself to her immediately. and gave her notice to leave. Or I shall burn. When she came to mother Hole’s house she was not afraid. and so went on. But on the second day she began to be lazy. oh. and then she would not get up in the morning at all. But the lazy thing answered. Soon she came to the apple-tree. and obeyed mother Hole when she told her to do anything. That is the reward for your service. Neither did she make mother Hole’s bed as she ought. Shake me. as soon as he saw her. as if I had any wish to make myself dirty. When she got to the oven the bread again cried. instead of the gold a big kettle full of pitch was emptied over her. We apples are all ripe. and thought that now the golden rain would come. and on the third day still more so. So the lazy girl went home. cried out - cock-a-doodle-doo. and did not shake it so as to make the feathers fly up. Teacher’s Explanation Fairy Tale Here are the features of typical fairy tale text Setting in the past Hard live ORIENTATION COMPLICATION RESOLUTION Moral value Doubtful location industrious versus idle helped by a wise fairy Tragic ending/ Happy ending RE-ORIENTATION MOTHER HOLLE ORIENTATION There was once ……………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… 55 . One of you might fall on my head. said mother Hole. which cried. Your dirty girl's come back to you. oh. And on she went. for she was thinking of all the gold that she would give her.the very same path. and the cock on the well. The lazy girl was willing enough to go. and could not be got off as long as she lived. for she had already heard of her big teeth. The first day she forced herself to work diligently. but while she was standing beneath it. But the pitch clung fast to her. shake me. But she answered.

she ruled all creatures in the southern coast of Java Island. with no second thought. and they had a conspiracy against them. Prabu Siliwangi got angry against the mother and the daughter and forced them to get out of the palace. Dewi Kadita jumped into the sea. It's believed for centuries. and she was known as Nyi Roro Kidul (Javanese of "Lady of South Sea"). When she woke up. 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. She sat above a rock in a stove shape and when she was sleeping. He had a bride in his harems and a very beautiful daughter was born between he and the bride. she became the primary bride for Mataram kings . The river of Bengawan Solo. even until now. She returned to a beautiful lady as she was but then she realized that she was not a human anymore. Pajajaran's greatest ruler was Prabu (King) Siliwangi. Since then. To avenge her father.COMPLICATION RESOLUTION RE-ORIENTATION ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… Activity 10 Model Narrative Text 3 : Legend Read the text then answer the questions! NYI RORO KIDUL This is the precise story of "The Queen in Southern Sea. which started from the mystical mountain of Merapi in Central 56 . as they were thought to be bad luck for the kingdom. The girl was called Dewi Kadita and the beauties of Dewi Kadita and her mother made other harems jealous." 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. She turned into a supernatural form of life. the rival of Pajajaran kingdom. They were wandering around the country and one day the mother died. until she reached the Southern Shore (the shore of Indian Ocean) . Dewi Kadita was walking in deep sadness. she had a vision that she must have to jump into the water to help herself out of the curse.

supernatural 12. mystical 13. http://www. 13. revenge = selir = persekutuan = ilmu sihir = kotor = menjijikkkan = mengembara = pantai = bermimpi = kutukan = menyadari = supranatural . harems 2. disgusting 6. 9.st. 12. 8. 57 . conspiracy 3. She was known as Nyi Roro Kidul (Javanese of "Lady of South Sea").jp Glossary : 1. where the depth of the ocean's bed on the shore can reach more than 0-200 meters. She realized that she was not a human anymore. 5. 10. she takes any man she wants.Java and leads to Indian Ocean. Prabu (King) Siliwangi. 6. They are swallowed by the wave and missing or dead but he will become her guard or (maybe) male. got a vision 9. is said as the tunnel used by Nyi Roro Kidul to access Java. This either can be the ancient Javanese explanation on the vacuum effect from underwater canyons that lie in the southern shore of Java. realized 11. canyons 15. 11. And she traps males in green costume who are walking on the shore. The Southern Shore (the shore of Indian Ocean) . They were wandering around the country. Once she regains her power and beauty. 1. She turned into a supernatural form of life. Nyi Roro Kidul can be a parallel of the revenge of a female who was once rejected by a male. curse 10. Because they were thought to be bad luck for the kingdom. filthy 5. I can't talk my point of view to Javanese elders. She had a vision that she must have to jump into the water to help herself out of the curse. 4. wandering 7. Prabu Siliwangi got angry against the mother and the daughter 7. access 14. In psychological analysis. 2. In West Java from 1333 AD to 1630 AD It was conquered by the Islamic kingdom of Mataram from Central Java. And yet.or. gaib = mistik = jalan masuk = jurang yang curam = dendam Activity 11 Make questions based on the following answers.ri. Shore 8. magic 4. 3. Dewi Kadita Black magic to make the bodies of Dewi Kadita and her mother to be filthy and they turn to be so ugly and disgusting.

She traps males in green costume who are walking on the shore. Setting in the past Hard live ORIENTATION COMPLICATION RESOLUTION Moral value Doubtful truth location Untrue historical events Tragic ending/ Happy ending RE-ORIENTATION "The Queen in Southern Sea. Activity 12 Read the legend once again then complete the boxes to find out the generic (organizational) structure." ………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ORIENTATION Pajajaran kingdom lied COMPLICATION ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… RESOLUTION ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… RE-ORIENTATION ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… 58 . To avenge her father.14. 15. the rival of Pajajaran kingdom. she became the primary bride for Mataram kings . Legends are often based on historical events or people but are not true history or doubtful truth. Teacher’s Information Legend Story handed down from the past .

