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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
a | Title | ENGLISH COMMUNICATION
COMPETENCY IMPROVEMENT
ON SPOKEN AND WRITTEN NARRATIVE TEXT THROUGH “VCD CUTTING” MEDIA IN SEMARANG 7 SENIOR HIGH SCHOOL |
b | Writer’s Name
:
|
Sri Muryati, SPd. Female |
c | Ocupation
:
|
English SEMARANG 7 SENIOR HIGH SCHOOL Jl. Untung Suropati - Telp (024) 7605977 Semarang, 50185. Semarang City |
d | Date of writing | September 5th ,2006 |
Semarang, September 5th ,2006
Writer,
Sri Muryati, SPd.
NIP. 130794346
PAGE OF APPROVAL
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 Sri Muryati, SPd.
NIP. 131415203
NIP. 130794346
ACKNOWLEDMENT
Foremost, the writer wishes to take this opportunity to express her gratitude to god the almighty for the blessing, inspiration and leading her to the completion of the action research.
The writer realizes that many individuals have helped her in handling the action research by offering this assistance. Therefore, on this occasion the writer would like to extend her gratitude to them.
First of all, the writer wishes to extend her deepest appreciation to Dr Totok Sumaryanto, MPd, the Secretary of UNNES ( Semarang State University) Education Innovation and improvement Research Centre who has given his invaluable assistance and support during the implementation of the action research.
Her thanks also goes to Dra. Helena IR . Ph.D., the lecturer of UNNES who gave the writer a lot of information about 2004 Competency Based Curriculum.
Her great gratitude also goes to Drs. Totok Widyanto , the Headmaster of Semarang 7 Senior High School, who gave the writer opportunity to conduct the action research there.
The writer also thanks to Abimanyu, S.kom., the lecturer of LPMP ( Central Java Education Quality Assurance ) who taught her cutting VCD.
.Finally,
her special gratitudes are forwarded to her family, husband and sons
who have given her untiring moral support in connection with the action
research.
ABSTRACT
ENGLISH COMMUNICATION COMPETENCY IMPROVEMENT
ON SPOKEN AND WRITTEN NARRATIVE TEXT
THROUGH “VCD CUTTING” MEDIA
IN SEMARANG
7 SENIOR HIGH SCHOOL
Sri Muryati
, Semarang 7 Senior High School
This is an abstract of a classroom action research, It’s title was English Communication Competency Improvement on Spoken And Written Narrative Text Through “VCD Cutting” Media In Semarang 7 Senior High Shool. The aim of this action research was to improve students’ English learning result. The learning process was implemented with two cycles (modes) , spoken and written English. Each cycle covered four steps, namely “Building Knowledge of the field, “Modelling Text”, “Joint Construction of the Text” and “ Indpendent/ Individual Construction of the Text. The implementation of these steps was devided into 3 cycles in action research, cycle I, II and III. Each cycle covered : Planning, Implementation, Observation and Reflection.
The research area covered :
This research is for students of Semarang 7 Senior High School grade XII Language Program. Motivation and scientific atitude was measured with questionaires. Activities and skill process to communicate in spoken and written were measured with rubric assesment when they presented their groupwork of narrative reaching the Joint Construction of the Text. It was typed in Power Point completed with animation, sound, colour, the depth of the material and “VCD Cutting”. Cognitive domain was measured with pre-test and post-test.
The result of the research were as follows:
The result of the tes in cycle I was 63 ? SKBM ( School Passing Grade 64 ) , it didn’t fulfil the action achievement indicator. In cycle II, III fulfilled the action achievement indicator ? SKBM ( School Passing Grade 64 ). The students’ average score were 71 in Cycle II and 79 in cycle III.
Students’ motivation and sciencetific result fulfill the achievement indicator. There were 21 out of 25 students gave positive response by stating agree towards the questionaires so there were only 4 students who didn’t agree with the questionaires.
The average score in cycle II on the spoken groupwork presentation was 84 ? 64 and on the written group work presentation was 84 ? 64 and this result really fulfilled the result of an action research.
In
cycle III the students’ average score on the independent/ Individual
Construction of Text was 70 which meant ? the school passing grade 64. It meant
that it fulfilled the achievement Indicator.
Key words: Senior High School E
nglish learning on narrative, VCD Cutting.
CHAPTER
I
INTRODUCTION
A. Background
of the Research.
The implementation of the
2004
curriculum was started step by step in the academic year
2004/2005.
There were significant changes f
rom 1994
curriculum. These changes
may
cause
some
problems for most English
teachers to implement the curriculum in the classroom
The writer teaches at
Semarang
7 Senior High School which on the academic year
2004/2005
has started to implement
200
4
curriculum
.
The new thing for the writer is that the 2004 curriculum suggested English teachers
to use text
type or genre based instruction.
This means that rasionally, places language as function. One of the function of language is to deliver message
, instruction, describtion of a thing
or a person, telling stories
, delivering procedure, expressing opinion, critizizing, etc.
Ac
cording to the book of Standard Competence for English lesson
for Senior High School students 2004 curriculum, standard
competence which should be mastered by the students is that they should be able to communicate
in spoken and written English
acceptably
and accurately
in interact
ional dan
short
monolog
especially on
pro
c
edur
e
, des
c
rip
t
i
on
,
report, news item, narrati
ve, recount/ spoof, exposition, discussion, explanation and review text. These texts are known as text types or
”
genre
”
which really someting new for students as well as teachers. Because the 1994 curriculum was a kind of thematic based instruction.
It
was mentioned in the Competency Based Curriculum that narrative text should be given to grade XII students. And the method of teaching English suggested in the curriculum is
bicycle
,
spoken and written. Each cycle covers four stages namely,
“
Building
Knowledge of the field
”
, Modelling Text
,
Joint Construction of the Text
, and
Individual Construction of the Text
”
(CBC
2004).
In teaching narrative text,
what is meant by cycle here is different from that in action research. So the meaning of cycle, spoken and written in teaching language has nothing to do with the meaning of cycle in action research. With these stages, studen
ts are guided to be able to create their own narrative texts in spoken or written form.
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 For
um), most problem faced by the students is when they reach the stage of
“
Join
t
Construction of Text
”
and
“
Individual Construction of Text
”
both in spoken or written
cycle. The writer found the problem when students try to express and response meaning
in monolog text using spoken and written English accurately and acceptably. This difficulty effected the students
’
English score. They did not reach the passing grade score. On the
graduation meeting academic year
2005/2006
, It was decided that the
re were
31
students failed
.
Most of them were caused by English score which did not reach the school passing grade. For grade
X
was 6
1
and for grade
XI
was 6
3.
While the students everage score who failed was 5
2.
This problem had to
be re
solved. The writer, therefore, tried to find a solution
. Because
the problem was
to express and response meaning in monolog text using spoken and written English accurately and acceptably
, the writer tried to increase their performance by using sui
table , interesting and exciting media, film. Average students at the age of Senior High
like film stories
that they watch on
TV, VCD,
or movie. By watching the visualism
of a story there would
be ideas appeared
from them to tell stories about t
he film they watched in spoken or written form.
The 2004 Curriculum also includes computer skill or Information Technology (IT) as a cmpulsory subject. This subject
wa
s very helpful for the students
’
performance when they
wre
studying English.
They co
uld
tell stories in spoken or written using media
Microsoft Office Power Point
completed with interesting colur, animation, and VCD cutting taken
from motion pictures which reflected the stories they presented in front of their classmates.
Thr
ough their presentation , two cycles, spoken and written could be obtained at once.
Spoken cycle could be seen when they told stories about the film and written cycle could be seen on the
narrative
text which they wrote in
Power Point.
But
by u
sing media VCD Cutting, is there any students
’
improvement
to express and to response meaning in monolog text in spoken and written form accurately and acceptably on narrative text? The writer formulated this question in a title :
ENGLISH COMMUNICATI
ON COMPETENCY IMPROVEMENT ON SPOKEN AND WRITTEN NARRATIVE TEXT THROUGH
“
VCD CUTTING
”
MEDIA IN SEMARANG 7 SENIOR HIGH SCHOOL
B. Research Area.
The area of the research was as the following
s
:
The main material of the research was genre Narrative and as the subject of the research was students of grade XII Language Program, semester 1:
- Modelling Text ( 8 p/ 4 meeting).
C. The Objectives of the research.
In accordance with the above problems, the objectives of the research were:
D. Review of Related Literature.
a. Explanation of Terminology.
Improvement is from the word improve which means make or become better. ( Hornby , 1973: 494). So what was meant by improvement in this research was the improvement of the students learning achievement.
According to Moh. Uzer Usman, to know the level of teaching learning achievement based on the curriculum implemented were as the followings:
“VCD Cutting” is the result of cutting film from VCD using VCD Cutter software.
Sardiman
in Sudibyo AP said that teaching and learning means teaching and
learning activity in interactive way between a teacher and students
to reach a learning objective ( Sudibyo AP, 2006: 6).
Narrative is a piece of text which tells a story and , in doing so , entertains or informs the reader or listener. ( Mark & Kathy Anderson - Book 2 : 8)
According to Tri Wiratno, Narrative text is a text functions a media to reconstruct past experience. In general, narrative text is used to entertain readers or listeners by making past events alive again.. (Tri Wiratno, 2003:13).
According to CBC 2004 narrative text is a text which has the following characteristics: .
Social Function:
To amuse, entertain and to deal with actual or vicarious exoerience in different ways. Narratives deal with problematic events which lead to crisis or turning point some kind, which in turn find a resolution.
Generic Structure:
: sets the scene (when & where) and introduces participants/character (who)
: a crisis arises, something happened unexpectedly
: the crisis is resolved, for better or for worse
: closing to the narrative (optional)
Language Features of Narrative:
So
teaching and learning narrative text in this research means teaching
and learning activity in interactive way between a teacher and
students to reach learning objective - to express and to response
meaning in monolog text on spoken and written narrative
text accurately and acceptably.
4. Spoken and Written Cycle.
2004 Competency Based Curriculum differenciates spoken and written cycle as follows:
Cycles (modes) , spoken and written language are different in some cases: Spoken language has many verbs , the complexities of the connection between sentences, gambits and other fillers. . William R. Lee uses fillers such as : Well, You know/You see, etc.
While written
mode, has the density of vocabularies, noun phrases, etc.
Realizing the differences CBC 2004 highlights the language features
of those two language modes. Hopefully, the language users pay
a close attention to them so that they will not tend
to use the language “speaking like a book” and “ writing
like casual conversation” ( CBC 2004 :12).
b. The
Meaning Media.
Media or medium means by which something is done. (Hornby 1973: 610). So in this research media means any possible thing which is able to deliver learning messages in a communication so that it can stimulate students to learn. (Kukuh, 2003). The media which is used in an instruction should be interactive which means media as instructional message deliverer involved students actively in the process of communication. So interactive instructional media can be used to improve learning models . For example , by giving a model of a narrative text students can create other narratives.
The term audio visual means all materials which present pictures and sound that can be combined as follows:
a. Paintings and recored human sound.
b. Paintings and music,
c. Photos, sound , music and human sound..
d. . film with narration, sound effect and music.
In teaching learning process, there will be a comminication between a teacher a a message source and students message receivers.
To plan teaching and learning activity a teaher should choose media which is really effective and efficient.
When the media is an interactive one, the students are not only as listeners or wievers, but also involved actively in the learning process.
More over, media can overcome the teacher’s lack for example it can present sound effect, pictures and motion so that the message delivered will be more interesting and real. The weakness of media is that it can not replace teachers’ function.
Media will help teachers in teaching and learning process such as:
There are some choices of media which can be used in the English teaching and learning activities :
The usage of media in teaching and lerning process at school to increase the quality of education has often been done but not all schols can do that. This is because of the condition of the school and the teachers’ lack of competence in instructional media.
