English Communication Competency Improvement On Spoken and Written

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
Title
Writers Name :
1. Complete Name
ENGLISH COMMUNICATION COMPETENCY

IMPROVEMENT
Sri Muryati, SPd.
2. Gender
Ocupation :
Female
1. Teacher
English
2. School
SEMARANG 7 SENIOR HIGH SCHOOL
3. School Address
Jl. Untung Suropati - Telp (024) 7605977

Semarang, 50185.
4. Education
d
Department
Date of writing
Semarang City
September 5th ,2006
Semarang, September 5th ,2006

Writer,
Sri Muryati, SPd.

NIP. 130794346
PAGE OF APPROVAL
The report of this action research has been approved by the headmaster of SEMARANG 7
SENIOR HIGH SCHOOL
Day
: Tuesday
Date
: September 5th , 2006.
Semarang, September 5th 2006

Approved by:
Writer,
School Headmaster
Drs. Totok Widyanto

NIP. 131415203
Sri Muryati, SPd.

NIP. 130794346
ACKNOWLEDMENT
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

Sri Muryati , Semarang 7 Senior High School
This is an abstract of a classroom action research, Its title was English Communication
Competency Improvement on Spoken And Written Narrative Text Through VCD Cutting
Media In Semarang 7 Senior High Shool. The aim of this action research was to improve
students English learning result. The learning process was implemented with two cycles
(modes) , spoken and written English. Each cycle covered four steps, namely Building
Knowledge of the field, Modelling Text, Joint Construction of the Text and
Indpendent/ Individual Construction of the Text. The implementation of these steps was
devided into 3 cycles in action research, cycle I, II and III. Each cycle covered : Planning,
Implementation, Observation and Reflection.
The research area covered :
1.
Genre : Narrative Text for students of Grade XII Language Program , semester
1.
2.
The problems proposed : How to improve students creativity, activities, and
scores to express and response meaning in monolog teks in spoken and written accurately
and acceptably on narrative text.
This research is for students of Semarang 7 Senior High School grade XII Language
Program. Motivation and scientific atitude was measured with questionaires. Activities and
skill process to communicate in spoken and written were measured with rubric assesment when
they presented their groupwork of narrative reaching the Joint Construction of the Text. It was
typed in Power Point completed with animation, sound, colour, the depth of the material and
VCD Cutting. Cognitive domain was measured with pre-test and post-test.
The result of the research were as follows:
The result of the tes in cycle I was 63 SKBM ( School Passing Grade 64 ) , it didnt fulfil
the action achievement indicator. In cycle II, III fulfilled the action achievement indicator
SKBM ( School Passing Grade 64 ). The students average score were 71 in Cycle II and 79 in
cycle III.
Students motivation and sciencetific result fulfill the achievement indicator. There
were 21 out of 25 students gave positive response by stating agree towards the questionaires
so there were only 4 students who didnt agree with the questionaires.
The average score in cycle II on the spoken groupwork presentation was 84 64 and
on the written group work presentation was 84 64 and this result really fulfilled the result of
an action research.
In cycle III the students average score on the independent/ Individual Construction of
Text was 70 which meant the school passing grade 64. It meant that it fulfilled the
achievement Indicator.
Key words: Senior High School English learning on narrative, VCD Cutting.
CHAPTER I
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 from 1994 curriculum. These changes may
cause some problems for most English teachers to implement the curriculum in the classroom
The writer teaches at Semarang 7 Senior High School which on the academic year
2004/2005 has started to implement 2004 curriculum. The new thing for the writer is that the
2004 curriculum suggested English teachers to use text type or genre based instruction. This
means that rasionally, places language as function. One of the function of language is to
deliver message, instruction, describtion of a thing or a person, telling stories, delivering
procedure, expressing opinion, critizizing, etc.
According to the book of Standard Competence for English lesson for Senior High
School students 2004 curriculum, standard competence which should be mastered by the
students is that they should be able to communicate in spoken and written English
acceptably and accurately in interactional dan short monolog especially on procedure,
description, report, news item, narrative, recount/ spoof, exposition, discussion, explanation
and review text. These texts are known as text types or genre which really someting new for
students as well as teachers. Because the 1994 curriculum was a kind of thematic based
instruction.
It was mentioned in the Competency Based Curriculum that narrative text should be
given to grade XII students. And the method of teaching English suggested in the curriculum
is bicycle , spoken and written. Each cycle covers four stages namely, Building Knowledge of
the field , Modelling Text, Joint Construction of the Text, and Individual Construction of the
Text (CBC 2004).
In teaching narrative text, what is meant by cycle here is different from that in action
research. So the meaning of cycle, spoken and written in teaching language has nothing to do
with the meaning of cycle in action research. With these stages, students are guided to be able
to create their own narrative texts in spoken or written form.
According to the writers
experience to teach in the classrom and the discussion of semarang 7 Senior High school
English teachers in MGMP ( English Teachers Forum), most problem faced by the students is
when they reach the stage of Joint Construction of Text and Individual Construction of
Text both in spoken or written cycle. The writer found the problem when students try to
express and response meaning in monolog text using spoken and written English accurately
and acceptably. This difficulty effected the students English score. They did not reach the
passing grade score. On the graduation meeting academic year 2005/2006, It was decided that
there were 31 students failed . Most of them were caused by English score which did not
reach the school passing grade. For grade X was 61 and for grade XI was 63. While the
students everage score who failed was 52.
This problem had to be resolved. The writer, therefore, tried to find a solution. Because
the problem was to express and response meaning in monolog text using spoken and written
English accurately and acceptably , the writer tried to increase their performance by using
suitable , interesting and exciting media, film. Average students at the age of Senior High like
film stories that they watch on TV, VCD, or movie. By watching the visualism of a story
there would be ideas appeared from them to tell stories about the film they watched in
spoken or written form. The 2004 Curriculum also includes computer skill or Information
Technology (IT) as a cmpulsory subject. This subject was very helpful for the students
performance when they wre studying English. They could tell stories in spoken or written
using media Microsoft Office Power Point completed with interesting colur, animation, and
VCD cutting taken from motion pictures which reflected the stories they presented in front
of their classmates.
Through their presentation , two cycles, spoken and written could be obtained at once. Spoken
cycle could be seen when they told stories about the film and written cycle could be seen on
the narrative text which they wrote in Power Point. But by using media VCD Cutting, is
there any students improvement
to express and to response meaning in monolog text in
spoken and written form accurately and acceptably on narrative text? The writer formulated
this question in a title : ENGLISH COMMUNICATION COMPETENCY IMPROVEMENT
ON SPOKEN AND WRITTEN NARRATIVE TEXT THROUGH VCD CUTTING MEDIA
B. Research Area.
The area of the research was as the followings:
a. The main material of the research was genre Narrative and as the subject of the
research was students of grade XII Language Program, semester 1:
1. Cycle 1 : - Building knowledge of the Field. ( 6 p/ 3 meeting).
- Modelling Text ( 8 p/ 4 meeting).
2. Cycle 2 : Joint construction of the Text ( 8 p/ 4 meeting)
3. Cycle 3 : Independent Construction of the Text ( 6 p/ 3 meeting )
b. Process quality : It was seen from the students participation in their group work and
individual assignment.
c. Result quality
: It was seen from the students score in mid semester test.
d. Based on the background above the writer proposed a problem how to improve students
English communication competency on spoken and written narrative text through
VCD cutting media in semarang 7 senior high school
e. The Primary problem could be elaborated into the following subproblems:
1. How to improve studentss creativity to express and to response meaning in
monolog text on spoken and written narrative text accurately and acceptably?
2. How to improve students activity to express and to response meaning in
monolog text on spoken and written narrative text accurately and acceptably?
3. How to improve students cognitive score to express and to response meaning
in monolog text on spoken and written narrative text accurately and
acceptably?
C. The Objectives of the research.