He cried. After a few minutes. When they were having a conversation. his younger brother. said Lesmana. he couldn’t across the circle. help me”. I shall not be so happy as when I was my own husband. Shinta missed her husband so much. of course I do. Rama met Rahwana face to face. Rahwana wanted her to marry him. they saw many kinds of beautiful animals. Rahwana shouted. Rahwana. “I will never do that and I’ll go to look for Rama”. Shinta”. Fate meant us to live together. they met a white monkey. there lived a king. He always raised and fought again. Rama was a king and the seventh incarnation of the god Vishnu. he made a magic circle surrounded Shinta for protection and asked her to stay in the circle until they came back. “Yes. His anger showed on his face.” Lesmana said. Shinta was worried about her husband’s safety. In Alengka Soka garden. Then. She said. I’m happy to be with you and you mean a lot to me. In their journey. I love you so much. They decided to look for her. As if I was not hungry even though I don’t eat anything. Rahwana who had got the earth and the sky power. After he succeeded in finding Shinta he damaged the castle in Alengka. “Oh my daughter. Gunawan Wibisana. however. dear. his younger brother to lead the war against Ramawijaya by sending his twin sons to the prison. Indrajit. Lesmana. After Lesmana had gone. Rama who loved his wife very much went alone to catch the deer. Anoman wanted them to help Sugriwa who was wedged in the branch of tree. “My lord. Finally. he asked Anoman to give Satyaludiro’s ring to Shinta in Alengka. they saw a very beautiful golden deer.Activity 14 Model Narrative Text 4 : Puppet Story Read the text then answer the questions. couldn’t be dead. Rahwana was angry and he wanted to kill Anoman. Rahwana’s son caught and brought him to his father. Next. Even though Trijata. Like honey and its sweetness. One day. Rama helped Sugriwa to kill Subali by the powerful Gua Wijaya arrow. I will not leave you even in a second. had never seen this golden deer and wanted to have it. He tried to kill Rahwana again and again. Before he did that. Before he went to catch up Rama. so do I. Shinta was carried off by the demon king. Kumbakarna agreed to lead the war but he was forced to do that. he changed himself into an old beggar and asked Shinta to come out from the circle. She asked Rama to catch it for her. But. told him to let Anoman free. the poor old man changed into Rahwana. my wife. Rama. Rahwana’s sister always entertained her but she was not happy.” In the jungle. Rama was very sad because he didn’t find Shinta. “Do you really love me?” Shinta answered again “Yes. “Go away from Alengka and don’t come back again!”. Shinta accused him that he wanted Rama death because he loved her too. As soon as Shinta came out from the circle. my dear”. Rama shot Rahwana with the powerful Gua Wijaya arrow. Both countries prepared their own country on a battle field. Rama Shinta Once upon a time in an imaginary country. Please. I hadn’t eaten anything for three days. 59 . called Rama who had a very beautiful wife. And there was a fight between Subali and Sugriwa. But. So. if I become your wife. Shinta answered “Yes. Rahwana came to kidnap Shinta. Subali was angry to know about that. but Shinta always refused him. As if I was not thirsty even though I don’t drink anything. Shinta. Rahwana forced Kumbakarna. he couldn’t kill him. Actually. Shinta and Lesmana heard a cried for help. Shinta and Lesmana went into a Dandaka Jungle. Actually. called Anoman. In Alengka. Ayodyapala. he wanted to do that because he loved his country very much. Rama asked Shinta: “Oh my wife.” Rama added. “It was not the cried of Rama. Suddenly.” Anoman arrived in the Alengka Soka garden and gave the Sotyaludiro’s ring to Shinta. named Shinta and a younger brother.

Then. Verdict 4. We should be true to our partner. Rama shot Rahwana’s head with the arrow. We can also learn about loyalty. They didn’t love each other E. Fate meant us to live together. Kumbakarno agreed to lead the war because he hated Rama B. Anoman was a very powerful person so that he couldn’t be burnt C. His head D. Questions : 1. What was mainly discussed in the text? A. Cavalcade B. They couldn’t be together 60 . They should be together forever and ever B. Kumbakarno loved his country very much E. They must live and go together D. What was the weakness of Rahwana’s power? A. She made a magic circle for protection C. She went to catch the golden deer D. What does the sentence mean? A. respectively and heroism. Scatter D. Rahwana was killed by Rama. Finally. She stayed in the circle until Lesmana and Rama came back B. All the people felt happy because Rahwana who lived under a tyranny. don’t ask to our country what it has given to us. Rama couldn’t find the golden deer 5. Anoman wanted them to help Sugriwa who was wedged in the branch of tree. Lesmana made a magic circle surrounded him D. She was kidnapped by Rahwana E. His body C. The war between Rama and Rahwana 3. But. What happened with Shinta when Lesmana had gone to look for Rama? A. His hand E. Lesmana killed Kumbakarno by using knife E. cruel or liked to use unjust of power to other people. His body B. Love is an important thing in our life C. please ask ourselves what we have given to our country. As a good citizen. Which sentence is TRUE according to the text? A. Rahwana kidnapped Shinta and wanted to marry her but she loved her husband so much B. Shinta was successfully brought back to Ayodyapala. trapped E. Shinta and Lesmana were wandering in Dandaka jungle D. Anoman gave Sotyaludiro’s ring to Shinta in Ayodyapala C. Maltreat C. What does the underline word refer to? A. She helped an old man 2. True love is reflected by the loyalty of husband and wife. His hair 6. It was the weakness of Rahwana’s power.