From
the explanation about media, the writer chose media IT, computer and
LCD with Microsoft Office Power Point and VCD Cutter software . Therefore,
the writer used available instructional source (By Utilization) and
design instructional source with Power Point and VCD Cutting
(By Design).
c. Learning Cycle.
Hammond et.al ( 1992:17) divides language learning into 2 cycles, spoken
and written language. Each cycle covered four steps, namely
“Building Knowledge of the field, “Modelling Text”, “Joint
Construction of the Text” and “ Indpendent/ Individual
Construction of the Text .
d. Way of Thinking
What makes a good teacher? –Jeremy Harmer answered the questions from the result of an interview with students from different countries, two of them are:
(Harmer,2003: 1)
From this point of view, early reflection and the formulation of the problems, and the way how to solve the problem by making the situation of the class more interesting and enjoyable for both students and teachers by using VCD Cutting it was expected that the result of the teaching and learning on spoken written Narrative text
for the students of Grade XII Language program semester 1 , Semarang 7 Senior High School was able to improve . So , it could be formulated the way of thinking as follows:
Students
The process of teaching and learning
Low learning result on Narrative Text
Facility
Teacher
Teaching and learning activity with VCD Cutting media
The quality of the teaching and learning process on narrative text improved
E. Research Methodology
a. Action Hypothesis .
Hypothesis is a temporary assumption or theory of which the truth is still necessary to be investigated . (Suharsimi. 1998:68).
Therefore, in this research, the hypothesis proposed was :
“VCD cutting” media ‘ could improve the English communication competency on spoken and written narrative text in semarang 7 senior high school academic year 2006/2007
b. Relevan Research.
The use of accurate research methodology will not find a speculative truth so that it will really be an objective, accurate research and able to be responsible for the research..
Basically,
the writer wanted to know the competency of the students of grade
XII to express and response the meaning in the monolog text
using spoken and written language accurately and acceptably on narrative
text.
Planning of a research canbe
devided onto 7 catagories , namely:
(Sumadi,1983:15)
Based
on the above categories, the relevant research was Action Research
of which its procedure were : planning, acting, observing, and reflecting.
c. Setting
of the research
This action research was conducted in the early semester 1, on the mid of July until September academic year 2006/2007 in Semarang 7 Senior High School for students of grade XII Language Program.
d.
Subject of the Research.
The
subject of the research was the students of grade XII Language Program.
The reason why this class was used as the sample of the research because
the students in this class had got the lesson about Information
Technology (IT) so that it was easy for them to insert VCD cutting
in their presentation with Microsoft Office Power Point.
e. Steps.
This action research consisted of 3 cycles of which each cycle had the following actions:
1. Preparation.
a. The first stage , Building Knowledge of the field (BKOF) , is very important for the students as it is the point at which overall knowledge of the cultural and social contexts of the topic is built and developed. It is also important for the students to have an understanding of the topic before they are asked to write about it.
b. The second stage, Modelling of Text (MOT) , the students are given a model of the text type or a genre they will be reading or writing. There is an explicit focus on analysing the genre through a model text related to the course topic.
c. The third stage, joint construction of text (JOT) , the aim is for the teacher to work with the students to construct a similar text that has been modeled before. Further group work may need to be done before the actual construction of the text begins. This may covers :
d. The fourth stage , Independent Construction of Text (ICOT) . The students are guided to construct their own writing. The teaher’s duty is being available to consult with the student individually as they need an assistance. The teacher’s role is to provide constructive comments to the student for his or her development.
According to CBC 2004 Senior High School , the text types which should
be mastered by the students of grade XII are narrative, explanation,
discussion dan review. The writer conducted action research on
two cycles, spoken and written for the students of grade XII Language
Program , semester 1 who focused on the narrative text.
3. Observation .
On the stage of the observation
the writer (as the researcher) and the observer (other English teacher)
were involved actively. The observation for the students performance
was done by the researcher and the observer used focused rubric
4. Evaluation dan Reflection.
Evaluatin
for the action in each cycle was done based on the principle
that the teacher could rivise or made a remedial teaching in cycle 2
based on the data taken during the action in cycle 1. And the evaluation
in cycle 3 based on the data taken from cycle 2 , so that the process
of evaluation , the effectiveness of the action was not only measured
based on the result of the cognitive test but also measured based on
the focused observation assessment , performance and atitude (affective)
assessments.
5. Method of Collecting Data.
To cllect the data the writer designed the following instruments:
HAPTER II
REPORT OF THE
ACIVITIES
A. Constructing 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
1. Listening :
1.1 The ability to understand the meaning of formal transactional dialogues and interpersonal dialogues (sustained) accurately and acceptably in daily lives and to access knowledge.
1.2. The ability to understand the meaning of monolog text, narrative accurately and acceptably in daily lives and to access knowledge.
2. Speaking :
2.1 The ability to express the meaning of formal transactional dialogues and interpersonal dialogues (sustained) accurately and acceptably in daily lives and to access knowledge.
1.2. The
ability to express the meaning of monolog text, narrative accurately
and acceptably in daily lives and to access knowledge.
3. Reading :
3.1. The
ability to understand the meaning of written monolog text, narrative
accurately and acceptably in daily lives and to access knowledge.
4. Writing:
4.1 The
ability to express the meaning of monolog text, narrative accurately
and acceptably in daily lives and to access knowledge.
II. BASIC COMPETENCE
1. Listening :
1.2. The students are able to response the meaning of spoken monologs
accurately and acceptably in daily lives I relation to narrative text.
2. Speaking :
2.2. The students are able to express the meaning of spoken monologs
accurately and acceptably in daily lives in relation to narrative text.
3. Reading :
3.1. The
students are able to response the meaning of written monologs
accurately and acceptably in daily lives on narrative text.
4. Writing:
4.1 The students are able to express the meaning of written monologs accurately and acceptably in daily lives in relation to narrative text.
a. Actional Competence.
1. Listening.
To response the transactional and interpersonal dialogues correctly, such as:
2. Speaking
To express the transactional and interpersonal dialogues correctly, such as:
3. Reading
To response / understand monologs in the form of narrative.
4. Writing
To express monolog in the form of narrative.
b. Linguistic Competence.
c. Sociocultural Competence
d. Strategic competence
e. Attitudes
III. MATERIAL
Action in the class room.
Expressions :
1. Introduction :
Call the roll
Greeting
Review on the past lesson.
2.
Core :
Time | Stages/ Cycles | Activities and Materials |
SPOKEN CYCLE | ||
3 X 45 Minutes | Building knowledge
of the field
(Literacy Principle : Conversion and cultural knowledge) |
|
4 X 45
Minutes |
Modelling of
Text
(Literacy Principle: interpretation, reflection and problem solving) |
|
4X 45
Minutes |
Joint construction
(Literacy Principle : collaboration and language use) |
|
3 X 45
Minutes |
Independent construction (Literacy Principle: language use) |
|
Time | Stages and Cycles | Activities and Materials |
WRITTEN CYCLE | ||
3 X 45
Minutes |
Building knowledge
of the field
(Literacy Principle : Conversion and cultural knowledge) |
|
4 X 45
Minutes |
Modelling of
Text
(Literacy Principle: interpretation, reflection and problem solving) |
|
4X 45
Minutes |
Joint construction
(Literacy Principle : collaboration and language use) |
|
3
X 45
Minutes |
Independent construction (Literacy Principle: language use) |
|
3. Closing
a. Concluding the lesson taught.
b. Giving home assignments.
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
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:
Section One: Building Knowledge of
the Field.
A. SPOKEN
Activity 1
There are many different types of narratives. Do you know what they are?
Find the meaning of the different
text types (or genres) above in the following box.
Activity 2
I will pronounce these words. Listen them carefully then repeat.
Activity 3
Look up the transcription and the meaning of the following words in your dictionary
Activity 4
Expressing Suggestion.
Practice the following dialogue.
Practice the dialogue with your partner.
Rudy : Morning, Rany.
Rany : Hi, Rudy. Morning. Come on in!
Rudy : Thank’s. Rany, I feel like reading something different today.
Rany : What about reading fable?
Rudy : Fable ? What i?s it?
Rany : You mean the meaning of fable ?
Rudy : Yes, what does it mean?
Rany : Fable is short tale not based on fact .
Rudy : Is that all?
Rany : No, especially one with animals in it .
Rudy : Do you have it?
Rany : Yeah.
Rudy : What’s the title of the book?
Rany : The Jamie Bear.
Rudy : Can I read it here?
Rany : Sure. Here you are.
Rudy : Thank you.
Rany : No problem.
Activity 5
Answer the question based on the conversation above.
Activity 6
Teacher’s
Information.
Here are more expressions of suggestion. Study them carefully.
Informal:
Formal:
Activity 7
Create dialogues based on the following situations.
Activity 8
Practice the dialogues you
have created in front of the class.
Activity 9
Expressing
Complaint
Practice the following dialogue.
Jones, you can’t possibly do that. We agreed that we’d go to London.
I’m sorry, Anita. It won’t happen again.
Why do you always change your mind?
Please, forgive me.
Activity 8
Answer the questions based on the conversation above.
Activity 9
Teacher’s Information
Here are more expressions of suggestion. Study them carefully
Informal:
Formal:
Activity 10
Create dialogues based on
the following situations.
Activity 11
Practice the dialogues you
have created in front of the class.
Activity 12
Expressing Ability / Inability.
Study the conversation between
Rany and Rudy after he has finished reading the book.
Rany: Have you finished reading the book Rudy?
Rudy: Yeah.
Rany: Can you tell me the story now?
Rudy: You have read the book, haven’t you?
Rany: No, I haven’t. I just bought it last night.
Rudy: Actually, I can’t tell a story. But let me try briefly.
Rany: Ok. I’m listening.
Rudy: Once there was a bear, named Jamie Bear. He had a best friend, Andy Bear.But the both had a problem.
Rany: A problem? What was it?
Rudy: They had different hobbies?
Rany: What made so different?
Rudy: Well, . Andy didn’t like the sun but Jamie did. And Jamie didn’t like the rain but Andy did.
Rany: Was it possible for them to make friendship? They had different hobbies, didn’t they?
Rudy: Yes, It was pasible.
Rany: How?
Rudy: Even though they were both so different, there was one thing neither of them liked. Rany : What was that?
Rudy : That was snow.
Rany : I see. And How did the story end?
Rudy : When the flakes started to fall from the sky, Andy and Jamie went into their cave and slept. They were happy they had lots of shaggy fur to keep them warm.
Rany: So, what can we learn from the story?
Rudy: I think ……. It’s okay to be different.
Rany: I see.
Activity 13
Answer the questions based on the conversation above.
Activity 14
Teacher’s
Information
More expressions of ability/ inability are:
Informal:
Do you really think you can start the engine of the car?
Formal:
Would you find dealing with complaints a problem?
Activity 15
Create conversations using expressions of ability based on the following situations.
Activity 16
Practice
the conversations you have created in front of the class.
Activity 17
Teacher’s Information
Study this sentence. They are taken from the conversation. What do they express?
I can’t tell a story
More expressions of inability are:
Informal:
Come on! You’ll enjoy it.
Formal:
Activity 18
Create conversations using expressions of inability based on the following pictures.
Example: 1. 2.
A : Do you think he can start the engine?
B : No I don’t
think he can start it..
Activity 19
Expressing possibility /impossibility.
Study these sentences. They are taken from the conversation. What do they express?
Teacher’s
Information
To say whether
we think something is possible or impossible we use:
Possibility:
Impossibility:
Activity 20
Answer the questions using the expressions of possibility or impossibility.