In accordance with the above problems, the objectives of the research were:
1. To improve students creativity to express and to response meaning in monolog
text on spoken and written narrative text accurately and acceptably.
2. To improve students activity to express and to response meaning in monolog
text on spoken and written narrative text accurately and acceptably.
3. To improve students cognitive score to express and to response meaning in
monolog text on spoken and written narrative text accurately and acceptably.
4. To get school input from the teachers as the basis of making school decision so
that it would fulfil the students need.
D. Review of Related Literature.

a. Explanation of Terminology.
1. Improvement.
Improvement is from the word improve which means make or become better.
( Hornby , 1973: 494). So what was meant by improvement in this research was the
improvement of the students learning achievement.
According to Moh. Uzer Usman, to know the level of teaching learning achievement
based on the curriculum implemented were as the followings:
1. Maximum : If all the learning material is able to be mastered by the students.
2. Very good / optimum : If most of the learning material (85 % to 94 % is able
to be mastered by the students.
3. Good/ minimum : If most of the learning material (75 % to . 84 %. is able to be
mastered by the students.
4. Fail : If less than 75 % of the learning material is able to be mastered by the
students.
2. So what is meant by improvement in this action research was to create the best situation
for students to improve their ability to to express and to response meaning in monolog
text on spoken and written narrative text accurately and acceptably through media
VCD Cutting to reach the minimal level of achievement ( school passing grade ).
3. VCD Cutting.
VCD Cutting is the result of cutting film from VCD using VCD Cutter
software.
4. Teaching and Learning Narrative Text.
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Sardiman in Sudibyo AP said that teaching and learning means teaching and
learning activity in interactive way between a teacher and students to reach a learning
objective ( Sudibyo AP, 2006: 6).
Narrative is a piece of text which tells a story and , in doing so , entertains or

informs the reader or listener. ( Mark & Kathy Anderson - Book 2 : 8)
According to Tri Wiratno, Narrative text is a text functions a media to reconstruct
past experience. In general, narrative text is used to entertain readers or listeners by making
past events alive again.. (Tri Wiratno, 2003:13).
According to CBC 2004 narrative text is a text which has the following characteristics:
.
Social Function:
To amuse, entertain and to deal with actual or vicarious exoerience in different ways.
Narratives deal with problematic events which lead to crisis or turning point some kind,
which in turn find a resolution.
Generic Structure:
ORIENTATION
: sets the scene (when & where) and introduces participants/character (who)
COMPLICATION
: a crisis arises, something happened unexpectedly
RESOLUTION
: the crisis is resolved, for better or for worse
RE-ORIENTATION
: closing to the narrative (optional)
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Language Features of Narrative:
Specific participants, for example, John and Harry rather than senior high
school students.
Past tense form, because we are describing things that happened in the past.
Words giving details of people, animals, places, things and actions such as
adjectives and adverbs.
Connectors
of time, such as last week, then, etc.
Direct (the actual words spoken by a person), and reported or indirect speech
( the meaning of what the person said without using their actual words.)
(Kurikulum 2004,2003:80)
So teaching and learning narrative text in this research means teaching and
learning activity in interactive way between a teacher and students to reach learning
objective - to express and to response meaning in monolog text on spoken and written
narrative text accurately and acceptably.
4. Spoken and Written Cycle.

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

Media or medium means by which something is done. (Hornby 1973: 610). So in this research
media means
any possible thing which is able to deliver
learning messages
in a
communication so that it can stimulate students to learn. (Kukuh, 2003). The media which is
used in an instruction should be interactive which means media as instructional message
deliverer involved students actively in the process of communication. So interactive
instructional media can be used to improve learning models . For example , by giving a model
of a narrative text students can create other narratives.
The term audio visual means all materials which present pictures and sound that can be
combined as follows:
a. Paintings and recored human sound.
b. Paintings and music,
c. Photos, sound , music and human sound..
d. . film with narration, sound effect and music.
2.
The need of media in teaching and learning process.

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

To plan teaching and learning activity a teaher should choose media which is really effective
and efficient.
When the media is an interactive one, the students are not only as listeners or wievers,
but also involved actively in the learning process.
13
More over, media can overcome the teachers lack for example it can present sound
effect, pictures and motion so that the message delivered will be more interesting and real. The
weakness of media is that it can not replace teachers function.
Media will help teachers in teaching and learning process such as:
a.
Media
audio with the native sound can help teachers and students
pronounce difficult letters and words correctly.

b.
Media help teachers and students
pronounce sentences and certain
expressions using correct intonation.

c.
Modeling text helps students use grammar and cultural setting correctly.
d.
Media presents information or message consitently and can be repeated

whenever it is needed.
e.
Information and Technology Media ( radio, TV, Internet/ Computer)

presents information or message which overcome the limitation of time and place at
once..
There are some choices of media which can be used in the English teaching and
learning activities :
1. Tape recorder nd cassette with native speakers is very good for modeling
pronounciation and intonation.
2. Film, very good for modelling situation.
3. LCD (Liquid Crystal Display), is a practical hard ware and more interesting than
Video, OHP. LCd is connected to computer using VCD player and camera so that it
can be watched by the audience in the classroom.
4. IT (Information Technology) or ICT (Information Communication Technology), is
a multi media which can be improved through computer and internet where every
14
person can possibly access learning information without the limitaion of time and
place.
The usage of media in teaching and lerning process at school to increase the quality of
education has often been done but not all schols can do that. This is because of the condition
of the school and the teachers lack of competence in instructional media.
From the explanation about media, the writer chose media IT, computer and LCD with
Microsoft Office Power Point and VCD Cutter software . Therefore, the writer used available
instructional source (By Utilization) and design instructional source with Power Point and
VCD Cutting (By Design).
c. Learning Cycle.
Hammond et.al ( 1992:17) divides language learning into 2 cycles, spoken and written
language. Each cycle covered four steps, namely Building Knowledge of the field,
Modelling Text, Joint Construction of the Text and Indpendent/ Individual
Construction of the Text .
d. Way of Thinking
What makes a good teacher? Jeremy Harmer answered the questions from the result
of an interview with students from different countries, two of them are:
1. They should make their lessons interesting so you dont fall asleep in them.
2. A teacher must love his/her job. If he /she really enjoys his/her job thatll make the
lesson more interesting.
(Harmer,2003: 1)
From this point of view, early reflection and the formulation of the problems, and the
way how to solve the problem by making the situation of the class more interesting and
15
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
Work individually
Not creative
Not active
Have less competence in expressing and
responding meaning on spoken and written
monolog text accurately and acceptably.
The process of teaching and learning

It was done mechanically
Low learning result on
Narrative Text
Facility
Not enough media available
Teacher
Not yet/ never use authentic material.
Had less creativity to make interesting and
enjoyable classroom situation and supported
students to work in groups before they work
individualy..
Teaching and learning activity with VCD Cutting media
The quality of the teaching and learning process on narrative text improved
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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:
1. historical research.
2. development research
3. case study
4. co relational study
5. causal comparative study
6. experimental study
7. action research
(Sumadi,1983:15)
Based on the above categories, the relevant research was Action Research of which its
procedure were : planning, acting, observing, and reflecting.
17
c. Setting of the research

This action research was conducted in the early semester 1, on the mid of July until
September academic year 2006/2007 in Semarang 7 Senior High School for students of
grade XII Language Program.
d. Subject of the Research.
The subject of the research was the students of grade XII Language Program. The
reason why this class was used as the sample of the research because the students in this class
had got the lesson about Information Technology (IT) so that it was easy for them to insert
VCD cutting in their presentation with Microsoft Office Power Point.
e. Steps.
This action research consisted of 3 cycles of which each cycle had the following
actions:
1. Preparation.
a.
To construct teaching kits such as : development of syllaby, lesson plan,

Narrative text material written in Microsoft Office Power Point completed with
VCD Cutting.
b. To construct peper and pencil test instrument for the pre and the post-test.
c. To construct observation instrument for the individual and group work.
d. To construct instrument to investiaget the students atutude towards the lesson.
2. Implementation of the Action.
a. The first stage , Building Knowledge of the field (BKOF) , is very important for the
students as it is the point at which overall knowledge of the cultural and social contexts
of the topic is built and developed. It is also important for the students to have an
understanding of the topic before they are asked to write about it.
18
b. The second stage, Modelling of Text (MOT) , the students are given a model of the text
type or a genre they will be reading or writing. There is an explicit focus on analysing
the genre through a model text related to the course topic.
c. The third stage, joint construction of text (JOT) , the aim is for the teacher to work
with the students to construct a similar text that has been modeled before. Further
group work may need to be done before the actual construction of the text begins. This
may covers :
1. gathering relevan information,
2. having additional reading,
3. watching the film chosen,
4. learning how to do VCD cutting,
5. writing notes to be used as the basis for writing the text. If the students still
have difficulties about the text, they are guided to be back to the modeling text
or even to the building knowledge of the field.
6. writing a short story based on the film they watched on Power Point.
7.
having group work presentation and supporting the students in order to change
the language from spoken to written mode. The emphasis at this stage is on the
teacher giving guidance
d. The fourth stage , Independent Construction of Text (ICOT) . The students are guided to
construct their own writing. The teahers duty is being available to consult with the
student individually as they need an assistance. The teachers role is to provide
constructive comments to the student for his or her development.
19
According to CBC 2004 Senior High School , the text types which should be mastered
by the students of grade XII are narrative, explanation, discussion dan review. The writer
conducted action research on two cycles, spoken and written for the students of grade XII
Language Program , semester 1 who focused on the narrative text.
3. Observation .
On the stage of the observation the writer (as the researcher) and the observer
(other English teacher) were involved actively. The observation for the students
performance was done by the researcher and the observer used focused rubric
4. Evaluation dan Reflection.