Rahwana’s younger brother B. named Sotyaludiro’s ring B. Which does the sentence belong to …. The synonym of the underlined word is …. Because there were some people who put into the jail D. Rama asked Shinta whether his wife loved her or not D. Resolution E. Rama’s close friend C. Because Shinta didn’t like Rama anymore E. Dandaka jungle Alengka B.7. Rama had a very beautiful wife. Ayodyapala E. Kumbakarno’s friend D. very rude D. Where did Anoman and his monkey’s soldiers live? A. Orientation 61 . Because he wanted to give Shinta a special ring. very high 8. Because he wanted to know a lot about Sarpakenaka C. To amuse. Rahwana was killed by Rama. Which ones the sentence belong to Evaluation? A. Rahwana’s son 10. A. Why did Rama ask Anoman to go to Alengka? A. Complication C. Rama’s house D. named Shinta C. Look at the sentences below. Who was Gunawan Wibisono? A. To critique an art work especially the story of Rama and Shinta B. Rahwana was angry and he wanted to kill Anoman B. very strong C. Lesmana’s brother E. Rama shot Rahwana with the powerful Gua Wijaya arrow. Because Anoman was a brave general 9. To persuade the reader or listener that something is the case 2. entertain and to deal with actual or vicarious experience in different ways C. To retell events for the purpose of informing or entertaining E. We should be true to our partner 3. very brave B. Finally. What is the function of the text above? A. To describe how something is accomplished through a sequence of actions or steps D. Kiskenda cave C. Rama went alone to catch the deer E. Alengka Activity 16 Read the text once again then answer the questions. 1. Evaluation D. very big E. Re-orientation B. A.

Shinta and Lesmana E. Along time ago in a jungle. Shinta and RAhwana D.Once upon a time in an imaginary country. Four years ago / in the village D. Shinta and Lesmana B. Who are the main characters in the story? A. Rama. Yesterday / in the palace E. there was a girl D. We should give anything to our country D. Rama. In paragraph 8 E. What is the orientation provided? A. True love is reflected by the loyalty of husband and wife E. Rama. there lived a man C. Ayodyapala… B. 62 . We should have respect ability to socialize with others Section 3 : Joint Construction of the Text. What is the orientation provided? A. Long time ago / in the valley B. In paragraph 3 D. Where can you find the resolution? A. Rahwana came to kidnap Shinta 5. Shinta was successfully brought back to Ayodyapala D. Long time ago / in the jungle C. A. In paragraph 2 C. Both countries prepared their own country on a battle field C. In paragraph 12 6. In paragraph 2 C.4. Lesmana and Rahwana C. Rama was a prince and the seventh incarnation of the God Vishnu B. Last night in Alengka Soka garden … E. When and where did the story happen? A. In paragraph 1 B. We learn about loyalty and heroism C. Shinta and Lesmana went into a Dandaka Jungle E. In paragraph 10 E. RAma. In paragraph 4 B. Shinta and Rama 8. Where can you find the complication of the text above? A. In paragraph 12 10. Activity 1 Teacher’s Explanation Get started in your narrative writing. The following statements are the re-orientation of the story. except…. Yesterday in the Dandaka Jungle … 7. We should ask to our country what it has given to us B. In paragraph 3 D. One day in a country. Two weeks ago / in the mountain 9.

2. You need to list a sequence of events before you start writing ( for example. Try to keep your sequence of events as simple as possible : only include short statements about events which help ‘push’ the action of the narrative forward.. Complication(s). 63 . Activity 2 Use the following table as framework for planning your group narrative and make a discussion for an agreement: TITLE AUTHORS ORIENTATION COMPLICATION RESOLUTION : ……………………………. List the events you plan to write about under the following headings to do with the stages of a narrative. : (giving information about setting – time. …………………. you need to agree about what happens in the story and in what order. 4. life returns to more or less normal. 4. But it will be better for you if you write a Complete narrative. …………………. 3. 3.. …………………. place. fairy tale) .. 2. Re-orientation. ………………….. 5. Resolution.Listen to the explanation about your preparation in your narrative writing. …………………. The events that make the narrative go forward are the most important events in the story. 1. how the writer orients the readers or listeners.) Activity 3 Teacher’s Explanation Pay attention to the explanations about: 1. If you want to write a story in your group. : 1. Orientation.. problem occurs which one of the characters has to resolve) : (showing how the problems written about earlier are resolved in a believable and interesting way by one or more of the characters. Talk about what events to include in your group story..) RE-ORIENTATION : (It’s optional. situation of main characters) ……………………………………… ……………………………………… ……………………………………… ……………………………………… : (showing a change in the usual order of events or way of life of one of main characters.

2. By the use of the simple past tense. how the writer provide indication of what is real or unreal.. By the use of time conjunction.. Are you happy with the second step of the narrative? 2. This provide the first orientation: ‘not now’ (which may be ‘in the past’ or in some imaginary world‘ and ‘not here’ . 1 Is there enough information given in the orientation about time and place? 2 Do you learn enough about the characters’ situation to ‘set the scene’ and understand what happens next? 3 Is the orientation stage links with the following events? B. His mother yelled…. in a small village …. how the writer locate the readers/listeners in the geography of the narrative. Does the resolution solve the problem? 3.) finding your way in the narrative world.”. 5. deep in the forest. So at last …. Complication. so then …. how the writer asks the readers/ listeners to imagine the future. happy ending or tragedy? D. 1. A. For example: The King promised…. the unreal. Resolution. 4. there was a big palace…. By the use of verbal process. Activity 4 Ask one of your friends in your group to read the following guiding questions and the rest of the members in your group to check your group work writing. 3. for example : Long time ago. and then ….. By the use of particular geographical space.. For example: in a little village. more believable and more meaningful? 4. 64 . Orientation. What’s the moral value of the story? Activity 5 Presentation Make a presentation about the result of your group work in front of the class. Insert necessary pictures or film in your presentation. “Once upon a time there lived …. By the use of conditional. Are the things which the characters do or say believable and interesting? 3. 1. For example: … if he could …. How satisfying is the resolution? 2. For example: Now one day…. there was a big palace. 1. Do you feel other complicating events would make the resolution more interesting. How could this part of the narrative be improved? C. Type your work in Power Point or other software and use In Focus (Projector) to present it. How do you end the story. ever after…. Re-orientation. For example. Does the narrative need an evaluation stage? 4.