Activity 21
Fillers : Well, You
know/You see
Well, You know, You see are expressions called softeners or intimacy signals.
They usually come at the beginning of an utterance, but also can come in the middle or even at the end. –They help establish or maintain the informality of a conversation.
Examples:
Well,
It often occurs as a first response to a question:
It sometimes suggest a new start, either of thought or action.
You know/ You see……
Section Two : Modelling
Text.
Activity 1
Model narrative
Text 1 : Fable.
Complete the following
monolog with suitable words in the brackets. Mind the form.
Well, let me tell a story. It’s about Jamie Bear. You see…… Jamie Bear 1. ………(like) the sunshine. He 2. ………. (love) to go to the beach. You want to know why? Because he wanted to play in the sand there. Sometimes he 3. ……….. (build) sandcastles. Sometimes he 4. …………. (gather) seashells. Other times he 5. ………… (throw) his beach ball into the air and 6. ………… (try) to catch it. Now guess! What thing did he 7. ………..(like) most? Swimming. He loved splashing in the water , too. What else? Yes, floating about with his rubber ring around his waist. Wait! One more thing, Jamie loved listening to the seagulls as they flew over the sea. You know what they were they doing ?.Trying to find fish.
Now, what about Jamie’s friend? You know…. he was his best friend, Andy Bear. He loved the rain very much. Nothing he loved more than putting on his rain boots and raincoat and running through puddles of water. Sometimes he 9. …………(take) his umbrella outside. It was red. and other times he let the rain fall on his head. It was fury, right? He loved the way the raindrops smelled so fresh. When he 10. ………..(hear) the pitter-patter of rain on the window. He 11. ………….. (watch) it as they slid down the glass. And …..It 12. …………(drip) down to the ground below. You know what Andy thought? Andy 13. ……….(think) the grey clouds were pretty. You see….he also laughed when he heard the thunder boom and saw the lightning flash.
"I don’t like the sun," Andy frowned. "It’s too hot and it makes me thirsty."
"I don’t like the rain," Jamie scowled. "My fur turns soggy and it makes me shiver."
So, there were a difference between them. But remember on thing! Although they 14. …………….(be) both so different. there was one thing neither of them liked, You know what? Well, that was snow. When the flakes started to fall from the sky, Andy and Jamie went into their cave and slept. They were happy they 15. …………..(have) lots of fur to keep them warm. It was so shaggy.
Well, what moral value can you get from the story? I think it’s okay to be different.
(Stories for Younger Children)
Activity 5
Now, Read the text you
have corrected then find out as many fillers as you can.
Activity 6
Model Narrative Text 2 : Fairy Tale
Well,
there was once a widow who had two daughters - one of whom was pretty
and industrious, but …. what about the other one? She
was ugly and idle. But she liked better than the ugly and
idle one. Do you know why? Because she was her own daughter.
And the other, who was a step-daughter, was obliged to do all the work.
How pity she was because she became the Cinderella of the house.
Then, what happen next? Every day the poor girl had to sit by well
and spin till her fingers bled. Now it happened that one day the shuttle
was marked with her blood. So she dipped it in the well, to wash
the mark off, but it dropped out of her hand and fell to the bottom.
Of course She began to cry , and ran to her step-mother and
told her of the what had happened. But she was very angry.
Do you know what see said? She said, “Since you have let the shuttle
fall in, you must take it out again!” So the girl went
back to the well, and did not know what to do. And in the sorrow of
her heart she jumped into the well to get the shuttle. She lost
her senses. And when she awoke and came to herself again, do
you know where she was? You see …..she was in a lovely meadow
. The sun was shining and many thousands of flowers were growing there.
She went across this meadow. At last she came to a baker's oven full
of bread, and the bread cried out, “Oh, take me out! Take me
out. Or I shall burn. I have been baked a long time!”
Do you know what she did then? So she went up to it, and took out
all the loaves one after another with the bread-shovel. After that she
went on till she came to a tree covered with apples. It called
out to her, “Oh, shake me. Shake me. We apples are all ripe!”
So she shook the tree till the apples fell like rain. And
…. She went on shaking till they were all down. And when she had
gathered them , she went on her way.
At
last she came to a little house where an old woman lived. Can
you imagine what she was like? She was old and had very large teeth.
You know the girl was frightened, and was about to run away.
But the old woman called out to her, “What are you afraid of, dear
child. Stay with me. If you will do all the work in the house
properly, you shall be the better for it. Only you must take care
to make my bed well! I am mother Hole.” As the old woman spoke
so kindly to her, the girl took courage and agreed to serve her.
So she had a pleasant life with her. She never heard an
angry word from mother Hole. But
…… after sometime she had a longing to be at home again.
At last she said to the old woman, “I have a longing for home, and
however well off I am down here, I cannot stay any longer. I must
go up again to my own people.” Mother Hole said, “I am pleased
that you long for your home again, and as you have served me so truly,
I myself will take you up again”. She led her to a large door.
Do you see what happened? The door was opened. And
….just as the girl was standing under the doorway, a heavy shower
of golden rain fell. You know …… all the gold clung to her,
so that she was completely covered over with it. “You shall have that
because you have been so industrious,” said mother Hole. And at the
same time she gave her back the shuttle which she had let falls into
the well. Then the door closed, and the girl found herself up
above upon the earth, not far from her mother's house. And as she went
into the yard the cock was sitting on the well, and cried – “Cock-a-doodle-doo.
Your golden girl's come back to you. So she went in to her mother, and
as she arrived covered with gold. and.. do you know how her
stepmother behaved to her? She was well received, both by her and
her sister. The girl told all that had happened to her, and as soon
as the mother heard how she had come by so much wealth, she was very
anxious to get the same good luck for the ugly and lazy daughter.
And now, pay attention to the ugly girl. She had to seat herself by the well and spin. And …… in order that her shuttle might be stained with blood, she stuck her hand into a thorn bush and pricked her finger. Then she threw her shuttle into the well, and jumped in after it . .She came, like the other, to the beautiful meadow and walked along the very same path. When she got to the oven the bread again cried, “Oh, take me out. Take me out. Or I shall burn. I have been baked a long time”. But you know, the lazy thing answered, “as if I had any wish to make myself dirty”. And she went on. Soon she came to the apple-tree, which cried, “Oh, shake me. Shake me. We apples are all ripe”. But she answered, I like that. One of you might fall on my head, and so she went on. When she came to mother Hole’s house she was not afraid, for she had already heard of her big teeth, and she hired herself to her immediately. The first day she forced herself to work diligently, and obeyed mother Hole when she told her to do anything, for she was thinking of all the gold that she would give her. But on the second day she began to be lazy, and on the third day still more so, and then she would not get up in the morning at all. Neither did she make mother Hole's bed as she ought, and did not shake it so as to make the feathers fly up. Mother Hole was soon tired of this, and gave her notice to leave. The lazy girl was willing enough to go, and thought that now the golden rain would come. Mother Hole led her also to the great door, but do you know what happened? While she was standing beneath it, instead of the gold a big kettle full of pitch was emptied over her. “That is the reward for your service”, said mother Hole, and shut the door. So the lazy girl went home, but she was quite covered with pitch, and the cock on the well, as soon as he saw her, cried out - “Cock-a-doodle-doo. Your dirty girl's come back to you” But the pitch clung fast to her, and could not be got off as long as she lived.
( Mom’s Stories
)
Section
Three : Joint Construction of the Text.
Activity 1
Read the
story of mother Hole once again then discuss with your friends to find
out as many fillers as you can.
Activity 2
Read the following story carefully.
Once upon a time there was a beautiful girl called Cinderella and she had two ugly step sisters who were very unkind and made her do all the hard work. She had to sweep the floors, wash all the dishes, while they dressed up in fine clothes and went to lots of parties.
One day a special invitation arrived at Cinderella's house. It was from the royal palace. The king's only son who was a truly handsome prince was going to have a grand ball. The three girls were invited to come. Cinderella knew she wouldn't be allowed to go to the ball. They were excited. They couldn't talk about anything else.
When the day of the ball came, they were so nervous. Poor Cinderella had to rush about upstairs and downstairs. She fixed their hair in fancy waves and curls. She helped them put on their expensive new dresses. And she arrange their jewels too. As soon as they had gone), Cinderella sit down by the fire and she said. "Oh I do wish I could go to the ball".
The next moment, standing beside her was a lovely old lady with a silver wand in her hand. “Cinderella,” she said , “I am your fairy godmother and you shall go to the ball. But first you must go into the garden and pick a golden pumpkin, then bring me six mice from the mousetraps, a whiskered rat from the rat trap, and six lizards. You'll find the lizards behind the watering can”. So Cinderella fetched a golden pumpkin, six grey mice, a whiskered rate, and six lizards. The fairy godmother touched them with her wand and the pumpkin became a golden coach, the mice became six grey horses, the rat became a coachman with the moustache, and the lizards became six footmen dressed in green and yellow, then the fairy godmother touched Cinderella with the wand and her old dress became a golden dress sparkling with jewels while on her feet were the prettiest pair of glass slippers ever seen. “Remember” said the fairy godmother. “ You must leave the ball before the clock strikes twelve because at midnight the magic ends”. "Thank you fairy godmother" said Cinderella and she climbed into the coach. When Cinderella arrived at the ball she looked so beautiful that everyone wondered who she was! Even the ugly sisters.
The Prince of course asked her to dance with him and they danced all evening. He would not dance with anyone else. Now Cinderella were enjoying the ball so much that she forgot her fairy godmothers warning until it was almost midnight and the clock began to strike. One. Two. Three. She hurried out of the ballroom. Four. Five. Six. As she ran down the palace steps one of her glass slippers fell off. Seven. Eight. Nine. She ran on toward the golden coach. Ten Eleven Twelve.
Then there was Cinderella in her old dress. The golden pumpkin laid in her feet. And scampering down the road were six grey mice, a whiskered rat and six green lizards.. So Cinderella had to walk home and by the time the ugly sisters returned home she was sitting quietly by the fire.
Now when Cinderella ran from the palace, the prince tried to follow her and he found the glass slipper. He said, "I shall marry the beautiful girl whose foot fits this slipper and only her”. In the morning the prince went from house to house with the glass slipper and every young lady tried to squeeze her foot into it. But it didn't fit any of them. At last the prince came to Cinderella's house. First one ugly sister tried to squash her foot into the slipper. But her foot was too wide and fat. Then the other ugly sister tried but her foot was too long and thin. “Please”, said Cinderella, “let me try”. "The slipper won't fit you", said the ugly sisters. "You didn’t go to the ball!" But Cinderella slipped her foot into the glass slipper and it fit perfectly. The next moment standing beside her was the fairy godmother. She touched Cinderella with the wand and there she was in a golden dress sparkling with jewels and on her feet was the prettiest pair of glass slippers ever seen. The ugly sisters were so surprised that, for once they couldn’t think of anything to say. But the Prince knew) what to say.
He asked Cinderella to marry him. And then there was a happy wedding. Everyone who had gone to the ball was invited, even the ugly sisters. There were wonderful food, lots of music and dancing. And the Prince of course danced every dance with Cinderella. He would not dance with anyone else.
<http://www.pitt,edu/-dash/type 0510 a html.Cinderella>
Activity 3
In pairs,
make question and answer based on the story above.
Activity 4
Make groups of four, find out
the participants in the stories you have studied before then tell your
members in your groups the characteristic of each participant. Use any
necessary adjectives from the texts.
Example:
Step daughter - pretty, industrious, obedient.
Well, let me tell you about
the step daughter. You know, the step daughter was very pretty. She
was so industrious…..and …….obedient. She always did what she
was asked to do by her step mother or by mother Hole..
Activity 4
Still in pairs, change the story “Cinderella” above into spoken form of writing. Discuss the possible fillers you can use in the story.