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

To cllect the data the writer designed the following instruments:
1. Paper-pencil test.
2. Rubric
3. Performance assessment
4. Systematic observation
5. Portofolio
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HAPTER II
REPORT OF THE ACIVITIES
A. Constructing Lesson Plan.
LESSON PLAN
( LP)
Subject
: English Lesson
School
: Senior High School
Class/Semester
: XII Language Program / 1
Genre
: Narrative
Cycles
: Spoken and Written
Time allotment
: 28 periods
I. STANDARD COMPETENCE
1. Listening :
1.1 The ability to understand the meaning of formal transactional dialogues and
interpersonal dialogues (sustained) accurately and acceptably in daily lives and to access
knowledge.
1.2. The ability to understand the meaning of monolog text, narrative accurately and
acceptably in daily lives and to access knowledge.
2. Speaking :
2.1 The ability to express the meaning of formal transactional dialogues and
interpersonal dialogues (sustained) accurately and acceptably in daily lives and to access
knowledge.
1.2. The ability to express the meaning of monolog text, narrative accurately and
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
21
II. BASIC COMPETENCE

1. Listening :
1.1 The students are able to response the meaning of formal transactional dialogues and
interpersonal dialogues (sustained) accurately and acceptably in daily lives which
includes expressions : suggestions, request, complaint, possibility and ability to do
something.
1.2. The students are able to response the meaning of spoken monologs accurately and
acceptably in daily lives I relation to narrative text.
2. Speaking :
2.1. The students are able to express the meaning of formal transactional dialogues and
interpersonal dialogues (sustained) accurately and acceptably in daily lives which
includes expressions : suggestions, request, complaint, possibility and ability to do
something.
2.2. The students are able to express the meaning of spoken monologs accurately and
acceptably in daily lives in relation to narrative text.
3. Reading :
3.1. The students are able to response the meaning of written monologs accurately and
acceptably in daily lives on narrative text.
4. Writing:
4.1 The students are able to express the meaning of written monologs accurately and
acceptably in daily lives in relation to narrative text.
III. INDICATOR
a. Actional Competence.
1. Listening.
To response the transactional and interpersonal dialogues correctly, such as:
suggestions, request, complaint, possibility and ability to do something.
2. Speaking
To express the transactional and interpersonal dialogues correctly, such as:
22
suggestions, request, complaint, possibility and ability to do something, and to

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

Expressions :
suggestions, request, complaint, possibility and ability to do something, and
Monolog :
Narrative Text.
IV. STEPS:
1. Introduction :
Call the roll
Greeting
Review on the past lesson.
2. Core :
Time
3 X 45
Stages/ Cycles
SPOKEN CYCLE
Building knowledge of
a. Exposing tenses available in narrative text.
Minutes
the field
b. Sharing experience about stories stories
(Literacy Principle :
Conversion and cultural
knowledge)
Activities and Materials
students have heard or read and hobby of

watching film.
c. Discussing vocabulary around the topics of
narrative that are going to learn.
d. Practicing
Pronunciation,
spelling
and
intonation.
4 X 45
Modelling of Text
e. Identification of gambits and fillers.

a. Giving model of narrative texts.
Minutes
(Literacy Principle:
b. Giving model of narrative text completed
interpretation, reflection
and problem solving)
with VCD Cutting through LCD

c. Discussing the content of the text..
d. Discussing the generic structure of narrative
text.
e. Discussing how spoken
narrative text is
constructed well so that it is easy to

understand.
4X 45
Joint construction
a. Practicing how to begin a conversation and

24
Minutes
collaboration and
language use)
3 X 45
Independent construction
Minutes
to response it. .
b. Practicing responses given to sustain the
conversation.
c. Constructing spoken narrative text in groups.
a. Constructing spoken narrative individually.
3 X 45
language use)
Stages and Cycles
WRITTEN CYCLE
Building knowledge of
a. Exposing tenses available in narrative text.
Minutes
the field
b. Sharing experience about stories the students
Time
Conversion and cultural
knowledge)
Activities and Materials
have heard or read and hobby of watching

film.
c. Discussing vocabulary around the topics of
4 X 45
Modelling of Text
narrative that are going to learn.

a. Giving model of narrative texts.
Minutes
b. Giving model of narrative text completed
interpretation, reflection
and problem solving)
with VCD Cutting through LCD

c. Discussing the content of the text..
d. Discussing the generic structure of narrative
text.
e. Discussing how written narrative text is
constructed well so that it is easy to
understand.
4X 45
Minutes
Joint construction
collaboration and
language use)
a. Constructing narrative text based on the film

the students have watched in groups
completed with Power Point
and VCD
Cutting.
b. Group work presentation about narrative
text.
3 X 45
Independent construction
Minutes
language use)
a. Constructing
individually. .
b. Publication.
25
written
narrative
text
3. Closing
a. Concluding the lesson taught.
b. Giving home assignments.
V. MEDIA, TEACHING AIDS AND SOURCE.

Media
: VCD Cutting
Teaching aids
: Computer, LCD.
Source
:
2004 Competency Based Curriculum .
English Book For Grade XII Pemkot Semarang.
Lantern to English , Harapan Baru , Surakarta
LKS MGMP Bhs Inggris Kota Semarang kelas XII
VI.
EVALUATION
1.
Paper and Pencil Test
2.
Performance
3.
Product
4.
Project
5.
Portfolio
Semarang,
18 Juli 2006
Approved by
Headmaster,
Teacher,
Drs. Totok Widyanto
Sri Muryati, SPd.
NIP. 131415203
NIP. 130794346
C. Presentation.
By the end of the lesson you are expected to be able to:
understand the purpose of narrative
understand the generic structure of narrative.
understand the language features of narrative.
26
work with variety of narrative.

present your group work of narrative.
construct your own work of narrative.
publish your own work of narrative.
use language functions:
o making a request, granting and declining a request
o expressing suggestion.
o expressing complaint
o expressing possibility/impossibility
o expressing ability/inability
Use grammar :
o Past Tense
Section One: Building Knowledge of the Field.

A. SPOKEN
Activity 1
There are many different types of narratives. Do you know what they are?
1 Fable
2 legend
3 Romance
4 Real-life fiction
5 Historical fiction
6 Mystery
7 Fantasy
8 Science fiction
a. Novels dealing with daily records, events, thoughts, etc.
9 Diary-novels
10 Adventure
b. Exciting or dangerous journey or activity.
11 Fairy tale
c. Fiction belonging to history
d. Something of which the cause or origin is hidden or
Find the meaning of the different text types (or genres) above in the following box.
impossible to understand
e. Capacity to cause or feel amusement.
f. Love story
g. Novel in which the detection of crime is the chief interest.
h. Fiction existing in fact
i. Imagination
j. Fiction dealing with recent or imagined scientific discoveries.
k. Short tale not based on fact esp. one with animals in it
l. Old story handed down from the
27 past, especially one of
doubtful truth.
Activity 2
I will pronounce these words. Listen them carefully then repeat.
Dont forget to look up the meaning in your dictionary.
1. pretty
2. industrious
3. ugly
4. fonder
5. idle
6. step
7. daughter
8. shuttle
9. dip
10. mishap
= prt]
= cantik.
= ndstrs]=
= gl]
=
= fond:]
=
= adl]
=
= step]
=
= do:t ]
=
= tl ]
=
= dp ]
=
= mshp ]
=
Activity 3
Look up the transcription and the meaning of the following words in your dictionary
1.
2.
3.
4.
scold
merciless
fetch
sorrow
= ..]
= ..]
= ..]
= ..]
28
= mencaci-maki
= ..
= ..
= ..
5. meadow
6. sense
7. loaves
8. shovel
9. ripe
10. heap
11. peep
12. mistress
13. vigorous
14. pitch
15. diligent
= ..]
= ..]
= ..]
= ..]
= ..]
= ..]
= ..]
= ..]
= ..]
= ..]
= ..]
= ..
= ..
= ..
= ..
= ..
= ..
= ..
= ..
= ..
= ..
= ..
Activity 4
Expressing Suggestion.
Practice the following dialogue.
Practice the dialogue with your partner.
Rudy : Morning, Rany.
Rany : Hi, Rudy. Morning. Come on in!
Rudy : Thanks. Rany, I feel like reading something different today.
Rany : What about reading fable?
Rudy : Fable ? What is it?
Rany : You mean the meaning of fable ?
Rudy : Yes, what does it mean?
Rany : Fable is short tale not based on fact .
Rudy : Is that all?
Rany : No, especially one with animals in it .
Rudy : Do you have it?
Rany : Yeah.
Rudy : Whats the title of the book?
Rany : The Jamie Bear.
Rudy : Can I read it here?
Rany : Sure. Here you are.
Rudy : Thank you.
29
Rany : No problem.
Activity 5
Answer the question based on the conversation above.
1. Who were involved in the conversation?
2. Where did the conversation take place?
3. What did Rudy want to do?
4. What did Rany suggest Rudy to do?
5. What is fable?
6. Who owned the book about fable?
7. Whats the title of the book?
8. Did Rany let Rudy read the book?
9. Mentions more expressions of suggestion.
Activity 6
Teachers Information.
Here are more expressions of suggestion. Study them carefully.
Informal:
1. Lets .
2. Lets ., shall we?
3. What about , (then)?
4. I tell you what: well .
5. We could always ,(then)?
6. Fancy.,(then)
7. Why dont we, (then)?
8. Why not,(then)?
9. Do you think it would be an idea
to ?
Formal:
1. Well, Mr., Perhaps youd
2. May/ Might I suggest (then)?
3. If I may/ make a suggestion:
4. Would you care to .,(then)?
5. You may/ might like to
6. Have you considered , (then)?
7. I suggest/ propose .
8. I should like to put forward a
suggestion / proposal: .
Activity 7
Create dialogues based on the following situations.
1. Its the weekend. You and your friend are bored. Its sunny.
2. You are in a meeting at work. Your boss looks so confused and up set because the
products are not sold well. You have the answer to the problem and you want to give a
proposal to your boss.
Activity 8
Practice the dialogues you have created in front of the class.
Activity 9
Expressing Complaint
30
Practice the following dialogue.