Choosing a topic Now. Activity 1 Get ready to write a narrative on your own. TITLE AUTHOR : ……………………………. think about what you are going to write about. Activity 3 Reviewing Read over your draft and check that all the events are in the right order. When you are ready to write your own story. 65 . Section Four: Independent Construction of the Text. As you read your draft make sure that your narrative has the following stages. begin to write your own story. Writing a Plan Try to decide what kind of story you are going to write.. 3. you should be able to use the stages of the narrative to help you plan the events in each stages. Do you want to use another story from your reading and write one which is like in the same ways? You might decide to write a modern fairy or to make the events in another country or you could put yourself in the story as one of the characters. Remember that the first draft of a piece of writing doesn’t have to be perfect. : …………………………….You might use your group work to participate in writing competition at your school or at other schools in your town or city. Do you want to write a completely new story? 2. Before you begin. Do you want to use a story from a film you have watched? Activity 2 Drafting After you have plan the sequence of events. think about these questions: 1. when you write our own narrative.

The assessment in this action research was conducted during the learning process: 66 . You might use your own work to participate in writing competition at your school or at other schools in your town or city. Activity 7 Publishing Decide whether you want to publish your own text in your school magazine or school newspaper. problem occurs which one of the characters has to resolve) RESOLUTION : (showing how the problems written about earlier are resolved in a believable and interesting way by one or more of the characters. Consulting in a small group will be a good way too. Ask them to let you know where your text is unclear where more information could be added or left out. the narratives written by the class . life returns to more or less normal.) Activity 4 Conferencing Swap your draft narrative with other students. a library display or individual folder as your port polio. Activity 6 Editing Edit your draft and re-write the narrative after talking with other people about how it could be improved.) RE-ORIENTATION : (It’s optional. Activity 5 Consulting Arrange a time to consult with me about your first draft. place. Assessments. or found in books. situation of main characters) ……………………………………… ……………………………………… ……………………………………… : (showing a change in the usual order of events or way of life of one of main characters. Think about the differences and talk with others about how you might write a new narrative.ORIENTATION COMPLICATION : (giving information about setting – time. But it will be better for you if you write a Complete narrative. Compare your final draft to some of the other model texts you have studied before . C.

5 CHAPTER III REPORT OF THE RESULT OF THE OBSERVATION 67 . Group work presentation b. Activity 3. Written narrative text 4. Product a. Post Test 2. (Attachments) Instrument 1. Spoken narrative text b.3. Paper and pencil test a.1. Pre Test b. Creativity b. Project a. Home assignment 5.4. Portfolio 6.2. Performance a.

sound. Observation was started with pre-test . The result of the observation was as follows: 68 . 2. The action implemented on this stage : 1. 3. The implementation of the action. had implemented “Modelling Narrative Text” 5. The teaching stage for cycle 1 had been constructed : The stage of “Building knowledge of the Field” and the stage of “Modelling Text”. c. b. 2. Then the writer implemented the stage of “Building Knowledge of the Field. a. In the last cycle the students did the post-test. Planning and Action Preperation. 3. 4. had implemented “Building Knowledge of the Field. had observed classroom students’ activities 7. Pre-test and post-test for cycle 1 had been constructed. 8. had implemented Post-Test. had implemented Lesson Plan for cycle 1. 1. colour. Observation paper for the students’ activity for cycle 1 had been constructed 5. had implemented pre-test for cycle 1. had given questionnaires to measure the students scientific attitude. Then she taught how to do VCD Cutting to the students. Then she distributed the questionnaires to find out the students’ motivation and attitude towards the action given.” 4. and VCD Cutting. Cycle 1. Questionnaire for measuring motivation and attitude for cycle I had been constructed.The writer would like to report the result of the observation of the teaching and learning narrative text as follows: 1. had taught the students how to do “VCD Cutting”. 6. She did the stage of modelling text by giving varies of narrative text one of which presented with power point completed with animation . Lesson Plan For cycle 1 had been constructed. Observation.” She shared experience with students about narrative text and talked about transactional and interpersonal language and other expressions used in spoken language.