Activity 5
Practice the dialogue with your friends in your group.
Dona : Excuse me, could anyone do me a favour, please?
Sinta : If I could. What is it?
Dona : I don’t know the meaning of the word ‘register’. What does it mean?
Roger : I think register means… record a name in a list.
Dona : No, it is not that meaning. I mean the meaning that relates to writing text. We are working on it, right?
Roger : Oh…. sorry, I don’t know either. Why don’t we ask our teacher, Mr. Richard?
Dona : Mr. Richard, What does ‘register’ mean?
Richard : Register? Oh, it describes three aspects of the context of situation in which texts occur.
Dona : Three aspects? What are they?
Richard : Field,
mode, and …. tenor.
Roger : Oh, my god! I become more confused. What do they mean? Are they important?
Richard : Yes. They’re important. Why? Because ‘Field’ is what of a text. I mean what is going on in the text.
Dona : Ok. Then what is ‘tenor’?
Richard : ‘Tenor’ means the who of the text. I mean… who is taking part in the text.
Dona : Why is ‘tenor’ important?
Richard : Why? Because … differences of status will affect the tenor of a text. For example , texts used in a class where we are now are different from those used in an office.
Dona : Then the last one is ‘mode’. What is it?
Richard : ‘Mode’ means the how of a text.
Roger : The how of a text?
Richard : Yes, it refers to the role of language in particular situation. You see.. mode is used to refer the channel of communication chosen. Most generally whether the text is in the spoken or written language. Do you understand now?
Dona, Roger : Yes, Mr Richard. Thank you.
Richard : No
problem. Good luck!
Section Four : Independent Construction of the Text.
Activity1
Choose one of the two stories
you have studied then retell it briefly in front of the class.
Use any possible fillers or other expressions to show a spoken
form of your story.
B.
WRITTEN
Section One: Building Knowledge
of the Field.
Activity 1
Punctuation: Sentences
(.) (?) (!)
Study this note:
A sentence can be a statement, a question, an exclamation or a command.
Example:
All the animals of field and forest were tired of hearing the Hare brag.
Example:
Why did Mr. Hare ask Mr. Tortoise to race?
Example:
What a joke!
Look at my long legs!
Punctuate the following
sentences whether they are statements, questions, exclamations or commands.
Mind the capital letters.
|
|
Study this example! Letter
of Complaint
25 Golf Boulevard
Semarang.
The manager
Grammy Book Store
25 Malioboro
Jogyakarta.
Dear Sir / Madam,
I am writing about the story
book that I ordered two weeks ago. There are two pages missing
and three pages up side down.
I have twice
reported to you ( 10th March and 12 March) and nothing
has been done about it.
This problem is urgent and
I would appreciate it if you could
send me the complete one immediately.
Yours sincerely,
Sarah
participant
SALUTATION
IDENTIFICATION Present Tense
OF COMPLAINTJUSTIFICATION
OF COMPLAINT
PolitenessDEMAND MarkerACTION
SIGN OFF
Use of ritualized
Greetings and leave taking.
Activity 3
Write a letter of complaint based on the following situation.
Your friend, Rony, has
agreed to come with you and two other friends to go camping. Suddenly
he changes his mind and says he wants to go to the seaside. He has done
this sort of things three times.
Activity 4
Teacher’s
Information
Listen to
the explanation about narrative stages.
Narrative Stages.
People who tell or write narratives move through a number of stages. In general, narratives must have:
The organizational
structure of narratives in general is:
Orientation,
Complication, Resolution, and reorientation.
Activity 5
Now, it’s time for you
to answer the questions about narratives in general..
structure
Activity 6
Fill in the blanks with the words in the box to complete this note.
optional Reading lesson information characters problem Events complications resolution re-orientation
Notes:
All of us enjoy 1. … or listening to a good story and sometimes we can learn 2 a … from it.
The second part of the story contains the 5. ….. This may sometimes be called conflict
Here is where events take place, triggering a chain of other 6. …, which involve the characters in complication. All these events and 7. … keeps readers and listeners interested in the narrative.
The third part of the story has the problem resolved and this known as the 8. ….
The fourth part of narratives
is re-orientation. Sometimes the 9. …. is a happy one . Other
times, it is not. And it is 10. ….. You may have or not.
Activity 6
Direct and Indirect Speech.
Study these sentences. They are taken from the text.
"I don’t like the sun," Andy frowned. "It’s too hot and it makes me thirsty."
"I don’t like the rain," Jamie scowled. "My fur turns soggy and it makes me shiver."
Note:
When we report what people said in their own words, it is called Direct Speech. We use quotation marks to indicate the beginning and the end of the actual words used by the speaker. Here is an example from the story.
However when we report what people said but not in their own words, we call it Indirect Speech or Reported Speech. Here is an example from the story.
Activity 13
Memorize the sequence of tenses in Reported Speech.“I’m happy”. He was happy.“I like pop”. He liked pop.
“I’m going to sell my car”. He was going to sell his car.
“I went to London last year”. He said that He had gone to London the year before.
“I’ve already hear the story”. He had already heard the story.
“I was reading the news”. He had been reading the news.
“I’ll visit my grand parents”. He would visit his grandparents.
“I can take
you home”. He could take me home.
Direct | Indirect | |||
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 | then | |||
Yesterday | 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:
He said to me, “ I don’t have any money”.
He said to me that he didn’t have any money.
a. Yes/No Question
They asked me, “ Are you happy today?”
They asked me if/whether I was happy that day
b. Wh-question
She asked him,” Why did you come late yesterday?”
She asked him why he had come late the day before.
He ordered me,” Meet me at eight tonight!”
He ordered me to meet him at eight that night
She warned me,” Don’t sit on this chair!”
She warned me not to sit that chair.
Activity 7
Create direct sentences based on the following indirect sentences. Number one is done for you.
Example: Statement.
a. - My friend said that he had written that letter already.
- My friend said, “I have written that letter already”.
b. Example : Yes/ No Question.
c. Example : Questions.
d. Example : Command/ Prohibition.
Activity 8
Read the text carefully!
Model Narrative Text 1 : Fable
Once, there were two lovely animals, Jamie Bear and Andy Bear.
They were friends.
Jamie Bear liked the sunshine. He loved to go to the beach and play in the sand. Sometimes he built sandcastles. Sometimes he gathered seashells. Other times he threw his beach ball into the air and tried to catch it. The thing he liked to do the most though was to swim. He loved splashing in the water and floating about with his rubber ring around his waist. Jamie loved listening to the seagulls as they flew over the sea, trying to find fish.
Jamie’s best friend, Andy Bear, loved the rain. There was nothing he loved more than putting on his rain boots and raincoat and running through puddles of water. Sometimes he took his red umbrella outside and other times he let the rain fall on his furry head. He loved the way the raindrops smelled so fresh. When he heard the pitter-patter of rain on the window, he watched as they slid down the glass and dripped down to the ground below. Andy thought the grey clouds were pretty and laughed when he heard the thunder boom and saw the lightning flash.
"I don’t like the sun," Andy frowned. "It’s too hot and it makes me thirsty."
"I don’t like the rain," Jamie scowled. "My fur turns soggy and it makes me shiver."
Even though they were both so different, there was one thing neither of them liked, and that was snow.
When the flakes started to fall from the sky, Andy and Jamie went into their cave and slept. They were happy they had lots of shaggy fur to keep them warm. (Stories for Younger Children)
ORIENTATION
Past
TenseCOMPLICATION
Specific (animals) Participant
Time
conjunctions
RESOLUTION
RE-ORIENTATION
Glossary:
Activity 9
Complete the table using the
information from the text..
Number | What Jamie Bear Liked | What Andy Bear liked |
1.
2. 3. 4. 5. 6. |
Jamie Bear liked
the sunshine
…………………………………. …………………………………. …………………………………. …………………………………. …………………………………. |
Andy Bear loved
the rain
………………………………….. …………………………………. …………………………………. …………………………………. …………………………………. |
Activity 10
Answer the questions based on the text above.
Activity 9
Model Narrative Text 2 : Fairy Tale
Read the text carefully!
There
was once a widow who had two daughters - one of whom was pretty and
industrious, whilst the other was ugly and idle. But she was much
fonder of the ugly and idle one, because she was her own daughter.
And the other, who was a step-daughter, was obliged to do all the work,
and be the Cinderella of the house.
Every day the poor girl had to sit by well, in the highway, and spin
till her fingers bled. Now it happened that one day the shuttle was
marked with her blood, so she dipped it in the well, to wash the mark
off, but it dropped out of her hand and fell to the bottom. She
began to weep, and ran to her step-mother and told her of the mishap.
But she scolded her sharply, and was so merciless as to say, since you
have let the shuttle fall in, you must fetch it out again. So the girl
went back to the well, and did not know what to do. And in the sorrow
of her heart she jumped into the well to get the shuttle. She
lost her senses. And when she awoke and came to herself again,
she was in a lovely meadow where the sun was shining and many thousands
of flowers were growing. Across this meadow she went, and at last
came to a baker's oven full of bread, and the bread cried out, oh, take
me out. Take me out. Or I shall burn. I have been baked a long
time. So she went up to it, and took out all the loaves one after
another with the bread-shovel. After that she went on till she came
to a tree covered with apples, which called out to her, oh, shake me.
Shake me. We apples are all ripe. So she shook the tree till the
apples fell like rain, and went on shaking till they were all down,
and when she had gathered them into a heap, she went on her way.
At
last she came to a little house, out of which an old woman peeped.
But she had such large teeth that the girl was frightened, and was about
to run away. But the old woman called out to her, what are you afraid
of, dear child. Stay with me. If you will do all the work in the
house properly, you shall be the better for it. Only you must
take care to make my bed well, and shake it thoroughly till the feathers
fly - for then there is snow on the earth. I am mother Holle.
As the old woman spoke so kindly to her, the girl took courage and agreed
to enter her service. She attended to everything to the satisfaction
of her mistress, and always shook her bed so vigorously that the feathers
flew about like snow-flakes. So she had a pleasant life with her.
Never an angry word. And to eat she had boiled or roast meat every
day. She stayed some time with mother Hole, before she became sad. At
first she did not know what the matter with her was, but found at length
that it was home-sickness. Although she was many thousand times
better off here than at home, still she had a longing to be there.
At last she said to the old woman, I have a longing for home, and however
well off I am down here, I cannot stay any longer. I must go up
again to my own people. Mother Hole said, I am pleased that you
long for your home again, and as you have served me so truly, I myself
will take you up again. Thereupon she took her by the hand, and
led her to a large door. The door was opened, and just as the
maiden was standing beneath the doorway, a heavy shower of golden rain
fell, and all the gold clung to her, so that she was completely covered
over with it. You shall have that because you have been so industrious,
said mother Hole, and at the same time she gave her back the shuttle
which she had let falls into the well. Thereupon the door closed,
and the maiden found herself up above upon the earth, not far from her
mother's house. And as she went into the yard the cock was sitting on
the well, and cried - cock-a-doodle-doo. Your golden girl's
come back to you. So she went in to her mother, and as she arrived thus
covered with gold, she was well received, both by her and her sister.
The girl told all that had happened to her, and as soon as the mother
heard how she had come by so much wealth, she was very anxious to obtain
the same good luck for the ugly and lazy daughter.