Jones, you cant
possibly do that. We
agreed that wed go
to London.
Im sorry, Anita. It
wont happen again.
Why do you
always change
your mind?
Please, forgive me.
Activity 8
Answer the questions based on the conversation above.
1 Who were involved in the conversation?
2
Look at the picture! Where did the conversation take place?
What did Jones and Anita agree?
Did Jones change his mind?
Where did Jones ask Anita to go?
What did Anita complain about?
What did Jones promise?
Mention more expressions of complaint.
Activity 9
Teachers Information
Here are more expressions of suggestion. Study them carefully
Informal:
1 This is crazy!
Formal:
2 You cant possibly do that.
1 I wish to complain in the
3 (Really!) Ive just about had
strongest terms about the
enough (of).
service in this .
4 (Look here!) You cant go
2 II really do/ must object to .
around
3 I take the great exception to .
5 (Honestly) Youre always
4 Im not at all satisfied.
6 (Really!) Im fed up with
5 Im not at all satisfied with.
7 (Hey!) I wish youd /you
wouldnt
8
ActivityIm
10 afraid Ive got a complaint
about based on the following situations.
Create dialogues
31
1
2
You are with a friend discussing home work given by your teacher but you find it
difficult to do.
You have booked a room at a hotel and when you arrive that the hotel clerk says there
is no room for you.
Activity 11
Practice the dialogues you have created in front of the class.
Activity 12
Expressing Ability / Inability.

Study the conversation between Rany and Rudy after he has finished reading the book.
Rany: Have you finished reading the book Rudy?
Rudy: Yeah.
Rany: Can you tell me the story now?
Rudy: You have read the book, havent you?
Rany: No, I havent. I just bought it last night.
Rudy: Actually, I cant tell a story. But let me try briefly.
Rany: Ok. Im listening.
Rudy: Once there was a bear, named Jamie Bear. He had a best friend, Andy Bear.But the both
had a problem.
Rany: A problem? What was it?
Rudy: They had different hobbies?
Rany: What made so different?
Rudy: Well, . Andy didnt like the sun but Jamie did. And Jamie didnt like the rain but Andy
did.
Rany: Was it possible for them to make friendship? They had different hobbies, didnt
they?
Rudy: Yes, It was pasible.
Rany: How?
Rudy: Even though they were both so different, there was one thing neither of them liked.
Rany : What was that?
Rudy : That was snow.
Rany : I see. And How did the story end?
Rudy : When the flakes started to fall from the sky, Andy and Jamie went into their cave and
slept. They were happy they had lots of shaggy fur to keep them warm.
Rany: So, what can we learn from the story?
Rudy: I think . Its okay to be different.
Rany: I see.
Activity 13
Answer the questions based on the conversation above.
1. What did Rany ask Rudy to do?
2. Could Rudy actually tell a story?
3. What do the underlined sentences express?
a. Can you tell me the story now?
32
b. So, what can we learn from the story?

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

More expressions of inability are:
Informal:
Come on! Youll enjoy it.
1. But I havent got a clue how to play it.
2. Ive no idea how .
3. I havent the faintest/ foggiest idea how .
4. There is no way I can .
5. I dont reckon I can
6. I wouldnt know where to begin/ start.
7. Im hopeless.
8. Im hopeless at .
9. Im no good.
11. Its no good.
10. Im no good at.
12. (Sorry) cant manage.
Formal:
1. Im not sure Im capable of doing that.
2. Im not sure Im capable.
3. I dont feel capable of .
4. (I think) that would prove (too) difficult .
5. I dont fell able to.
6. I wouldnt say I was able .
7. Im afraid.. might beyond me
8. (Im afraid) . Might be beyond my capabilities/ abilities.
9. I have no experience .
10. I have no experience of .
11. I dont think I have the qualifications/ experience
(necessary) .
12. I dont think I have the ability / abilities (necessary) .
13. (Im afraid) I cant cope with .
14. (Im afraid I cant cope.
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 dont think he can start it..
Activity 19
Expressing possibility /impossibility.

Study these sentences. They are taken from the conversation. What do they express?
1. Was it possible?
2. Yes, It was pasible.
34
To say whether we think something is possible or impossible we use:

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

35
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:
- When are you leaving for Semarang?
- Well, were not sure. The matters a bit complicated.
It sometimes suggest a new start, either of thought or action.
- Well, I must get back to my job.
- Well, what about a drink?
You know/ You see
-
You know, its time we went somewhere different.
Lets walk down to the beach.

Its raining, you see?
Oh, is it?
You see I happen to have known him for a long time.

Really? Oh I wasnt aware of that.
Section Two : Modelling Text.

Activity 1
Model narrative Text 1 : Fable.
Complete the following monolog with suitable words in the brackets. Mind the form.
Well, let me tell a story. Its about Jamie Bear. You see Jamie Bear 1. (like) the sunshine.
He 2. . (love) to go to the beach. You want to know why? Because he wanted to play in the
sand there. Sometimes he 3. .. (build) sandcastles. Sometimes he 4. . (gather)
seashells. Other times he 5. (throw) his beach ball into the air and 6. (try) to catch
it. Now guess! What thing did he 7. ..(like) most?
Swimming. He loved splashing in the
water , too. What else? Yes, floating about with his rubber ring around his waist. Wait! One more thing,
Jamie loved listening to the seagulls as they flew over the sea. You know what they were they
doing ?.Trying to find fish.
Now, what about Jamies friend? You know. he was his best friend, Andy Bear. He loved the rain
very much. Nothing he loved more than putting on his rain boots and raincoat and running through
puddles of water. Sometimes he 9. (take) his umbrella outside. It was red. and other times he
let the rain fall on his head. It was fury, right? He loved the way the raindrops smelled so fresh. When
he 10. ..(hear) the pitter-patter of rain on the window. He 11. .. (watch) it as they
slid down the glass. And ..It 12. (drip) down to the ground below. You know what Andy
36
thought? Andy 13. .(think) the grey clouds were pretty. You see.he also laughed when he
heard the thunder boom and saw the lightning flash.
"I dont like the sun," Andy frowned. "Its too hot and it makes me thirsty."
"I dont like the rain," Jamie scowled. "My fur turns soggy and it makes me shiver."
So, there were a difference between them. But remember on thing! Although they 14. .(be)
both so different. there was one thing neither of them liked, You know what? Well, that was snow.
When the flakes started to fall from the sky, Andy and Jamie went into their cave and slept. They were
happy they 15. ..(have) lots of fur to keep them warm. It was so shaggy.
Well, what moral value can you get from the story? I think its okay to be different.
(Stories for Younger Children)
Activity 5
Now, Read the text you have corrected then find out as many fillers as you can.
Activity 6
Model Narrative Text 2 : Fairy Tale