QUESTIONAIRES MOTIVATION AND ATTITUDE OF SEMARANG 7 SENIOR HIGH SCHOOL TOWARDS MEDIA "VCD CUTTING" N o 1 2 3 4 5 6 7 8 9 10 11 12 13 Pernyataan (Statements) Setuju (Agree) Membantu saya memperoleh petunjuk untuk mengaktifkan (helps me provide meaning clues) Memberi contoh berkomunikasi dalam bahasa Inggris yang baik (gives me good models of communication) Membantu saya berkonsentrasi pada materi utama (help me focus on main points) Membantu untuk menarik perhatian saya ( helps me focus on my attention) Membantu saya untuk mengkomunikasikan gagasan-gagasan dgn lebih baik(gives me a better help for communicating ideas) Mempermudah memahami ungkapan yang sesuai (make it easy to learn appropriate expressions) Membuat saya memahami budaya dari bahasa yang dipelajari yaitu bahasa inggris (make me learn the culture of the target language) Mempermudah untuk berlatih bersama teman (makes me easy to practice with my friends) Membantu untuk memahami penjelasan guru saya (help me understand my teacher's explanation) Memberi motivasi (be motivating) Membantu saya meningkatkan kemampuan berkomunikasi dengan bahasa inggris (helps me improve my English communication) Menunjukkan bahwa VCD Cutting lebih membantu daripada teks biasa (shows that VCD Cutting is more helpful than a mere text) Membuat saya belajar bahasa inggris lebih menyenangkan (makes me learn English more enjoyable) Rata-rata (average) SETUJU (AGREE) GRAPH 1 : SCIENTIFIC TIDAK SETUJU (DISAGREE) 25 20 TOTAL OF 15 STUDENTS 10 5 0 20 25 16 9 23 2 22 3 18 7 16 9 23 2 19 6 21 4 25 19 6 23 2 20.230769231 ATTITUDE 21 4 21 4 69 AGREE/ DISAGREE Tidak Setuju (Disagree) 5 AGREE DISAGREE .76923 4.

had implemented. 3. 2. The 70 . 2. There were 4 students or 16 % didn’t agree with the questionires. The observation paper for the activity in cycle 2 had been constructed. From the observation paper and graph 1 can be reflected that from the total of the students of grade XII Language Program there wre only 25 students who had been given the questionaires. had implemented Post-Test e. So it means that the students’ motivation and attitude high towards the teaching and learning english on narrative text with VCD Cutting. d.” She divided the students into groups of 5. had observed classroom students’ activities 4. had implemented the lesson plan cycle 2. The observation was started with the writer came to the stage of Joint Construction of the Text. Planning and the preperation of the action. The lesson plan for cycle 2 had been constructed. 1. Observation.d. 3. 2. The stage of the teaching and learning cycle 2 had been constructed that was the stage of Joint Construction of the Text. The average students in this class ( 21 students or 84 %) agreed with the questionaires. Each students consisted of 6 students. Reflection. The implementation of the action The implementation of the action in cycle 2: 1. “Join Construction of the Text” . Cycle 2 a.

pictures.students had their group work make the presentation material about narrative text based on the film they watched. The result of the observation was as follows: NO. INDICTOR/ VARIABLE Teaching Learning 1. A. RUBRIC FOR SPEAKING ASSESMENT QUESTIONS/ STATEMENTS SCORE Is the assignment can be done in the 71 . sound and VCD Cutting. Then they presented their group work with Power Point completed with animation. colour.

Process Skill 1. 2. (Siswa berbicara pelan-pelan dan jelas) Students glanced at their notes while talking. 6. (Siswa merangkum gagasan utama) Students gave details to support their main points. (Siswa meneliti. 8. (Siswa menggunakan wajah untuk mengekspresikan perasaan) Students answered questions on their report. membuat. 6. 5. (Siswa memberi penjelasan-penjelasan untuk membantu gagasan utama mereka) Keterangan: 1 = never (tidak pernah) 2 = sometimes (kadang-kadang) 3 = often (sering) 4 = always (selalu) OBSERVATION PAPER . (Siswa menggunakan gerak-isyarat untuk membantu mengekspresikan arti) Students used their face to express feelings. outlined. 3. (Siswa melihat catatan mereka selama berbicara) Students used gestures to help express meaning. 4. and practiced their oral report. groups ? ( Apakah tugas dapat diselesaikan secara berkelompok ?) Is there any questions appear after home assignment? (Adakah pertanyaan muncul setelah mengerjakan tugas rumah) Do they participate actively in the learning pocess? (Apakah dalam pembelajaran aktif berpartisipasi ?) Do they participate actively in their group? (Apakah dalam kerja kelompok aktif mengikuti ?) Do they participate actively in prsenting their work? (Apakah dalam presentasi kerja kelompok siswa juga berperan aktif?) Do they give respon to the questions given? (Apakah siswa merespon pertanyaan yang diberikan ?) Students researched. 5. 4.Activitiey Using Likert 2.. (Siswa menjawab pertanyaan-pertanyaan dalam laporan mereka) Students summarized the main points. 7.SPEAKING FOR VARIABLE OF ACTIVITY AND LEARNING PROCESS 72 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 3 4 2 . Rating scale (1 up to 4) 3. The achevement indicator reached 64 %. dan mempraktekkan hasil laporan mereka secara lisan) Students spoke slowly and clearly. B.