She had to seat herself by the well and spin. And in order that her shuttle might be stained with blood, she stuck her hand into a thorn bush and pricked her finger. Then she threw her shuttle into the well, and jumped in after it . .She came, like the other, to the beautiful meadow and walked along the very same path. When she got to the oven the bread again cried, oh, take me out. Take me out. Or I shall burn. I have been baked a long time. But the lazy thing answered, as if I had any wish to make myself dirty. And on she went. Soon she came to the apple-tree, which cried, oh, shake me. Shake me. We apples are all ripe. But she answered, I like that. One of you might fall on my head, and so went on. When she came to mother Hole’s house she was not afraid, for she had already heard of her big teeth, and she hired herself to her immediately. The first day she forced herself to work diligently, and obeyed mother Hole when she told her to do anything, for she was thinking of all the gold that she would give her. But on the second day she began to be lazy, and on the third day still more so, and then she would not get up in the morning at all. Neither did she make mother Hole’s bed as she ought, and did not shake it so as to make the feathers fly up. Mother Hole was soon tired of this, and gave her notice to leave. The lazy girl was willing enough to go, and thought that now the golden rain would come. Mother Hole led her also to the great door, but while she was standing beneath it, instead of the gold a big kettle full of pitch was emptied over her. That is the reward for your service, said mother Hole, and shut the door. So the lazy girl went home, but she was quite covered with pitch, and the cock on the well, as soon as he saw her, cried out - cock-a-doodle-doo. Your dirty girl's come back to you. But the pitch clung fast to her, and could not be got off as long as she lived.
Here are the features of typical fairy tale text
ORIENTATION
Setting in the past Doubtful
COMPLICATION
Hard live industrious versus idle
RESOLUTION
helped by a wise fairyRE-ORIENTATION
Moral value
|
MOTHER HOLLE |
ORIENTATION |
There was once ……………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… |
COMPLICATION |
……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………… |
RESOLUTION |
………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………… |
RE-ORIENTATION |
……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… |
Activity 10
Model Narrative Text 3 : Legend
Read the text then answer the questions!
This
is the precise story of "The
Queen in Southern Sea."
Pajajaran kingdom lied in West
Java from 1333 AD to 1630 AD and it was conquered by the Islamic kingdom
of Mataram from Central Java.
Pajajaran's greatest ruler was Prabu (King) Siliwangi. He had a bride
in his harems and a very beautiful daughter was born between he and
the bride. The girl was called Dewi Kadita and the beauties of Dewi
Kadita and her mother made other harems jealous, and they had a conspiracy
against them.
The harems used some kind of black magic to make the bodies of Dewi
Kadita and her mother to be filthy and they turn to be so ugly and disgusting.
Prabu Siliwangi got angry against the mother and the daughter and forced
them to get out of the palace, as they were thought to be bad luck for
the kingdom.
They were wandering around the country and one day the mother died.
Dewi Kadita was walking in deep sadness, until she reached the Southern
Shore (the shore of Indian Ocean) .
She sat above a rock in a stove shape and when she was sleeping, she
had a vision that she must have to jump into the water to help herself
out of the curse.
When she woke up, with no second thought, Dewi Kadita jumped into the
sea. She returned to a beautiful lady as she was but then she realized
that she was not a human anymore. She turned into a supernatural form
of life. Since then, she ruled all creatures in the southern coast of
Java Island, and she was known as Nyi Roro Kidul (Javanese of "Lady
of South Sea"). To avenge her father, she became the primary bride
for Mataram kings , the rival of Pajajaran kingdom. It's believed for
centuries, even until now.
The river of Bengawan Solo, which started from the mystical mountain
of Merapi in Central Java and leads to Indian Ocean, is said as the
tunnel used by Nyi Roro Kidul to access Java.
And she traps males in green costume who are walking on the shore. They
are swallowed by the wave and missing or dead but he will become her
guard or (maybe) male.
This either can be the ancient Javanese explanation on the vacuum effect
from underwater canyons that lie in the southern shore of Java, where
the depth of the ocean's bed on the shore can reach more than 0-200
meters.
In psychological analysis, Nyi Roro Kidul can be a parallel of the revenge
of a female who was once rejected by a male. Once she regains her power
and beauty, she takes any man she wants.
And yet, I can't talk my point of view to Javanese elders.
http://www.st.ri.or.jp
Glossary :
Activity 11
Make questions based on the following answers.
Activity 12
ORIENTATION
Setting in the past Doubtful truth
COMPLICATION
Hard live
RESOLUTION
Untrue historical eventsRE-ORIENTATION
Moral value |
"The Queen in Southern Sea." |
ORIENTATION |
Pajajaran kingdom lied ………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… |
COMPLICATION |
……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… |
RESOLUTION |
……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… |
RE-ORIENTATION |
……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… |
Activity 14
Model Narrative Text 4 : Puppet Story
Read the text then answer the questions.
Rama Shinta
Once upon a time in an imaginary country, Ayodyapala, there lived a king, called Rama who had a very beautiful wife, named Shinta and a younger brother, Lesmana. Actually, Rama was a king and the seventh incarnation of the god Vishnu.
One day, Rama, Shinta and Lesmana went into a Dandaka Jungle. When they were having a conversation, Rama asked Shinta: “Oh my wife, Shinta”. Shinta answered “Yes, my dear”. “Do you really love me?” Shinta answered again “Yes, of course I do, I love you so much. I’m happy to be with you and you mean a lot to me. As if I was not hungry even though I don’t eat anything. As if I was not thirsty even though I don’t drink anything.” Rama added, “Yes, my wife, so do I, dear. I will not leave you even in a second. Like honey and its sweetness. Fate meant us to live together.”
In the jungle, they saw many kinds of beautiful animals. Suddenly, they saw a very beautiful golden deer. Shinta, however, had never seen this golden deer and wanted to have it. She asked Rama to catch it for her. Rama who loved his wife very much went alone to catch the deer.
After a few minutes, Shinta and Lesmana heard a cried for help. Shinta was worried about her husband’s safety. “It was not the cried of Rama,” Lesmana said. Shinta accused him that he wanted Rama death because he loved her too. “I will never do that and I’ll go to look for Rama”, said Lesmana. Before he went to catch up Rama, he made a magic circle surrounded Shinta for protection and asked her to stay in the circle until they came back.
After Lesmana had gone, Rahwana came to kidnap Shinta. But, he couldn’t across the circle. So, he changed himself into an old beggar and asked Shinta to come out from the circle. He cried, “Oh my daughter, I hadn’t eaten anything for three days. Please, help me”. As soon as Shinta came out from the circle, the poor old man changed into Rahwana. Shinta was carried off by the demon king, Rahwana.
Rama was very sad because he didn’t find Shinta. They decided to look for her. In their journey, they met a white monkey, called Anoman. Anoman wanted them to help Sugriwa who was wedged in the branch of tree. Subali was angry to know about that. And there was a fight between Subali and Sugriwa. Rama helped Sugriwa to kill Subali by the powerful Gua Wijaya arrow. Then, he asked Anoman to give Satyaludiro’s ring to Shinta in Alengka.
In Alengka Soka garden, Shinta missed her husband so much. Even though Trijata, Rahwana’s sister always entertained her but she was not happy. Rahwana wanted her to marry him, but Shinta always refused him. She said, “My lord, if I become your wife, I shall not be so happy as when I was my own husband.”
Anoman arrived in the Alengka Soka garden and gave the Sotyaludiro’s ring to Shinta. After he succeeded in finding Shinta he damaged the castle in Alengka. Indrajit, Rahwana’s son caught and brought him to his father. Rahwana was angry and he wanted to kill Anoman. Before he did that, Gunawan Wibisana, his younger brother, told him to let Anoman free. Rahwana shouted, “Go away from Alengka and don’t come back again!”. His anger showed on his face.
In Alengka, Rahwana forced Kumbakarna, his younger brother to lead the war against Ramawijaya by sending his twin sons to the prison. Finally, Kumbakarna agreed to lead the war but he was forced to do that. Actually, he wanted to do that because he loved his country very much. Both countries prepared their own country on a battle field.
Next, Rama met Rahwana face to face. Rama shot Rahwana with the powerful Gua Wijaya arrow. But, he couldn’t kill him. He tried to kill Rahwana again and again. Rahwana who had got the earth and the sky power, couldn’t be dead. He always raised and fought again. Then, Rama shot Rahwana’s head with the arrow. It was the weakness of Rahwana’s power. Finally, Rahwana was killed by Rama.
All the people felt happy because Rahwana who lived under a tyranny, cruel or liked to use unjust of power to other people. Shinta was successfully brought back to Ayodyapala.
As a good citizen, don’t
ask to our country what it has given to us. But, please ask ourselves
what we have given to our country. We should be true to our partner.
We can also learn about loyalty, respectively and heroism. True love
is reflected by the loyalty of husband and wife.
Questions :
1. What happened with Shinta when Lesmana had gone to look for Rama?
A. She stayed in the circle until Lesmana and Rama came back
B. She made a magic circle for protection
C. She went to catch the golden deer
D. She was kidnapped by Rahwana
E. She helped an old man
2. What was mainly discussed in the text?
A. Rahwana kidnapped Shinta and wanted to marry her but she loved her husband so much
B. Anoman was a very powerful person so that he couldn’t be burnt
C. Shinta and Lesmana were wandering in Dandaka jungle
D. Kumbakarno loved his country very much
E. The war between Rama and Rahwana
3. Anoman wanted them to help Sugriwa who was wedged in the branch of tree. What does the underline word refer to?
A. Cavalcade
B. Maltreat
C. Scatter
D. trapped
E. Verdict
4. Which sentence is TRUE according to the text?
A. Kumbakarno agreed to lead the war because he hated Rama
B. Anoman gave Sotyaludiro’s ring to Shinta in Ayodyapala
C. Lesmana made a magic circle surrounded him
D. Lesmana killed Kumbakarno by using knife
E. Rama couldn’t find the golden deer
5. What was the weakness of Rahwana’s power?
A. His body
B. His body
C. His head
D. His hand
E.
His hair
6. Fate meant us to live together. What does the sentence mean?
A. They should be together forever and ever
B. Love is an important thing in our life
C. They must live and go together
D. They didn’t love each other
E. They couldn’t be together
7. Rama shot Rahwana with the powerful Gua Wijaya arrow. The synonym of the underlined word is ….
A. very brave
B. very strong
C. very rude
D. very big
E.
very high
8. Why did Rama ask Anoman to go to Alengka?
A. Because he wanted to give Shinta a special ring, named Sotyaludiro’s ring
B. Because he wanted to know a lot about Sarpakenaka
C. Because there were some people who put into the jail
D. Because Shinta didn’t like Rama anymore
E. Because Anoman was a brave general
9. Who was Gunawan Wibisono?
A. Rahwana’s younger brother
B. Rama’s close friend
C. Kumbakarno’s friend
D. Lesmana’s brother
E. Rahwana’s son
10. Where did Anoman and his monkey’s soldiers live?
A. Dandaka jungle Alengka
B. Kiskenda cave
C. Rama’s house
D. Ayodyapala
E. Alengka
Activity 16
Read the text once again then
answer the questions.
1. What is the function of the text above?
A. To critique an art work especially the story of Rama and
Shinta
B. To amuse, entertain and to deal with actual or vicarious experience in different ways
C. To describe how something is accomplished through a sequence of actions or steps
D. To retell events for the purpose of informing or entertaining
E. To persuade the reader or listener that something is the case
2. Look at the sentences below. Which ones the sentence belong to Evaluation?
A. Rahwana was angry and he wanted to kill Anoman
B. Rama had a very beautiful wife, named Shinta
C. Rama asked Shinta whether his wife loved her or not
D. Rama went alone to catch the deer
E.
We should be true to our partner
3. Finally, Rahwana was killed by Rama. Which does the sentence belong to ….
A. Re-orientation
B. Complication
C. Evaluation
D. Resolution
E. Orientation
4. What is the orientation provided?
A. Rama was a prince and the seventh incarnation of the God Vishnu
B. Both countries prepared their own country on a battle field
C. Shinta was successfully brought back to Ayodyapala
D. Rama, Shinta and Lesmana went into a Dandaka Jungle
E.