Let me tell you a story. Its about Mother Hole. Everybody listen to me carefully because I will
give you some questions part by part to check your understanding of the story!
Mother Hole
Well, there was once a widow who had two daughters - one of whom was pretty and
industrious, but . what about the other one? She was ugly and idle. But she liked better
than the ugly and idle one. Do you know why? Because she was her own daughter. And the
other, who was a step-daughter, was obliged to do all the work. How pity she was because she
became the Cinderella of the house.
1. How many daughters did the widow have?
2. Why did the widow love the ugly girl more than the pretty one?
3. Why was the pretty girl called the Cinderella of the house?
Then, what happen next? Every day the poor girl had to sit by well and spin till her
fingers bled. Now it happened that one day the shuttle was marked with her blood. So she
dipped it in the well, to wash the mark off, but it dropped out of her hand and fell to the
bottom. Of course She began to cry , and ran to her step-mother and told her of the what had
happened. But she was very angry. Do you know what see said? She said, Since you have
let the shuttle fall in, you must take it out again! So the girl went back to the well, and did
not know what to do. And in the sorrow of her heart she jumped into the well to get the shuttle.
37
She lost her senses. And when she awoke and came to herself again, do you know where she
was? You see ..she was in a lovely meadow . The sun was shining and many thousands of
flowers were growing there. She went across this meadow. At last she came to a baker's oven
full of bread, and the bread cried out, Oh, take me out! Take me out. Or I shall burn. I have
been baked a long time! Do you know what she did then? So she went up to it, and took out
all the loaves one after another with the bread-shovel. After that she went on till she came to a
tree covered with apples. It called out to her, Oh, shake me. Shake me. We apples are all
ripe! So she shook the tree till the apples fell like rain. And . She went on shaking till they
were all down. And when she had gathered them , she went on her way.
4. What did the pretty girl do everyday?
5. Why did she dip the shuttle in the well? What happened to the shuttle then?
6. Why was her step-mother angry with her?
7. What did her stepmother ask her to do?
8. What did the pretty girl see after she had awaked and come to herself?
9. What did the bread ask her to do?
10. Why did the apple tree ask her to shake it?
At last she came to a little house where an old woman lived. Can you imagine what
she was like? She was old and had very large teeth. You know the girl was frightened, and
was about to run away. But the old woman called out to her, What are you afraid of, dear
child. Stay with me. If you will do all the work in the house properly, you shall be the better
for it. Only you must take care to make my bed well! I am mother Hole. As the old woman
spoke so kindly to her, the girl took courage and agreed to serve her.
life with her.
So she had a pleasant
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
38
stepmother behaved to her? She was well received, both by her and her sister. The girl told
all that had happened to her, and as soon as the mother heard how she had come by so much
wealth, she was very anxious to get the same good luck for the ugly and lazy daughter.
11. Where did the pretty girl come at last?
12. Who own the little house?
13. What did mother Hole ask the pretty girl do in her house?
14. Was she pleased to live with her? Why?
15. Why did she turn to be sad?
16. What did mother Hole give her when she went home? Why?
17. Did mother Hole also give the shuttle back to her?
18. Why did her step-mother and step-sister receive her well?
19. What did her stepmother do after she had heard the pretty girls luck.
20. What did the cock cry out when the pretty girl came hoe?
And now, pay attention to the ugly girl. She had to seat herself by the well and spin.
And in order that her shuttle might be stained with blood, she stuck her hand into a thorn
bush and pricked her finger. Then she threw her shuttle into the well, and jumped in after it .
.She came, like the other, to the beautiful meadow and walked along the very same path. When
she got to the oven the bread again cried, Oh, take me out. Take me out. Or I shall burn. I
have been baked a long time. But you know, the lazy thing answered, as if I had any wish
to make myself dirty. And she went on. Soon she came to the apple-tree, which cried, Oh,
shake me. Shake me. We apples are all ripe. But she answered, I like that. One of you might
fall on my head, and so she went on. When she came to mother Holes house she was not
afraid, for she had already heard of her big teeth, and she hired herself to her immediately. The
first day she forced herself to work diligently, and obeyed mother Hole when she told her to do
anything, for she was thinking of all the gold that she would give her. But on the second day
she began to be lazy, and on the third day still more so, and then she would not get up in the
morning at all. Neither did she make mother Hole's bed as she ought, and did not shake it so as
to make the feathers fly up. Mother Hole was soon tired of this, and gave her notice to leave.
The lazy girl was willing enough to go, and thought that now the golden rain would come.
Mother Hole led her also to the great door, but do you know what happened? While she was
standing beneath it, instead of the gold a big kettle full of pitch was emptied over her. That is
the reward for your service, said mother Hole, and shut the door. So the lazy girl went home,
but she was quite covered with pitch, and the cock on the well, as soon as he saw her, cried out
-
Cock-a-doodle-doo.
Your dirty girl's come back to you But the pitch clung fast to her,
and could not be got off as long as she lived.

( Moms Stories )
39
21.
22.
23.
24.
25.
What did the ugly girl do to get the same luck as the pretty girl?
Did she succeed? Why?
What happened to the ugly girl at last?
What message could you get from the story?
What did the cock cry out when the ugly girl came home?
Section Three : Joint Construction of the Text.

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
fetched a golden pumpkin, six grey mice, a whiskered rate,
touched them with her wand and the
watering can. So Cinderella
and six lizards. The fairy godmother
pumpkin became a golden coach, the mice became six grey
horses, the rat became a coachman with the moustache, and the lizards became
in green and yellow, then the fairy godmother touched
40
six footmen dressed
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
scampering down the road were six
pumpkin laid in her feet. And
grey mice, a whiskered rat and six green lizards.. So Cinderella
had to walk home and by the time the ugly sisters returned home she was sitting quietly by the fire.
Now when Cinderella ran from the palace, the prince tried to follow her
and he found the
glass slipper. He said, "I shall marry the beautiful girl whose foot fits this slipper and only her. In the
morning the prince went from house to house with the glass slipper and every young lady tried to
squeeze her foot into it. But it didn't fit any of them. At last the prince came to Cinderella's house. First
one ugly sister tried
to squash her foot into the slipper. But her foot was too wide and fat. Then the
other ugly sister tried but her foot was too long and thin. Please, said Cinderella, let me try. "The
slipper won't fit you", said the ugly sisters. "You didnt go to the ball!" But Cinderella slipped her foot
into the glass slipper and it fit perfectly. The next moment standing
beside her was the fairy
godmother. She touched Cinderella with the wand and there she was in a golden dress sparkling with
jewels and on her feet was the prettiest pair of glass slippers ever seen. The ugly sisters were so
surprised that, for once they couldnt think of anything to say. But the Prince knew) what to say.
He asked Cinderella to marry him. And then there was a happy wedding. Everyone who had
gone to the ball was invited, even the ugly sisters. There were wonderful food, lots of music and
dancing. And the Prince of course danced every dance with Cinderella.
He would not dance with
anyone else.
<http://www.pitt,edu/-dash/type 0510 a html.Cinderella>
Activity 3
In pairs, make question and answer based on the story above.
1. Who did all the house work, Cinderella or her step sisters?
2. What did her step sisters like to do?
3. Where did the special invitation come from?
4. Was Cinderella allowed to go to the ball?
5. Did Cinderella help her sisters get dressed before they went to the ball?
41
6. What was her wish when her sisters had gone to the ball?
7. Did her wish came true? Who helped her?
8. How did she go to the ball?
9. How could the pumpkin, the rat, the mice and the lizards became a golden coach, a
coachman, and footmen?
10. What did Cinderella wear, an old dress or a golden dress sparkling with jewels and
pretty glass shoes?
11. Why did Cinderella have to leave the ball before twelve?
12. What made Cinderella enjoy the ball so much that she forgot the time?
13. Where did her glass slipper fall off?
14. Who did the prince want to marry with?
15. Whose foot fit the slippers?
Activity 4
Make groups of four, find out the participants in the stories you have studied before then tell
your members in your groups the characteristic of each participant. Use any necessary
adjectives from the texts.
Example:
Step daughter pretty, industrious, obedient.
Well, let me tell you about the step daughter. You know, the step daughter was very pretty. She
was so industrious..and .obedient. She always did what she was asked to do by her step
mother or by mother Hole..
1. The widows own daughter
2. Mother Hole
3. The widow
4. Cinderella
5. The prince
Activity 4
ugly, idle.
wise, kind
greedy, cruel
beautiful, diligent, obedient
handsome, patient, had strong willingness
Still in pairs, change the story Cinderella above into spoken form of writing. Discuss the
possible fillers you can use in the story.
Activity 5
Practice the dialogue with your friends in your group.
Dona
: Excuse me, could anyone do me a favour, please?
Sinta
: If I could. What is it?
Dona
: I dont know the meaning of the word register. What does it
mean?
Roger
: I think register means record a name in a list.
Dona
: No, it is not that meaning. I mean the meaning that relates to writing text. We
are working on it, right?
Roger
: Oh. sorry, I dont know either. Why dont we ask our teacher, Mr. Richard?
Dona
: Mr. Richard, What does register mean?
42
Richard
Dona
Richard
: Register? Oh, it describes three aspects of the context of situation in which

texts occur.
: Three aspects? What are they?
: Field, mode, and . tenor.
Roger
: Oh, my god! I become more confused. What do they mean? Are they
important?
Richard
: Yes. Theyre important. Why? Because Field is what of a text. I mean what
is going on in the text.
Dona
: Ok. Then what is tenor?
Richard
: Tenor means the who of the text. I mean who is taking part in the text.
Dona
: Why is tenor important?
Richard
: Why? Because differences of status will affect the tenor of a text. For
example , texts used in a class where we are now are different from those used
in an office.
Dona
: Then the last one is mode. What is it?
Richard
: Mode means the how of a text.
Roger
: The how of a text?
Richard
: Yes, it refers to the role of language in particular situation. You see.. mode is
used to refer the channel of communication chosen. Most generally whether the
text is in the spoken or written language. Do you understand now?
Dona, Roger : Yes, Mr Richard. Thank you.
Richard
: No problem. Good luck!
Section Four : Independent Construction of the Text.