9 4 B7 3 4 4 4 3 4 4 3 4 4 4 4 4 3 3 4 4 4 2 3 4 4 4 2 4 4 4 4 4 4 B8 SUM 4 23 4 29 4 28 4 28 4 26 4 26 4 28 4 24 4 28 4 28 4 28 4 26 4 28 4 25 4 25 4 28 4 29 4 26 4 24 4 22 4 28 4 28 4 28 4 22 4 30 4 28 4 30 A1 4 28 A2 4 28 A3 4 28 3.0 73 3.37 25 2. Prog.9 5 2.7 4 A5 26.93 3.6 3.6 3.9 2. B7 B8 sum .03 A4 A6 sum 20 Sri Muryati.37 S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 S13 S14 S15 S16 S17 S18 S19 S20 S21 S22 S23 S24 S25 S26 S27 S28 S29 S30 Students Activity TOT AL OF STU DEN TS label ENGLISH NARRATIVE XII Lang.97 3.9 Learning Process A6 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 SUM 20 21 21 21 20 17 20 20 20 20 20 20 20 20 20 21 21 20 20 16 20 20 20 19 22 18 22 20 21 21 3 20 B1 2 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 2 3 3 3 2 3 3 4 3 3 3 B2 3 4 3 3 3 3 3 3 3 3 3 3 3 3 3 3 4 3 3 2 3 3 3 2 4 3 4 3 3 3 B3 2 4 4 4 4 3 4 2 4 4 4 3 4 3 3 4 4 3 3 3 4 4 4 3 4 4 4 4 4 4 B4 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 2 3 3 3 3 3 3 3 3 3 3 B5 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 4 3 3 3 3 3 2.0 3.6 3 3 B6 3 4 4 4 3 3 4 3 4 4 4 3 4 3 3 4 4 3 3 3 4 4 4 3 4 4 4 4 4 26. SPd NIP : 131406067 15 B1 B2 B3 10 B4 GRAPH 2 B5 B6 4.9 SPEAKING OBSERVTION 0 Teacher.93 3. 20.1 2.6 Learning 1Process 3.0 0 2.9 3.1 3.0 3.9 3.7 3.97 3.9 3.SUBJECT GENRE CLASS : : : No/ A1 4 4 4 4 4 2 4 4 4 4 4 4 4 4 4 4 4 4 4 3 4 4 4 3 4 4 4 4 4 4 A2 2 3 3 3 2 2 2 2 2 2 2 2 2 2 2 3 3 2 2 2 2 2 2 2 4 2 4 2 3 3 A3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 2 3 3 3 3 3 3 3 3 30 3 3 A4 4 4 4 4 4 3 4 4 4 4 4 4 4 4 4 4 4 4 4 3 4 4 4 4 4 3 4 4 4 4 A5 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 3 4 4 4 4 4 3 4 4 4 4 3.

NO. RUBRIC FOR SPEAKING ASSESMENT INDICTOR/ QUESTIONS/ STATEMENTS VARIABLE 74 SCORE .

precise vocabulary consistently. 2. Teaching Activitiey Learning 1. development of ideas and conclusion. (menulis dengan sedikit kesalahan tata bahasa) 6. Is there any questions appear after home scale (1 up to 4) assignment? (Adakah pertanyaan muncul setelah mengerjakan tugas rumah) 3. Shows evidence of smooth transitions. pengembangan gagasan dan kesimpulan) 3. Presents multi-paragraph organization. with clear introductions. Do they participate actively in their group? (Apakah dalam kerja kelompok aktif mengikuti ?) 5. B. Writes with few grammatical / mechanical errors. (menampilkan keterangan dari peralihan yang halus). (menggunakan kosakata yang beragam.. jelas dan tepat terus menerus) 5. Is the assignment can be done in the groups ? ( Apakah tugas dapat diselesaikan secara berkelompok ?) Using Likert Rating 2. (menyajikan organisasi paragraph dengan penjelasan yang jelas. Conveys meaning clearly and effectively. 4. Keterangan: 1 = never (tidak pernah) 2 = sometimes (kadang-kadang) 3 = often (sering) 4 = always (selalu) 75 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 . Do they participate actively in prsenting their work? (Apakah dalam presentasi kerja kelompok siswa juga berperan aktif?) 6. (menyampaikan makna The achevement dengan jelas dan efektif) indicator reached 64 %. Do they participate actively in the learning pocess? (Apakah dalam pembelajaran aktif berpartisipasi ?) 4. Do they give respon to the questions given? (Apakah siswa merespon pertanyaan yang diberikan ?) Process Skill 1. Uses varied vivid.A.

03 Teacher.3 . No Nama label S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 S13 S14 S15 S16 S17 S18 S19 S20 S21 S22 S23 S24 S25 S26 S27 S28 S29 S30 ADI H AMELIA M ANI W ANIS F BONDAN S CAHYO P CATUR W DESI A DEVI S DEWI P DIAH P DWIKI R DYAH A FERI D FIVILIA KHUSNIYATI LAILA Z LINDA R MOH. Sri Muryati. T MUSTIKA A NOVA LITA OKY F PUTRI P RIANA A RICKY W RINA WATI RINDA A VELMA R WAHYU W YULIANI T AVERAGE SCORE Keaktifan A1 3 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 A2 3 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 3.7 SUM 17 21 20 20 19 18 20 17 20 20 20 18 20 18 18 20 21 18 18 15 20 20 20 16 22 20 22 20 20 20 19. Prog.5 0 B1 2 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 2 3 3 3 2 3 3 4 3 3 3 2.WRITING FOR VARIABLE OF ACTIVITY AND LEARNING PROCESS SUBJECT : ENGLISH GENRE : NARRATIVE CLASS : XII Lang.7 SUM 17 23 23 23 22 22 23 23 23 23 23 22 22 23 23 23 23 23 23 21 23 23 23 21 23 23 23 23 23 23 22.97 A4 3 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 Ketrampilan proses A5 3 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 A6 2 3 3 3 2 2 3 3 3 3 3 2 2 3 3 3 3 3 3 1 3 3 3 1 3 3 3 3 3 3 2. NIP : 131406067 GRAPH 3 B6 4 4 4 4 3 3 4 3 4 4 4 3 4 3 3 4 4 3 3 3 4 4 4 3 4 4 4 4 4 4 3.97 B5 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 4 3 3 3 3 3 3.1 B3 2 4 4 4 4 3 4 2 4 4 4 3 4 3 3 4 4 3 3 3 4 4 4 3 4 4 4 4 4 4 3.OBSERVATION PAPER .6 B4 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 2 3 3 3 3 3 3 3 3 3 3 2.93 B2 3 4 3 3 3 3 3 3 3 3 3 3 3 3 3 3 4 3 3 2 3 3 3 2 4 3 4 3 3 3 3.97 A3 3 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 3. SPd.