Rahwana came to kidnap Shinta
5. Where can you find the complication of the text above?
A. In paragraph 1
B. In paragraph 2
C. In paragraph 3
D. In paragraph 10
E. In paragraph 12
6. What is the orientation provided?
A.Once upon a time in an imaginary country, Ayodyapala…
B. Along time ago in a jungle, there lived a man
C. One day in a country, there was a girl
D. Last night in Alengka Soka garden …
E. Yesterday in the Dandaka Jungle …
7. Who are the main characters in the story?
A. Shinta and Lesmana
B. Rama, Lesmana and Rahwana
C. Rama, Shinta and RAhwana
D. RAma, Shinta and Lesmana
E. Shinta and Rama
8. When and where did the story happen?
A. Long time ago / in the valley
B. Long time ago / in the jungle
C. Four years ago / in the village
D. Yesterday / in the palace
E. Two weeks ago / in the mountain
9. Where can you find the resolution?
A. In paragraph 4
B. In paragraph 2
C. In paragraph 3
D. In paragraph 8
E. In paragraph 12
10. The following statements are the re-orientation of the story, except….
A. We should ask to our country what it has given to us
B. We learn about loyalty and heroism
C. We should give anything to our country
D. True love is reflected by the loyalty of husband and wife
E.
We should have respect ability to socialize with others
Section
3 : Joint Construction of the Text.
Activity 1
Teacher’s Explanation
Get started in your narrative writing.
Listen to the
explanation about your preparation in your narrative writing.
Orientation, Complication(s), Resolution, Re-orientation.
Activity 2
Use
the following table as framework for planning your group narrative
and make a discussion for an agreement:
TITLE : ……………………………..
AUTHORS :
ORIENTATION : (giving information about setting – time, place, situation of main characters)
COMPLICATION :
(showing a change in the usual order of events or way of life of one
of main characters; 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; life returns to
more or less normal.)
RE-ORIENTATION : (It’s optional. But it will be better for you if you write a
Complete narrative.)
Activity
3
Teacher’s Explanation
Pay attention to the explanations about:
By the use of the simple past tense. For example; “Once upon a time there lived ….”. This provide the first orientation: ‘not now’ (which may be ‘in the past’ or in some imaginary world‘ and ‘not here’ ; for example : Long time ago, in a small village ….)
By the use of time conjunction. For example: Now one day…, So at last …, so then …., and then …., ever after…..
By the use of particular geographical space. For example: in a little village, there was a big palace, deep in the forest, there was a big palace….
By the use of conditional. For example: … if he could ….
By the use of verbal process.
For example: The King promised…., His mother yelled….
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.
Activity 5
Presentation
Make a presentation about the result of your group work in front of the class. Type your work in Power Point or other software and use In Focus (Projector) to present it. Insert necessary pictures or film in your presentation.
You might use
your group work to participate in writing competition at your school
or at other schools in your town or city.
Section Four: Independent Construction of the Text.
Activity 1
Get ready
to write a narrative on your own.
Choosing a topic
Now, when you
write our own narrative, think about what you are going to write about.
When you are ready to write your own story, you should be able to use
the stages of the narrative to help you plan the events in each stages.
Writing a Plan
Try to decide what kind of story you are going to write. Before you begin, think about these questions:
Activity 2
Drafting
After you have
plan the sequence of events, begin to write your own story. Remember
that the first draft of a piece of writing doesn’t have to be perfect.
Activity 3
Reviewing
Read over your
draft and check that all the events are in the right order. As you read
your draft make sure that your narrative has the following stages.
TITLE : ……………………………..
AUTHOR :
…………………………….
ORIENTATION : (giving information about setting – time, place, situation of main characters)
COMPLICATION : (showing a change in the usual order of events or way
of life of one of main characters; 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;
life returns to more or less normal.)
RE-ORIENTATION : (It’s optional. But it will be better for you if you write a
Complete narrative.)
Activity 4
Conferencing
Swap your draft
narrative with other students. Ask them to let you know where your text
is unclear where more information could be added or left out.
Activity 5
Consulting
Arrange a time
to consult with me about your first draft. Consulting in a small group
will be a good way too.
Activity 6
Editing
Edit your draft
and re-write the narrative after talking with other people about how
it could be improved. Compare your final draft to some of the other
model texts you have studied before , the narratives written by
the class , or found in books. Think about the differences and
talk with others about how you might write a new narrative.
Activity 7
Publishing
Decide whether
you want to publish your own text in your school magazine or school
newspaper, a library display or individual folder as your port polio.
You might use
your own work to participate in writing competition at your school or
at other schools in your town or city.
C. Assessments.
The
assessment in this action research was conducted during the learning
process:
CHAPTER III
REPORT OF THE
RESULT OF THE OBSERVATION
The writer would like to report
the result of the observation of the teaching and learning narrative
text as follows:
1. Cycle 1.
a. Planning and Action Preperation.
The action implemented on this stage :
Observation was started with pre-test . Then the writer implemented the stage of “Building Knowledge of the Field.” She shared experience with students about narrative text and talked about transactional and interpersonal language and other expressions used in spoken language.
She did the stage of modelling text by giving varies of narrative text one of which presented with power point completed with animation , colour, sound, and VCD Cutting. Then she taught how to do VCD Cutting to the students.
In the last cycle the students did the post-test. Then she distributed the questionnaires to find out the students’ motivation and attitude towards the action given.
The result of the observation
was as follows:
QUESTIONAIRES | ||||
MOTIVATION AND ATTITUDE OF SEMARANG 7 SENIOR HIGH SCHOOL | ||||
TOWARDS MEDIA "VCD CUTTING" | ||||
No | Pernyataan (Statements) | Setuju | Tidak | |
(Agree) | Setuju | |||
(Disagree) | ||||
1 | Membantu saya memperoleh petunjuk untuk | 20 | 5 | |
mengaktifkan (helps me provide meaning clues) | ||||
2 | Memberi contoh berkomunikasi dalam bahasa | 25 | ||
Inggris yang baik (gives me good models of | ||||
communication) | ||||
3 | Membantu saya berkonsentrasi pada materi | 16 | 9 | |
utama (help me focus on main points) | ||||
4 | Membantu untuk menarik perhatian saya ( helps | 23 | 2 | |
me focus on my attention) | ||||
5 | Membantu saya untuk mengkomunikasikan | 22 | 3 | |
gagasan-gagasan dgn lebih baik(gives me a better | ||||
help for communicating ideas) | ||||
6 | Mempermudah memahami ungkapan yang sesuai | 18 | 7 | |
(make it easy to learn appropriate expressions) | ||||
7 | Membuat saya memahami budaya dari bahasa yang dipelajari | 16 | 9 | |
yaitu bahasa inggris (make me learn the culture of the target language) | ||||
8 | Mempermudah untuk berlatih bersama teman (makes me | 23 | 2 | |
easy to practice with my friends) | ||||
9 | Membantu untuk memahami penjelasan guru saya | 19 | 6 | |
(help me understand my teacher's explanation) | ||||
10 | Memberi motivasi (be motivating) | 21 | 4 | |
11 | Membantu saya meningkatkan kemampuan berkomunikasi dengan bahasa | 25 | ||
inggris (helps me improve my English communication) | ||||
12 | Menunjukkan bahwa VCD Cutting lebih membantu daripada teks biasa | 19 | 6 | |
(shows that VCD Cutting is more helpful than a mere text) | ||||
13 | Membuat saya belajar bahasa inggris lebih menyenangkan | 23 | 2 | |
(makes me learn English more enjoyable) | ||||
Rata-rata (average) | 20,76923 | 4,230769231 | ||
SETUJU (AGREE) | 21 | |||
TIDAK SETUJU (DISAGREE) | 4 | |||
21
4
0
5
10
15
20
25
TOTAL OF STUDENTS
AGREE/ DISAGREE
GRAPH 1 : SCIENTIFIC ATTITUDE
AGREE
DISAGREE
d. Reflection.
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. The average students in this class ( 21 students
or 84 %) agreed with the questionaires. There were 4 students or 16
% didn’t agree with the questionires. So it means that the students’
motivation and attitude high towards the teaching
and learning english on narrative text with VCD Cutting.
2. Cycle 2
a. Planning and the preperation of the action.
The implementation of the action in cycle 2:
The observation
was started with the writer came to the stage of Joint Construction
of the Text.” She divided the students into groups of 5. Each
students consisted of 6 students. The students had their group work
make the presentation material about narrative text based on the film
they watched. Then they presented their group work with Power
Point completed with animation, pictures, colour, sound and VCD Cutting.