Activity1
Choose one of the two stories you have studied then retell it briefly in front of the class. Use
any possible fillers or other expressions to show a spoken form of your story.
B. 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.
o A statement begins with a capital letter and ends with a full stop. (.)
Example:
All the animals of field and forest were tired of hearing the Hare brag.
o A question begins with a capital letter and ends with a question mark (?).
Example:
Why did Mr. Hare ask Mr. Tortoise to race?
43
o An exclamation or a command begins with a capital letter and ends with an exclamation
mark (!) .
Example:
What a joke!
Look at my long legs!
Punctuate the following sentences whether they are statements, questions, exclamations
or commands. Mind the capital letters.
1
alfred cat was running through the woods
he was chasing sarah mouse through the
then how will we get those delicious

looking pears
thistle and gorse
10 why dont we use a ladder and climb up
he chased her up the hill and down into the
11 how will we climb the ladder
glen.
12 look
he chased her so much that he was tired
13 grab my hands
alfred lay down against a tall tree to rest.
14 brilliant idea
what is that growing on the tree
15 we were so high up
how can we reach them
cant you climb
Activity 2
Study this example!
Letter of Complaint
44
25 Golf Boulevard
Semarang.
ADDRESSES
SALUTATION
IDENTIFICATION
OF COMPLAINT
JUSTIFICATION
OF COMPLAINT
DEMAND
ACTION
The manager
Grammy Book Store
25 Malioboro
Jogyakarta.
reference to
specific
participant
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.
Use of
Present Tense
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.
Politeness
Marker
Yours sincerely,
SIGN OFF
Sarah
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
Listen to the explanation about narrative stages.
Narrative Stages.
45
People who tell or write narratives move through a number of stages. In general, narratives
must have:
1. Orientation: It is an introduction of the text. This is the stage where the narrator gives
information about the situation of the characters: Where they live, the time they live in
and what they want. This information helps to orient readers to point them in the
direction in which the writer wants the events of the narrative to go. Readers need
enough background information to be able to build up a depending on how much
background information is needed to set the scene for the Complication.
2. Complication: this is the stage where something unexpected happens events go wrong
for one of the main characters. Somehow the problems has to be resolved by at least
one or two characters. There can be more than one complicating event in a narrative. In
some adventure narratives, the characters, especially the hero or heroine, often have to
face one complication after another. Sometimes the narrative has a crisis where events
reach a point of an emergency situation or climax. The main characters have to act to
save the situation or else the disaster will follow.
3. Evaluation: (not all narratives have evaluation) a stage between complication and
resolution in which the action is suspended so that the characters or the writer can
comment on what is going on. This is the stage where the writer builds more
complicated pattern in their narratives and to build up interpersonal meanings of the
events. They learn to use more complications and to develop evaluative meanings
which point the meaning of the events for characters or build up suspense in the
readers..
4. Finally there is a resolution: this is the stage where the earlier complication is resolved
for better or worse. A skilful narrator will resolve the complicating events or the crisis
is a way that it is believable or at least satisfying to the reader. Usually one of the main
characters solves the problems introduced in the early part of the narrative and life
returns more or less to normal.
5. Some narratives have a re-orientation or a Coda which return the listener or reader to
the present and provide a kind of thematic summation of the events rather like the
moral at the end of a fable. Thus stage is more common in spoken narratives and is
optional-which means that it isnt necessary to a complete narrative. It depend on the
individual narrator whether it is included.
The organizational structure of narratives in general is:
46
Orientation, Complication, Resolution, and reorientation.

Activity 5
Now, its time for you to answer the questions about narratives in general..
1
2
What are narratives?

Each type of text has three main characteristic features. What are they? This chart may
help you answer it.
Purpose
Language Features
Organizational
structure
Lets examine these features in some detail as we look at narratives, the text type we
are focusing on in this unit.
a. The purpose of a text type tells us why we use it. What is the purpose of a
narrative?
b. The organizational structure of a text type consists of sections of the text in that
text type. Mention the structure of narratives.
c. The third characteristic of a text type is its language features. What are they?
Activity 6
Fill in the blanks with the words in the box to complete this note.
optional
problem
Reading
Events
lesson
information
complications resolution
characters
re-orientation
Notes:
a. Narratives have two main purposes:
a. To entertain (to amuse),
b. To instruct/ to teach
All of us enjoy 1. or listening to a good story and sometimes we can learn 2 a
from it.
b. The first part of the story provides an orientation It gives 3. .about where and when
the story take place , who the main 4. in the story are and what sort of people they
are.
The second part of the story contains the 5. .. This may sometimes be called conflict
Here is where events take place, triggering a chain of other 6. , which involve the
characters in complication. All these events and 7. keeps readers and listeners
interested in the narrative.
The third part of the story has the problem resolved and this known as the 8. .
47
The fourth part of narratives is re-orientation. Sometimes the 9. . is a happy one .

Other times, it is not. And it is 10. .. You may have or not.
c. Language features.
a. Specific participants, for example, John and Harry rather than senior high
school students.
b. Past tense form, because we are describing things that happened in the past.
c. Words giving details of people, animals, places, things and actions such as
adjectives and adverbs.
d. Connectors of time, such as last week, then, etc.
e. Direct (the actual words spoken by a person), and reported or indirect speech
( the meaning of what the person said without using their actual words.)
Activity 6
Direct and Indirect Speech.

Study these sentences. They are taken from the text.
"I dont like the sun," Andy frowned. "Its too hot and it makes me thirsty."
"I dont like the rain," Jamie scowled. "My fur turns soggy and it makes me shiver."
Note:
When we report what people said in their own words, it is called Direct Speech. We use quotation
marks to indicate the beginning and the end of the actual words used by the speaker. Here is an example
from the story.
Then the 12th fairy said, "I cannot change all of the wicked fairys powerful magic."
So the princess will prick her finger but she will not die!
However when we report what people said but not in their own words, we call it Indirect Speech or
Reported Speech. Here is an example from the story.
So they ordered that every spinning wheel and spindle in the land to be chopped up
and burnt
Activity 13
Memorize the sequence of tenses in Reported Speech.
Im happy.
He was happy.
I like pop.
Im going to sell my car.
I went to London last year.
Ive already hear the story.
I was reading the news.
Ill visit my grand parents.
I can take you home.
He liked pop.
He was going to sell his car.
He had gone to London the year before.
He had already heard the story.
He had been reading the news.
He would visit his grandparents.
He could take me home.
Direct
He said that
Indirect
48
Present simple
Past simple
Present continuous
Past continuous
Present Perfect
Past perfect
Past Simple
Past perfect
Past Continuous
Past perfect continuous
Past Future
Past Perfect Future
Past Perfect
Past Perfect
Changes of adverb of time

Direct
Indirect
Today
that day
Now
Yesterday
then
The day before/ the previous day
Last week
The week before / the previous week
Last year
The year before / the previous year
Tomorrow
The day after/ the following day
Next month
The month after / the following month
Next year
The year after / the following year
Here
There
Changes of pronoun
Direct
Indirect
He/she
You
you
We
they
They
they
My
his/ her
Our
their
Your
my
Examples:
I.
STATEMENT
He said to me, I dont have any money.
He said to me that he didnt have any money.
II.
QUESTION
49
a. Yes/No Question
They asked me, Are you happy today?
They asked me if/whether I was happy that day
b. Wh-question
She asked him, Why did you come late yesterday?
She asked him why he had come late the day before.
III. COMMAND/ PROHIBITION
He ordered me, Meet me at eight tonight!
He ordered me to meet him at eight that night
She warned me, Dont sit on this chair!
She warned me not to sit that chair.
Activity 7
Create direct sentences based on the following indirect sentences. Number one is done for you.
Example: Statement.
a. - My friend said that he had written that letter already.

- My friend said, I have written that letter already.
1. Carol said to me that she would ask Mr. Hendricks about the sentences.
2. I said that I couldnt understand those two lessons at all.
3. Catherine said that she knew those two girls quite well.
4. Charles said to me that he had to leave the office before 3:00 pm.
5. Mr. Jones said that his secretary had not finished the work.
b. Example : Yes/ No Question.
-
Roger asked us if / whether we had seen the film yet.
Roger asked us, Have you seen the film yet?
1. I asked her whether or not she understood lesson one.

2. My friend asked me if I enjoyed my English class.
3. My colleague asked me if everyone would be ready by ten.
4. Frankie said to me whether I gave the letter to his girl friend.
5. Harry asked me if I joined the biology class.
c. Example : Questions.
-
Martha asked me where I had put her hat and gloves.
Martha asked me, Where did you put my hat and gloves?
1. Mr. Faddy asked how soon we could pay back the money.
2. The teacher asked how well Miss Ana spoke English.
50
3. The woman asked me where she could find the directors office.
4. Freddy said to me what I would offer him for that handy cam.
5. Mr. Smith asked Mandy how soon she could finish the letter.
d. Example : Command/ Prohibition.
- The policeman ordered me to show him my drivers license.
- The policeman ordered me, Show me your drivers license!
1. The clerk said to us not to come back before 3 oclock.
2. The teacher said to us to write next three exercises.
3. The man directed toOnce,
turn right
the corner
and drive
threeJamie
block.
thereatwere
two lovely
animals,
Bear and Andy Bear. They were friends.
4. My friend said to show him all the photographs.
5. Mr. Lamina asked
us not
to liked
leavethe
oursunshine.
coats on the
chair. to go to
Jamie
Bear
He loved
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.
Jamies 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 dont like the sun," Andy frowned. "Its too
hot and it makes me thirsty."
"I dont like the rain," Jamie scowled. "My fur
turns soggy and it makes me shiver."
Activity 8
Even though they were both so different, there
Read the text carefully!
was one thing neither of them liked, and that was
Modelsnow.
Narrative Text 1 : Fable
ORIENTATION
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. 51
(Stories for Younger Children)
Past
Tense
COMPLICATION
Specific (animals)
Participant
Action
verbs
Time
conjunctions
RESOLUTION
REORIENTATION
Glossary:
1. Sandcastles
2. Gathered
3. Seashells
4. threw
5. splashing
6. floating
7. waist
8. seagulls
9. dripped
10. scowled
11. soggy
12. shaggy
13. shiver
= istana pasir
= berkumpul
= kulit kerang
= melempar
= mencebur
= mengambang
= pinggul
= burung camar
= menitikkan
= mengerutkan dahi
= lembab, lunak
= seperti bulu kusut 52
= menggigil
Activity 9
Complete the table using the information from the text..
Number
1.
2.
3.
4.
5.
6.
What Jamie Bear Liked