3 20 A4 A5 A6 SUM 15 B1 B2 10 B3 B4 B5 5 3.2 or 84% and for writing was 41.6 3.83 or 84%  school passing grade 64 % this showed that it really fulfilled the achievement indicator of a classroom action research.7 3.WRITING OBSERVATION A1 TOTAL OF THE STUDENTS 25 22.03 2.97 3. SUM .1 2. Cycle 3.93 2. 3. From the observation paper cycle 2 and the graph 3 can be reflected that the average score of the students’ group work presentation for speaking in the achievement indicator and the learning process were 47.97 3.97 3.53 A2 A3 19.97 3.97 3.7 3.97 B6 0 Learning 1process d. Reflection..

b. Then he/ she made a draft of a narrative text and made a review if the writing matched the generic structure of a narrative. 1. swapped the writing with a friend to check whether it was correct or not. The lesson plan for cycle 3 had been constructed.a. “Independent Construction of the Text” . The best writing would be put on the flannel board in the class room . “Image”. First of all the students chose and planned a new topic or about a story that they had read. The observation paper for the activity in cycle 3 had been constructed. wall magazine or school magazine .” The students wrote a narrative text individually. had observed classroom students’ activities 4. had implemented Post-Test c. 2. Planning and the preperation of the action. The result of the observation of cycle 3 was as follows: RUBRIC FOR INDIVIDUAL WRITING ASSESMENT . On the last cycle the students did the post-test. 3. consulted it with the teacher and finally the student rewrote the draft that had been consulted with the teacher. had implemented the lesson plan cycle 3. 2. Observation. 3. The stage of the teaching and learning cycle 3had been constructed that was the stage of Independent of the Text. or a story based on the film he/ she watched. The implementation of the action The implementation of the action in cycle 3: 1. The writer had done the stage of “Independent Construction of the Text. or gave other opinion. had implemented.

INDICATOR/VARIABLE A Learning Process etrampilan Proses QUESTIONS / STATEMETNS 1.WRITING SCORE 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 . 4. Shows evidence of smooth transitions. development of ideas dilakukan skoring. precise vocabulary consistently. jelas dan tepat terus menerus) 5. pengembangan gagasan dan kesimpulan) 3. with clear ketrampilan/ kemampuan introductions. (menyajikan organisasi paragraph dengan penjelasan yang jelas. (menyampaikan makna dengan jelas dan efektif) Indikator pencapaian 2. Uses varied vivid. (menampilkan keterangan dari peralihan yang halus). and conclusion.NO. Writes with few grammatical / mechanical errors. (menggunakan kosakata yang beragam. (menulis dengan sedikit kesalahan tata bahasa) Keterangan: 1 = never (tidak pernah) 2 = sometimes (kadang-kadang) 3 = often (sering) 4 = always (selalu) OBSERVATION PAPER . Presents multi-paragraph mencapai 64 % bila organization. Conveys meaning clearly and effectively.

9 SUM 13 18 15 15 14 14 16 14 14 14 14 15 14 15 15 16 17 14 14 12 14 16 14 13 18 14 18 14 16 16 14.0 GURU PENGAJAR SRI MURYATI. Prog.0 A4 3 4 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 2 2 3 3 3 3 3 3 3 3 3 3 3. T MUSTIKA A NOVA LITA OKY F PUTRI P RIANA A RICKY W RINA WATI RINDA A VELMA R WAHYU W YULIANI T Average score Learning Process A1 2 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 2 3 3 3 2 3 3 4 3 3 3 2. NIP : 130 794 346 GRAPH : 4 A5 3 3 2 2 3 2 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 4 3 3 3 3 3 2. SPd. No Name label S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 S13 S14 S15 S16 S17 S18 S19 S20 S21 S22 S23 S24 S25 S26 S27 S28 S29 S30 ADI H AMELIA M ANI W ANIS F BONDAN S CAHYO P CATUR W DESI A DEVI S DEWI P DIAH P DWIKI R DYAH A FERI D FIVILIA KHUSNIYATI LAILA Z LINDA R MOH.FOR VARIABLE INDIVIDUAL LEARNING PROCESS SUBJECT: ENGLISH GENRE: NARRATIVE CLASS : XII Lang.9 A2 3 4 3 3 3 3 3 3 3 3 3 3 3 3 3 3 4 3 3 2 3 3 3 2 4 3 4 3 3 3 3.1 A3 2 4 4 4 2 3 4 2 2 2 2 3 2 3 3 4 4 2 3 3 2 4 2 3 4 2 4 2 4 4 3.9 .

1 3.0 3.III A1 A2 A3 A4 A5 SUM .9 2.30 25 5 10 15 20 14.0 2.9 0 TOTAL OF STUDENTS OBSERVATION FOR INDIVIDUAL WRITING 1 LEARNING PROCESS LIST OF STUDENTS SCORES CYCLE I.II.9 3.