The result of the observation was as follows:
RUBRIC FOR SPEAKING ASSESMENT
NO. | INDICTOR/ VARIABLE | QUESTIONS/ STATEMENTS | SCORE |
A. | Teaching Learning
Activitiey Using Likert Rating scale (1 up to 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 |
B. | Process Skill The achevement indicator reached 64 %.. |
|
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 |
Keterangan:
1 = never (tidak pernah)
2 = sometimes (kadang-kadang)
3 = often (sering)
4 =
always (selalu)
OBSERVATION PAPER - SPEAKING | |||||||||||
FOR VARIABLE OF ACTIVITY AND LEARNING PROCESS | |||||||||||
SUBJECT | : | ENGLISH | |||||||||
GENRE | : | NARRATIVE | |||||||||
CLASS | : | XII Lang. Prog. |
No/ | Students Activity | Learning Process | ||||||||||||||||||||||||||
label | A1 | A2 | A3 | A4 | A5 | A6 | SUM | B1 | B2 | B3 | B4 | B5 | B6 | B7 | B8 | SUM | ||||||||||||
S1 | 4 | 2 | 3 | 4 | 4 | 3 | 20 | 2 | 3 | 2 | 3 | 3 | 3 | 3 | 4 | 23 | ||||||||||||
S2 | 4 | 3 | 3 | 4 | 4 | 3 | 21 | 3 | 4 | 4 | 3 | 3 | 4 | 4 | 4 | 29 | ||||||||||||
S3 | 4 | 3 | 3 | 4 | 4 | 3 | 21 | 3 | 3 | 4 | 3 | 3 | 4 | 4 | 4 | 28 | ||||||||||||
S4 | 4 | 3 | 3 | 4 | 4 | 3 | 21 | 3 | 3 | 4 | 3 | 3 | 4 | 4 | 4 | 28 | ||||||||||||
S5 | 4 | 2 | 3 | 4 | 4 | 3 | 20 | 3 | 3 | 4 | 3 | 3 | 3 | 3 | 4 | 26 | ||||||||||||
S6 | 2 | 2 | 3 | 3 | 4 | 3 | 17 | 3 | 3 | 3 | 3 | 3 | 3 | 4 | 4 | 26 | ||||||||||||
S7 | 4 | 2 | 3 | 4 | 4 | 3 | 20 | 3 | 3 | 4 | 3 | 3 | 4 | 4 | 4 | 28 | ||||||||||||
S8 | 4 | 2 | 3 | 4 | 4 | 3 | 20 | 3 | 3 | 2 | 3 | 3 | 3 | 3 | 4 | 24 | ||||||||||||
S9 | 4 | 2 | 3 | 4 | 4 | 3 | 20 | 3 | 3 | 4 | 3 | 3 | 4 | 4 | 4 | 28 | ||||||||||||
S10 | 4 | 2 | 3 | 4 | 4 | 3 | 20 | 3 | 3 | 4 | 3 | 3 | 4 | 4 | 4 | 28 | ||||||||||||
S11 | 4 | 2 | 3 | 4 | 4 | 3 | 20 | 3 | 3 | 4 | 3 | 3 | 4 | 4 | 4 | 28 | ||||||||||||
S12 | 4 | 2 | 3 | 4 | 4 | 3 | 20 | 3 | 3 | 3 | 3 | 3 | 3 | 4 | 4 | 26 | ||||||||||||
S13 | 4 | 2 | 3 | 4 | 4 | 3 | 20 | 3 | 3 | 4 | 3 | 3 | 4 | 4 | 4 | 28 | ||||||||||||
S14 | 4 | 2 | 3 | 4 | 4 | 3 | 20 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 4 | 25 | ||||||||||||
S15 | 4 | 2 | 3 | 4 | 4 | 3 | 20 | 3 | 3 | 3 | 3 | 3 | 3 | 3 | 4 | 25 | ||||||||||||
S16 | 4 | 3 | 3 | 4 | 4 | 3 | 21 | 3 | 3 | 4 | 3 | 3 | 4 | 4 | 4 | 28 | ||||||||||||
S17 | 4 | 3 | 3 | 4 | 4 | 3 | 21 | 3 | 4 | 4 | 3 | 3 | 4 | 4 | 4 | 29 | ||||||||||||
S18 | 4 | 2 | 3 | 4 | 4 | 3 | 20 | 3 | 3 | 3 | 3 | 3 | 3 | 4 | 4 | 26 | ||||||||||||
S19 | 4 | 2 | 3 | 4 | 4 | 3 | 20 | 3 | 3 | 3 | 3 | 3 | 3 | 2 | 4 | 24 | ||||||||||||
S20 | 3 | 2 | 2 | 3 | 3 | 3 | 16 | 2 | 2 | 3 | 2 | 3 | 3 | 3 | 4 | 22 | ||||||||||||
S21 | 4 | 2 | 3 | 4 | 4 | 3 | 20 | 3 | 3 | 4 | 3 | 3 | 4 | 4 | 4 | 28 | ||||||||||||
S22 | 4 | 2 | 3 | 4 | 4 | 3 | 20 | 3 | 3 | 4 | 3 | 3 | 4 | 4 | 4 | 28 | ||||||||||||
S23 | 4 | 2 | 3 | 4 | 4 | 3 | 20 | 3 | 3 | 4 | 3 | 3 | 4 | 4 | 4 | 28 | ||||||||||||
S24 | 3 | 2 | 3 | 4 | 4 | 3 | 19 | 2 | 2 | 3 | 3 | 3 | 3 | 2 | 4 | 22 | ||||||||||||
S25 | 4 | 4 | 3 | 4 | 4 | 3 | 22 | 3 | 4 | 4 | 3 | 4 | 4 | 4 | 4 | 30 | ||||||||||||
S26 | 4 | 2 | 3 | 3 | 3 | 3 | 18 | 3 | 3 | 4 | 3 | 3 | 4 | 4 | 4 | 28 | ||||||||||||
S27 | 4 | 4 | 3 | 4 | 4 | 3 | 22 | 4 | 4 | 4 | 3 | 3 | 4 | 4 | 4 | 30 | ||||||||||||
S28 | 4 | 2 | 3 | 4 | 4 | 3 | 20 | 3 | 3 | 4 | 3 | 3 | 4 | 4 | 4 | 28 | ||||||||||||
S29 | 4 | 3 | 3 | 4 | 4 | 3 | 21 | 3 | 3 | 4 | 3 | 3 | 4 | 4 | 4 | 28 | ||||||||||||
S30 | 4 | 3 | 3 | 4 | 4 | 3 | 21 | 3 | 3 | 4 | 3 | 3 | 4 | 4 | 4 | 28 | ||||||||||||
3,9 | 2,37 | 2,97 | 3,9 | 3,9 | 3 | 20 | 0 | 2,93 | 3,1 | 3,6 | 3 | 3 | 3,6 | 3,7 | 4 | 26,9 | ||||||||||||
Teacher, | ||||||||||||||||||||||||||||
Sri Muryati, SPd | ||||||||||||||||||||||||||||
NIP : 131406067 |
GRAPH 2
3,9
2,37
2,97
3,9
3,9
3,0
20,03
2,93
3,1
3,6
3,0
3,0
3,6
3,7
4,0
26,9
0
5
10
15
20
25
30
TOTAL OF STUDENTS
1
Learning Process
SPEAKING OBSERVTION
A1
A2
A3
A4
A5
A6
sum
B1
B2
B3
B4
B5
B6
B7
B8
sum
RUBRIC FOR SPEAKING ASSESMENT
NO. | INDICTOR/ VARIABLE | QUESTIONS/ STATEMENTS | SCORE |
A. | Teaching Learning
Activitiey Using Likert Rating scale (1 up to 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 |
B. | Process Skill The achevement indicator reached 64 %.. |
|
1
2 3 4 1
2 3 4 1
2 3 4 1
2 3 4 1
2 3 4 |
Keterangan:
1 = never (tidak pernah)
2 = sometimes (kadang-kadang)
3 = often (sering)
4 = always (selalu)
OBSERVATION PAPER - WRITING | ||||||||||||||||
FOR VARIABLE OF ACTIVITY AND LEARNING PROCESS | ||||||||||||||||
SUBJECT | : | ENGLISH | ||||||||||||||
GENRE | : | NARRATIVE | ||||||||||||||
CLASS | : | XII Lang. Prog. | ||||||||||||||
No | Nama | Keaktifan | Ketrampilan proses | |||||||||||||
label | A1 | A2 | A3 | A4 | A5 | A6 | SUM | B1 | B2 | B3 | B4 | B5 | B6 | SUM | ||
S1 | ADI H | 3 | 3 | 3 | 3 | 3 | 2 | 17 | 2 | 3 | 2 | 3 | 3 | 4 | 17 | |
S2 | AMELIA M | 4 | 4 | 4 | 4 | 4 | 3 | 23 | 3 | 4 | 4 | 3 | 3 | 4 | 21 | |
S3 | ANI W | 4 | 4 | 4 | 4 | 4 | 3 | 23 | 3 | 3 | 4 | 3 | 3 | 4 | 20 | |
S4 | ANIS F | 4 | 4 | 4 | 4 | 4 | 3 | 23 | 3 | 3 | 4 | 3 | 3 | 4 | 20 | |
S5 | BONDAN S | 4 | 4 | 4 | 4 | 4 | 2 | 22 | 3 | 3 | 4 | 3 | 3 | 3 | 19 | |
S6 | CAHYO P | 4 | 4 | 4 | 4 | 4 | 2 | 22 | 3 | 3 | 3 | 3 | 3 | 3 | 18 | |
S7 | CATUR W | 4 | 4 | 4 | 4 | 4 | 3 | 23 | 3 | 3 | 4 | 3 | 3 | 4 | 20 | |
S8 | DESI A | 4 | 4 | 4 | 4 | 4 | 3 | 23 | 3 | 3 | 2 | 3 | 3 | 3 | 17 | |
S9 | DEVI S | 4 | 4 | 4 | 4 | 4 | 3 | 23 | 3 | 3 | 4 | 3 | 3 | 4 | 20 | |
S10 | DEWI P | 4 | 4 | 4 | 4 | 4 | 3 | 23 | 3 | 3 | 4 | 3 | 3 | 4 | 20 | |
S11 | DIAH P | 4 | 4 | 4 | 4 | 4 | 3 | 23 | 3 | 3 | 4 | 3 | 3 | 4 | 20 | |
S12 | DWIKI R | 4 | 4 | 4 | 4 | 4 | 2 | 22 | 3 | 3 | 3 | 3 | 3 | 3 | 18 | |
S13 | DYAH A | 4 | 4 | 4 | 4 | 4 | 2 | 22 | 3 | 3 | 4 | 3 | 3 | 4 | 20 | |
S14 | FERI D | 4 | 4 | 4 | 4 | 4 | 3 | 23 | 3 | 3 | 3 | 3 | 3 | 3 | 18 | |
S15 | FIVILIA | 4 | 4 | 4 | 4 | 4 | 3 | 23 | 3 | 3 | 3 | 3 | 3 | 3 | 18 | |
S16 | KHUSNIYATI | 4 | 4 | 4 | 4 | 4 | 3 | 23 | 3 | 3 | 4 | 3 | 3 | 4 | 20 | |
S17 | LAILA Z | 4 | 4 | 4 | 4 | 4 | 3 | 23 | 3 | 4 | 4 | 3 | 3 | 4 | 21 | |
S18 | LINDA R | 4 | 4 | 4 | 4 | 4 | 3 | 23 | 3 | 3 | 3 | 3 | 3 | 3 | 18 | |
S19 | MOH. T | 4 | 4 | 4 | 4 | 4 | 3 | 23 | 3 | 3 | 3 | 3 | 3 | 3 | 18 | |
S20 | MUSTIKA A | 4 | 4 | 4 | 4 | 4 | 1 | 21 | 2 | 2 | 3 | 2 | 3 | 3 | 15 | |
S21 | NOVA LITA | 4 | 4 | 4 | 4 | 4 | 3 | 23 | 3 | 3 | 4 | 3 | 3 | 4 | 20 | |
S22 | OKY F | 4 | 4 | 4 | 4 | 4 | 3 | 23 | 3 | 3 | 4 | 3 | 3 | 4 | 20 | |
S23 | PUTRI P | 4 | 4 | 4 | 4 | 4 | 3 | 23 | 3 | 3 | 4 | 3 | 3 | 4 | 20 | |
S24 | RIANA A | 4 | 4 | 4 | 4 | 4 | 1 | 21 | 2 | 2 | 3 | 3 | 3 | 3 | 16 | |
S25 | RICKY W | 4 | 4 | 4 | 4 | 4 | 3 | 23 | 3 | 4 | 4 | 3 | 4 | 4 | 22 | |
S26 | RINA WATI | 4 | 4 | 4 | 4 | 4 | 3 | 23 | 3 | 3 | 4 | 3 | 3 | 4 | 20 | |
S27 | RINDA A | 4 | 4 | 4 | 4 | 4 | 3 | 23 | 4 | 4 | 4 | 3 | 3 | 4 | 22 | |
S28 | VELMA R | 4 | 4 | 4 | 4 | 4 | 3 | 23 | 3 | 3 | 4 | 3 | 3 | 4 | 20 | |
S29 | WAHYU W | 4 | 4 | 4 | 4 | 4 | 3 | 23 | 3 | 3 | 4 | 3 | 3 | 4 | 20 | |
S30 | YULIANI T | 4 | 4 | 4 | 4 | 4 | 3 | 23 | 3 | 3 | 4 | 3 | 3 | 4 | 20 | |
AVERAGE SCORE | 4 | 3,97 | 3,97 | 4 | 4 | 2,7 | 22,5 | 0 | 2,93 | 3,1 | 3,6 | 2,97 | 3,03 | 3,7 | 19,3 | |
Teacher, | ||||||||||||||||
Sri Muryati, SPd. | ||||||||||||||||
NIP : 131406067 |
GRAPH 3
3,97
3,97
3,97
3,97
3,97
2,7
22,53
2,93
3,1
3,6
2,97
3,03
3,7
19,3
0
5
10
15
20
25
TOTAL OF THE STUDENTS
1
Learning process
WRITING OBSERVATION
A1
A2
A3
A4
A5
A6
SUM
B1
B2
B3
B4
B5
B6
SUM
d. Reflection..
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
47,2 or 84% and for writing was 41,83 or 84% ?
school passing grade 64 % this showed that it really fulfilled
the achievement indicator of a classroom action research.
3. Cycle 3.
a. Planning and the preperation of the action.
b. The implementation of the action
The implementation of the action in cycle 3:
c. Observation.