Jamie Bear liked the sunshine
.
.
.
.
.
What Andy Bear liked

Andy Bear loved the rain
..
.
.
.
.
Activity 10
Answer the questions based on the text above.
1. Who were the participants in the story?
2. What were the problems faced by the participants.
3. Why did Andy not like the sun?
4. Why did Jamie not like the rain?
5. How did they resolve the complication?
6. How did the story end?
Activity 9
Read the fairy tale once again then complete the boxes to find out the generic (organizational)
structure.
Model Narrative Text 2 : Fairy Tale

Read the text carefully!
Mother Hole
There was once a widow who had two daughters - one of whom was pretty and industrious,
whilst the other was ugly and idle. But she was much fonder of the ugly and idle one, because she was
her own daughter. And the other, who was a step-daughter, was obliged to do all the work, and be the
Cinderella of the house.
Every day the poor girl had to sit by well, in the highway, and spin till her fingers bled. Now
it happened that one day the shuttle was marked with her blood, so she dipped it in the well, to wash the
mark off, but it dropped out of her hand and fell to the bottom. She began to weep, and ran to her stepmother 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
53
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-adoodle-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
54
the very same path. When she got to the oven the bread again cried, oh, take me out. Take me out. Or I
shall burn. I have been baked a long time. But the lazy thing answered, as if I had any wish to make
myself dirty. And on she went. Soon she came to the apple-tree, which cried, oh, shake me. Shake me.
We apples are all ripe. But she answered, I like that. One of you might fall on my head, and so went
on. When she came to mother Holes house she was not afraid, for she had already heard of her big
teeth, and she hired herself to her immediately. The first day she forced herself to work diligently, and
obeyed mother Hole when she told her to do anything, for she was thinking of all the gold that she
would give her. But on the second day she began to be lazy, and on the third day still more so, and then
she would not get up in the morning at all. Neither did she make mother Holes bed as she ought, and
did not shake it so as to make the feathers fly up. Mother Hole was soon tired of this, and gave her
notice to leave. The lazy girl was willing enough to go, and thought that now the golden rain would
come. Mother Hole led her also to the great door, but while she was standing beneath it, instead of the
gold a big kettle full of pitch was emptied over her. That is the reward for your service, said mother
Hole, and shut the door. So the lazy girl went home, but she was quite covered with pitch, and the cock
on the well, as soon as he saw her, cried out -
cock-a-doodle-doo.
Your dirty girl's come back to
you. But the pitch clung fast to her, and could not be got off as long as she lived.
Teachers Explanation
Fairy Tale
Here are the features of typical fairy tale text
Setting in the past
Hard live
ORIENTATION
COMPLICATION
RESOLUTION
Moral value
Doubtful
location
industrious versus idle

helped by a wise fairy
Tragic ending/
Happy ending
RE-ORIENTATION
MOTHER HOLLE
ORIENTATION
There was once
55
COMPLICATION
RESOLUTION
RE-ORIENTATION
Activity 10
Model Narrative Text 3 : Legend

Read the text then answer the questions!
NYI RORO KIDUL
This is the precise story of "The Queen in Southern Sea."
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
56
Java and leads to Indian Ocean, is said as the tunnel used by Nyi Roro Kidul to access Java.
And she traps males in green costume who are walking on the shore. They are swallowed by
the wave and missing or dead but he will become her guard or (maybe) male.
This either can be the ancient Javanese explanation on the vacuum effect from underwater
canyons that lie in the southern shore of Java, where the depth of the ocean's bed on the shore
can reach more than 0-200 meters.
In psychological analysis, Nyi Roro Kidul can be a parallel of the revenge of a female who was
once rejected by a male. Once she regains her power and beauty, she takes any man she wants.
And yet, I can't talk my point of view to Javanese elders.
http://www.st.ri.or.jp
Glossary :
1. harems
2. conspiracy
3. magic
4. filthy
5. disgusting
6. wandering
7. Shore
8. got a vision
9. curse
10. realized
11. supernatural
12. mystical
13. access
14. canyons
15. revenge
= selir
= persekutuan
= ilmu sihir
= kotor
= menjijikkkan
= mengembara
= pantai
= bermimpi
= kutukan
= menyadari
= supranatural ; gaib
= mistik
= jalan masuk
= jurang yang curam
= dendam
Activity 11
Make questions based on the following answers.
1.
2.
3.
4.
5.
In West Java from 1333 AD to 1630 AD

It was conquered by the Islamic kingdom of Mataram from Central Java.
Prabu (King) Siliwangi.
Dewi Kadita
Black magic to make the bodies of Dewi Kadita and her mother to be filthy and they
turn to be so ugly and disgusting.
6. Prabu Siliwangi got angry against the mother and the daughter
7. Because they were thought to be bad luck for the kingdom.
8. They were wandering around the country.
9. The Southern Shore (the shore of Indian Ocean) .
10. She had a vision that she must have to jump into the water to help herself out of the
curse.
11. She realized that she was not a human anymore.
12. She turned into a supernatural form of life.
13. She was known as Nyi Roro Kidul (Javanese of "Lady of South Sea").
57
14. To avenge her father, she became the primary bride for Mataram kings , the rival of
Pajajaran kingdom.
15. She traps males in green costume who are walking on the shore.
Activity 12
Read the legend once again then complete the boxes to find out the generic (organizational)
structure.
Legend
Story handed down from the past . Legends are often based on historical events or people
but are not true history or doubtful truth.
Setting in the past
Hard live
ORIENTATION
COMPLICATION
RESOLUTION
Moral value
Doubtful truth
location
Untrue historical events

Tragic ending/
Happy ending
RE-ORIENTATION
"The Queen in Southern Sea."
ORIENTATION
Pajajaran kingdom lied
COMPLICATION
RESOLUTION
RE-ORIENTATION
58
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. Im happy to be with you and you mean a lot to me. As if I was not hungry even though
I dont eat anything. As if I was not thirsty even though I dont drink anything. Rama added,
Yes, my wife, so do I, dear. I will not leave you even in a second. Like honey and its
sweetness. Fate meant us to live together.
In the jungle, they saw many kinds of beautiful animals. Suddenly, they saw a very
beautiful golden deer. Shinta, however, had never seen this golden deer and wanted to have it.
She asked Rama to catch it for her. Rama who loved his wife very much went alone to catch
the deer.
After a few minutes, Shinta and Lesmana heard a cried for help. Shinta was worried
about her husbands safety. It was not the cried of Rama, Lesmana said. Shinta accused him
that he wanted Rama death because he loved her too. I will never do that and Ill go to look
for Rama, said Lesmana. Before he went to catch up Rama, he made a magic circle
surrounded Shinta for protection and asked her to stay in the circle until they came back.
After Lesmana had gone, Rahwana came to kidnap Shinta. But, he couldnt 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 hadnt 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 didnt 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 Satyaludiros ring to Shinta in Alengka.
In Alengka Soka garden, Shinta missed her husband so much. Even though Trijata,
Rahwanas 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 Sotyaludiros ring to Shinta.
After he succeeded in finding Shinta he damaged the castle in Alengka. Indrajit, Rahwanas
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 dont 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 couldnt kill him. He tried to kill Rahwana again and again. Rahwana
who had got the earth and the sky power, couldnt be dead. He always raised and fought again.
59
Then, Rama shot Rahwanas head with the arrow. It was the weakness of Rahwanas 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, dont 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 couldnt 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 Sotyaludiros ring to Shinta in
Ayodyapala
C. Lesmana made a magic circle surrounded him
D. Lesmana killed Kumbakarno by using knife
E. Rama couldnt find the golden deer
5. What was the weakness of Rahwanas 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 didnt love each other
E. They couldnt be together
60
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 Sotyaludiros 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 didnt like Rama anymore
E. Because Anoman was a brave general
9. Who was Gunawan Wibisono?
A. Rahwanas younger brother
B. Ramas close friend
C. Kumbakarnos friend
D. Lesmanas brother
E. Rahwanas son
10. Where did Anoman and his monkeys soldiers live?
A. Dandaka jungle Alengka
B. Kiskenda cave
C. Ramas 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
61
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
Get started in your narrative writing.
62
Listen to the explanation about your preparation in your narrative writing.