7 28 2 . Program NO NIS 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 048845 048885 048966 048967 048851 048934 048935 048853 048854 049134 048855 049101 049102 049141 049143 048980 048904 048945 038649 048951 049227 048988 049230 049235 048991 048992 048992 048993 049001 049124 DAILY ASSESMENTS 1 2 3 PRECYCLE 1 CYCLE 2 TEST SCORE SCORE ADI HERMAWANTO 40 73 80 AMELIA MARETA RAHAYU 55 73 77 ANI WIJAYANTI 60 67 83 ANIS FAUZIYAH 45 67 70 BONDAN SASANGKA NUR 40 70 57 CAHYO PURNOMO 40 40 40 CATUR WAHONO 40 67 73 DESI ANISAH PUTRI 40 67 77 DEVI SULISTYA M 40 70 70 DEWI PURNAMA SARI 40 60 67 DIAH PUSPITASARI 53 73 77 DWIKI RIZKY ANGESTI 40 70 73 DYAH ARDIANA 40 63 47 FERI DANU YUDISTIRA 40 50 73 FIVILIA TIKA PERDANA 40 67 73 KHUSNIYATI 45 57 77 LAILA ZORAYA AHMAD 80 67 57 LINDA RUSDIANI 40 63 70 MOH. CYCLE 3 67 40 80 RINDA AYU NURANI 40 40 83 (POST TES) SCORES VELMA RESA SARASWATI 40 67 73 WAHYU WICAKSONO 40 40 73 YULIANI TRISNANINGRUM 70 73 87 30 28 28 AVEARAGE SCORE 45. WATI CYCLE 1. TEGAR DIGDAYA 40 73 50 MUSTIKA ARISTIANTINI 40 40 80 NOVA LITA DAMAYANTI 40 70 77 OKY FERARI KARINA 40 77 60 PUTRI PRATIWI 40 67 80 RIANA ARTI LISTIANI 50 57 63 RICKY WAHYU SETIAWAN 60 67 83 RINA PRE-TES.0 25 PASSED 2 20 23 23 FAILED 28 10 7 20 STUDENTS’ NAME 20 TOTAL OF 15 STUDENTS 10 5 PASSED GRAPH 5 10 FAILED 7 2 2 0 1 2 3 TYPE OF TEST 4 4 CYCLE 3 SCORE 70 90 85 80 70 95 65 80 75 95 90 95 75 80 85 80 80 95 75 40 85 90 75 40 95 75 90 75 75 90 79.3 63. CYCLE 2.4 71.SEMARANG 7 SENIOR HIGH SCHOOL ACADEMIC YEAR 2006/2007 Class : XII Lang.

From the observation paper cycle 3 and graph 5 could be reflected that the individual average scores of writing  school passing grade 64 % this means that it fulfilled the achievement indicator.3 %. in cycle 2 there were 23 students passed or 77 % and in cycle 3 there were 28 students passed or 93 % this means that the result showed the quality assurance of the action research. BAB IV . And it also showed the improvement from the pre – test only 2 students passed or 7. Reflection. in cycle 1 there were 20 students passed or 67 % .d.

especially English teachers should try to look for inovation in implementing the teaching and learning English by using suitable learning media and Information Technology ( IT ) and media ”VCD Cutting” so that it could be used to overcome the problems faced by the students.9 or 70 % pasing grade 64 % . The cognitive scores showed the improvement from the result of the pre – test there were only 2 students failed or 7. B. The conclusions that could be drawn from this action research wee as follows: 1.CONCLUSIONS AND SUGGESTIONS A. the average score of the group work presentation for speaking on the indicator of the students performance and learning process was 47. Suggestions. there were 20 students passed 67 % . 2. and enjoyable and was able to help the process of teaching and learning on narrative text so that the students could be able to improve their competence to communicate in English. in cycle 1. they should use Information Technology ( IT ) and media ”VCD Cutting” to overcome the problem of studyng English especially on narrative text. the writer offered the following suggestions.2 or 84% and for writing was 41. 3. On the basis of the conclusions above. Conclusions. in cycle 3 the individual average score of writing was 14. in cycle 2 there were 23 students passed or 77 % and in cycle 3 therewere 28 students passed or 93 % This showed that it fulfilled the indicator of a research result and showed the qulity assurance of the action research. In cycle 2. .: 1. To sudents. to express and response the meaning of monolog text by using spoken and written modes accurately and acceptably in narrative text. the usage of media VCD Cutting efecticve.83 or 84%  school passing grade 64 %. 2. 4. To teachers. This showed that it fulfilled the indicator of a research result and showed the qulity assurance of the action research. This showed  school that it fulfilled the indicator of the achievement.3 %. interesting.

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1 2 3 4 5 6 7 8 9 10 Name NIP ( Civil Servant ID Number) Occupation Rank Place And Date of Birth Gender Religion Subject Taught Length of work Title of the Research Sri Muryati. 130794346 teacher Guru Pembina/ IV a Boyolali. Wahyu Asri Dlm. IV /DD 68 /Rt. Region f. 50185. Village d. Telephone Home Address a. Name of School b. Village d. District e. District e. 15 May 1953 Female Moslem English 27 years ENGLISH COMMUNICATION COMPETENCY IMPROVEMENT ON SPOKEN AND WRITTEN NARRATIVE TEXT THROUGH “VCD CUTTING” MEDIA IN SEMARANG 7 SENIOR HIGH SCHOOL 11 12 13 14 Last education Faculty/ Department Marital Status School Address a.6 Tambakaji Ngaliyan Ngaliyan Semarang City Central Java Telp (024) 7612539 Chairwoman of MGMP (English Teachers Union ) Semarang . SPd. Street c. Name of School b. Province g.(024) 7605977 Jl. Banbankerep Ngaliyan Semarang City Central Java 62. Region f. Untung Suropati Semarang.08/ RW. Province g. Telephone Social activity S1 Faculty of Letter/ English Married 15 16 Semarang 7 Senior high School Jl. Street c.

Semarang. Totok Widyanto NIP. 130794346 . NIP. SPd. September 5 th 2006 Approved by: Writer. Headmaster Drs. 131415203 Sri Muryati.