The writer had done the stage of “Independent Construction of the Text.” The students wrote a narrative text individually. First of all the students chose and planned a new topic or about a story that they had read, or a story based on the film he/ she watched. Then he/ she made a draft of a narrative text and made a review if the writing matched the generic structure of a narrative, swapped the writing with a friend to check whether it was correct or not, or gave other opinion, consulted it with the teacher and finally the student rewrote the draft that had been consulted with the teacher. The best writing would be put on the flannel board in the class room , wall magazine or school magazine , “Image”.
On the last cycle the students did the post-test.
The result of the observation
of cycle 3 was as follows:
RUBRIC FOR INDIVIDUAL WRITING ASSESMENT
NO. | INDICATOR/VARIABLE | QUESTIONS / STATEMETNS | SCORE |
A | Learning Process
etrampilan Proses Indikator pencapaian mencapai 64 % bila ketrampilan/ kemampuan dilakukan skoring. |
|
1
2 3 4 1
2 3 4 1
2 3 4 1
2 3 4 1
2 3 4 1 2 3 4 |
Keterangan:
1 = never (tidak pernah)
2 = sometimes (kadang-kadang)
3 = often (sering)
4 = always (selalu)
OBSERVATION PAPER - WRITING FOR VARIABLE INDIVIDUAL LEARNING PROCESS SUBJECT: ENGLISH GENRE: NARRATIVE CLASS : XII Lang. Prog. No Name Learning Process label A1 A2 A3 A4 A5 SUM S1 ADI H 2 3 2 3 3 13 S2 AMELIA M 3 4 4 4 3 18 S3 ANI W 3 3 4 3 2 15 S4 ANIS F 3 3 4 3 2 15 S5 BONDAN S 3 3 2 3 3 14 S6 CAHYO P 3 3 3 3 2 14 S7 CATUR W 3 3 4 3 3 16 S8 DESI A 3 3 2 3 3 14 S9 DEVI S 3 3 2 3 3 14 S10 DEWI P 3 3 2 3 3 14 S11 DIAH P 3 3 2 3 3 14 S12 DWIKI R 3 3 3 3 3 15 S13 DYAH A 3 3 2 3 3 14 S14 FERI D 3 3 3 3 3 15 S15 FIVILIA 3 3 3 3 3 15 S16 KHUSNIYATI 3 3 4 3 3 16 S17 LAILA Z 3 4 4 3 3 17 S18 LINDA R 3 3 2 3 3 14 S19 MOH. T 3 3 3 2 3 14 S20 MUSTIKA A 2 2 3 2 3 12 S21 NOVA LITA 3 3 2 3 3 14 S22 OKY F 3 3 4 3 3 16 S23 PUTRI P 3 3 2 3 3 14 S24 RIANA A 2 2 3 3 3 13 S25 RICKY W 3 4 4 3 4 18 S26 RINA WATI 3 3 2 3 3 14 S27 RINDA A 4 4 4 3 3 18 S28 VELMA R 3 3 2 3 3 14 S29 WAHYU W 3 3 4 3 3 16 S30 YULIANI T 3 3 4 3 3 16 Average score 2,9 3,1 3,0 3,0 2,9 14,9 GURU PENGAJAR SRI MURYATI, SPd. NIP : 130 794 346
GRAPH : 4
OBSERVATION FOR INDIVIDUAL
WRITING
2,9
3,1
3,0
3,0
2,9
14,9
0
5
10
15
20
25
30
TOTAL OF STUDENTS
1
LEARNING PROCESS
A1
A2
A3
A4
A5
SUM
LIST OF STUDENTS SCORES CYCLE I,II,III | ||||||||
SEMARANG 7 SENIOR HIGH SCHOOL ACADEMIC YEAR 2006/2007 | ||||||||
Class : XII Lang. Program | ||||||||
NO | NIS | STUDENTS’ NAME | DAILY ASSESMENTS | |||||
1 | 2 | 3 | 4 | |||||
PRE-TEST | CYCLE 1 SCORE | CYCLE 2 SCORE | CYCLE 3 SCORE | |||||
1 | 048845 | ADI HERMAWANTO | 40 | 73 | 80 | 70 | ||
2 | 048885 | AMELIA MARETA RAHAYU | 55 | 73 | 77 | 90 | ||
3 | 048966 | ANI WIJAYANTI | 60 | 67 | 83 | 85 | ||
4 | 048967 | ANIS FAUZIYAH | 45 | 67 | 70 | 80 | ||
5 | 048851 | BONDAN SASANGKA NUR | 40 | 70 | 57 | 70 | ||
6 | 048934 | CAHYO PURNOMO | 40 | 40 | 40 | 95 | ||
7 | 048935 | CATUR WAHONO | 40 | 67 | 73 | 65 | ||
8 | 048853 | DESI ANISAH PUTRI | 40 | 67 | 77 | 80 | ||
9 | 048854 | DEVI SULISTYA M | 40 | 70 | 70 | 75 | ||
10 | 049134 | DEWI PURNAMA SARI | 40 | 60 | 67 | 95 | ||
11 | 048855 | DIAH PUSPITASARI | 53 | 73 | 77 | 90 | ||
12 | 049101 | DWIKI RIZKY ANGESTI | 40 | 70 | 73 | 95 | ||
13 | 049102 | DYAH ARDIANA | 40 | 63 | 47 | 75 | ||
14 | 049141 | FERI DANU YUDISTIRA | 40 | 50 | 73 | 80 | ||
15 | 049143 | FIVILIA TIKA PERDANA | 40 | 67 | 73 | 85 | ||
16 | 048980 | KHUSNIYATI | 45 | 57 | 77 | 80 | ||
17 | 048904 | LAILA ZORAYA AHMAD | 80 | 67 | 57 | 80 | ||
18 | 048945 | LINDA RUSDIANI | 40 | 63 | 70 | 95 | ||
19 | 038649 | MOH. TEGAR DIGDAYA | 40 | 73 | 50 | 75 | ||
20 | 048951 | MUSTIKA ARISTIANTINI | 40 | 40 | 80 | 40 | ||
21 | 049227 | NOVA LITA DAMAYANTI | 40 | 70 | 77 | 85 | ||
22 | 048988 | OKY FERARI KARINA | 40 | 77 | 60 | 90 | ||
23 | 049230 | PUTRI PRATIWI | 40 | 67 | 80 | 75 | ||
24 | 049235 | RIANA ARTI LISTIANI | 50 | 57 | 63 | 40 | ||
25 | 048991 | RICKY WAHYU SETIAWAN | 60 | 67 | 83 | 95 | ||
26 | 048992 | RINA WATI | 40 | 67 | 80 | 75 | ||
27 | 048992 | RINDA AYU NURANI | 40 | 40 | 83 | 90 | ||
28 | 048993 | VELMA RESA SARASWATI | 40 | 67 | 73 | 75 | ||
29 | 049001 | WAHYU WICAKSONO | 40 | 40 | 73 | 75 | ||
30 | 049124 | YULIANI TRISNANINGRUM | 70 | 73 | 87 | 90 | ||
AVEARAGE SCORE | 45,3 | 63,4 | 71,0 | 79,7 | ||||
PASSED | 2 | 20 | 23 | 28 | ||||
FAILED | 28 | 10 | 7 | 2 |
2
28
20
10
23
7
28
2
0
5
10
15
20
25
30
TOTAL OF
STUDENTS
1
2
3
4
TYPE OF TEST
PRE-TES, CYCLE 1, CYCLE 2, CYCLE 3
(POST TES) SCORES
PASSED
FAILED
GRAPH 5d. Reflection.
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. And it also showed the
improvement from the pre – test only 2 students passed
or 7,3 %, in cycle 1 there were 20 students passed or
67 % , 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
CONCLUSIONS
AND SUGGESTIONS
The conclusions that could be drawn from this action research wee as follows:
On the basis of the conclusions above, the writer offered the following suggestions.:
Daryanto. 1990. Media Visual.
Bandung : Tarsito.
Depdiknas. 2003. Pedoman Teknis Pelaksanaan CAR (Classroom Action
Research). Jakarta: Direktorat Jenderal Pendidikan Dasar dan Menengah,
Direktorat Pendidikan Lanjutan Pertama.
Hammond, Jenny et al. 1992. English for Social Purposes. A Handbook for
Teachers of Adult Literacy. Sydney: Marcquire University.
Sadiman, Arief, dkk. 1996. Media Pendidikan. Pengertian, Pengembangan dan
Pemanfaatannya. Jakarta: PT Raja Grafindo Persada.
Sudibyo AP, Drs, MPd. 2006. Laporan Penelitian , Pemerintah Kota Semarang.
William R. Lee. 1983. A
Study Dictionary of Social englsh. New York: Pergamon Press.
Nurhadi,dkk. 2004. Kontekstual
dan penerapannya dalam KBK. Malang: pnerbit Universitas Negeri Malang.
O’Malley, J. Michael. 1995.
Authentic Assessment For Lnguage learners. Longman.
Willy Renandya. 1992. Research
methodology. RELC. Singapore.
Jaremy Harmer. 2003. How
to Teach english . Longman.
Sadiman, Arif S, Dr. 1984. Media pendidikan. Pustekom Dikbud dan PT Raja Gofindo persada.
NSW, KJ. Eltis, Dr. 1991.
An Approach to Writing K-12. Australia : NSW department of
School Educatiom.
Moh. Uzer Usman, Drs. 1993.
Upaya Optimalisasi Kegiatan Belajar
Mengajar. Bandung: Penerbit PT Remaja Rosda karya.
Poerwodarminto, 1998. Kamus
Umum Bahasa Indonesia, Jakarta : Balai Pustaka.
Poerwodarminto, 1980. Kamus
Lengkap bahasa Inggris , Jakarta : Balai Pustaka.
Riyadi santoso, Drs. M.Ed.
2003. Semiotika Sosial Pandangan Terhadap Bahasa. Surabaya: Pustaka
eurika.
Tri Wiratmo, Drs, MA. 2003.
Kiat Menulis Karya Ilmiah dalam Bahasa Inggris. Jogyakarta: Pustaka
Pelajar.
Suharsimi Arikunto. 1998. Prosedur Penelitian Suatu pendekatan praktis. Jakarta : Rineka Cipta.
Anderson, Mark and Kathy.
2003. Tex Type in English.Australia: PTY Ltd.
BIODATA
1 | Name | Sri Muryati, SPd. |
2 | NIP ( Civil Servant ID Number) | 130794346 |
3 | Occupation | teacher |
4 | Rank | Guru Pembina/ IV a |
5 | Place And Date of Birth | Boyolali, 15 May 1953 |
6 | Gender | Female |
7 | Religion | Moslem |
8 | Subject Taught | English |
9 | Length of work | 27 years |
10 | Title of the Research | ENGLISH COMMUNICATION
COMPETENCY IMPROVEMENT
ON SPOKEN AND WRITTEN NARRATIVE TEXT THROUGH “VCD CUTTING” MEDIA IN SEMARANG 7 SENIOR HIGH SCHOOL |
11 | Last education | S1 |
12 | Faculty/ Department | Faculty of Letter/ English |
13 | Marital Status | Married |
14 | School Address
|
Semarang 7 Senior high School Jl. Untung Suropati Semarang, 50185. Banbankerep Ngaliyan Semarang City Central Java 62- (024) 7605977 |
15 | Home Address
|
Jl. Wahyu Asri Dlm. IV /DD 68 /Rt.08/ RW.6 Tambakaji Ngaliyan Ngaliyan Semarang City Central Java Telp (024) 7612539 |
16 | Social activity | Chairwoman of MGMP (English Teachers Union ) Semarang |
Semarang, September 5 th
2006
Approved by: Writer,
Headmaster
Drs. Totok Widyanto Sri Muryati, SPd.
NIP.
131415203
NIP. 130794346
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