1. If you want to write a story in your group, you need to agree about what happens in the
story and in what order.
2. Talk about what events to include in your group story. You need to list a sequence of
events before you start writing ( for example, fairy tale) .
3. List the events you plan to write about under the following headings to do with the
stages of a narrative.
Orientation, Complication(s), Resolution, Re-orientation.
4. Try to keep your sequence of events as simple as possible : only include short
statements about events which help push the action of the narrative forward. The
events that make the narrative go forward are the most important events in the story.
Activity 2
Use the following table as framework for planning your group narrative and make a
discussion for an agreement:
TITLE
AUTHORS
ORIENTATION
COMPLICATION
RESOLUTION
: ..
:
1. ..
2. ..
3. ..
4. ..
5. ..
: (giving information about setting time, place, situation of
main characters)
: (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)
: (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 : (Its optional. But it will be better for you if you write a
Complete narrative.)
Activity 3
Pay attention to the explanations about:
1. how the writer orients the readers or listeners.
63
2.
3.
4.
5.
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 .)
finding your way in the narrative world.
By the use of time conjunction. For example: Now one day, So at last , so then .,
and then ., ever after..
how the writer locate the readers/listeners in the geography of the narrative.
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.
how the writer provide indication of what is real or unreal.
By the use of conditional. For example: if he could .
how the writer asks the readers/ listeners to imagine the future, the unreal.
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.
A.
Orientation.
1 Is there enough information given in the orientation about time and place?
2 Do you learn enough about the characters situation to set the scene and
understand what happens next?
3 Is the orientation stage links with the following events?
B. Complication.
1. Are you happy with the second step of the narrative?
2. Are the things which the characters do or say believable and interesting?
3. Does the narrative need an evaluation stage?
4. How could this part of the narrative be improved?
C. Resolution.
1. How satisfying is the resolution?
2. Does the resolution solve the problem?
3. Do you feel other complicating events would make the resolution more interesting,
more believable and more meaningful?
4. How do you end the story, happy ending or tragedy?
D. Re-orientation.
1. Whats the moral value of the story?
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.
64
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:
1. Do you want to write a completely new story?
2. Do you want to use another story from your reading and write one which is like in the same
ways? You might decide to write a modern fairy or to make the events in another country or
you could put yourself in the story as one of the characters.
3. Do you want to use a story from a film you have watched?
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 doesnt 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
: ..
: .
65
ORIENTATION
COMPLICATION
: (giving information about setting time, place, situation of

main characters)
: (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
: (Its 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:
66
1. Paper and pencil test

a. Pre Test
b. Post Test
2. Performance
a. Creativity
b. Activity
3. Product
a. Spoken narrative text
b. Written narrative text
4. Project
a. Group work presentation
b. Home assignment
5. Portfolio
6. (Attachments) Instrument 1,2,3,4,5
CHAPTER III
REPORT OF THE RESULT OF THE OBSERVATION
67
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.
1. The teaching stage for cycle 1 had been constructed : The stage of Building
knowledge of the Field and the stage of Modelling Text.
2. Lesson Plan For cycle 1 had been constructed.
3. Pre-test and post-test for cycle 1 had been constructed.
4. Observation paper for the students activity for cycle 1 had been constructed
5.
Questionnaire for measuring motivation and attitude for cycle I had been
constructed.
b. The implementation of the action.

The action implemented on this stage :
1. had implemented Lesson Plan for cycle 1.
2. had implemented pre-test for cycle 1.
3. had implemented Building Knowledge of the Field.
4. had implemented Modelling Narrative Text
5. had taught the students how to do VCD Cutting.
6. had observed classroom students activities
7. had given questionnaires to measure the students scientific attitude.
8. had implemented Post-Test.
c. Observation.
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:
68
QUESTIONAIRES
MOTIVATION AND ATTITUDE OF SEMARANG 7 SENIOR HIGH SCHOOL
TOWARDS MEDIA "VCD CUTTING"
N
o
1
2
3
4
5
8
9
10
11
12
13
Pernyataan (Statements)
Setuju
(Agree)
Membantu saya memperoleh petunjuk untuk

mengaktifkan (helps me provide meaning clues)
Memberi contoh berkomunikasi dalam bahasa
Inggris yang baik (gives me good models of
communication)
Membantu saya berkonsentrasi pada materi
utama (help me focus on main points)
Membantu untuk menarik perhatian saya ( helps
me focus on my attention)
Membantu saya untuk mengkomunikasikan
gagasan-gagasan dgn lebih baik(gives me a better
help for communicating ideas)
Mempermudah memahami ungkapan yang sesuai
(make it easy to learn appropriate expressions)
Membuat saya memahami budaya dari bahasa
yang dipelajari
yaitu bahasa inggris (make me learn the culture of
the target language)
Mempermudah untuk berlatih bersama teman
(makes me
easy to practice with my friends)
Membantu untuk memahami penjelasan guru saya
(help me understand my teacher's explanation)
Memberi motivasi (be motivating)
Membantu saya meningkatkan kemampuan
berkomunikasi dengan bahasa
inggris (helps me improve my English
communication)
Menunjukkan bahwa VCD Cutting lebih membantu
daripada teks biasa
(shows that VCD Cutting is more helpful than a
mere text)
Membuat saya belajar bahasa inggris lebih
menyenangkan
(makes me learn English more enjoyable)
Rata-rata (average)
SETUJU (AGREE)
GRAPH 1 : SCIENTIFIC
TIDAK SETUJU (DISAGREE)
25
20
TOTAL OF 15
STUDENTS
10
5
0
20
25
16
23
22
18
16
23
19
21
25
19
23
20,76923
4,230769231
ATTITUDE
21
4
21
69
AGREE/
DISAGREE
Tidak
Setuju
(Disagree)
5
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 % didnt 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.
1. The stage of the teaching and learning cycle 2 had been constructed that was the stage
of Joint Construction of the Text.
2. The lesson plan for cycle 2 had been constructed.
3. The observation paper for the activity in cycle 2 had been constructed.
d. The implementation of the action
The implementation of the action in cycle 2:
1. had implemented the lesson plan cycle 2.
2. had implemented. Join Construction of the Text .
4. had implemented Post-Test
e. Observation.
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
70
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:
NO.
A.
INDICTOR/
VARIABLE
Teaching Learning 1.
RUBRIC FOR SPEAKING ASSESMENT

QUESTIONS/ STATEMENTS
SCORE
Is the assignment can be done in the
71
Activitiey
Using
Likert 2.
Rating scale (1 up
to 4)
3.
4.
5.
6.
B.
Process Skill
1.
The achevement
indicator reached
64 %..
2.
3.
4.
5.
6.
7.
8.
groups ? ( Apakah tugas dapat

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

FOR VARIABLE OF ACTIVITY AND LEARNING PROCESS
72
1 2
SUBJECT
GENRE
CLASS
:
:
:
No/
A1
4
4
4
4
4
2
4
4
4
4
4
4
4
4
4
4
4
4
4
3
4
4
4
3
4
4
4
4
4
4
A2
2
3
3
3
2
2
2
2
2
2
2
2
2
2
2
3
3
2
2
2
2
2
2
2
4
2
4
2
3
3
A3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
2
3
3
3
3
3
3
3
3
30
3
3
A4
4
4
4
4
4
3
4
4
4
4
4
4
4
4
4
4
4
4
4
3
4
4
4
4
4
3
4
4
4
4
A5
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
3
4
4
4
4
4
3
4
4
4
4
3,9
2,37
25
2,97
3,9
3,9
Learning Process
A6
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
SUM
20
21
21
21
20
17
20
20
20
20
20
20
20
20
20
21
21
20
20
16
20
20
20
19
22
18
22
20
21
21
20
B1
2
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
2
3
3
3
2
3
3
4
3
3
3
B2
3
4
3
3
3
3
3
3
3
3
3
3
3
3
3
3
4
3
3
2
3
3
3
2
4
3
4
3
3
3
B3
2
4
4
4
4
3
4
2
4
4
4
3
4
3
3
4
4
3
3
3
4
4
4
3
4
4
4
4
4
4
B4
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
2
3
3
3
3
3
3
3
3
3
3
B5
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
4
3
3
3
3
3
2,93
3,1
3,6
B6
3
4
4
4
3
3
4
3
4
4
4
3
4
3
3
4
4
3
3
3
4
4
4
3
4
4
4
4
4
26,9
4
B7
3
4
4
4
3
4
4
3
4
4
4
4
4
3
3
4
4
4
2
3
4
4
4
2
4
4
4
4
4
4
B8 SUM
4
23
4
29
4
28
4
28
4
26
4
26
4
28
4
24
4
28
4
28
4
28
4
26
4
28
4
25
4
25
4
28
4
29
4
26
4
24
4
22
4
28
4
28
4
28
4
22
4
30
4
28
4
30
A1
4
28
A2
4
28
A3
4
28
3,6
3,7
4 A5 26,9
SPEAKING OBSERVTION
0
Teacher,
20,03
A4
A6
sum
20
Sri Muryati, SPd

NIP : 131406067
15
B1
B2
B3
10
B4
GRAPH 2
B5
B6
4,0
3,7
3,6
3,0
3,6
Learning 1Process
3,0
73
3,1
2,93
3,9
3,9
3,0
2,97
3,9
5
2,37
S1
S2
S3
S4
S5
S6
S7
S8
S9
S10
S11
S12
S13
S14
S15
S16
S17
S18
S19
S20
S21
S22
S23
S24
S25
S26
S27
S28
S29
S30
Students Activity
TOT
AL
OF
STU
DEN
TS
label
ENGLISH
NARRATIVE
XII Lang. Prog.
B7
B8
sum
NO.
RUBRIC FOR SPEAKING ASSESMENT

INDICTOR/
QUESTIONS/ STATEMENTS
VARIABLE
74
SCORE
A.
B.
Teaching
Activitiey
Learning 1. Is the assignment can be done in the

groups ? ( Apakah tugas dapat
diselesaikan secara berkelompok ?)
Using Likert Rating 2. Is there any questions appear after home
scale (1 up to 4)
assignment?
(Adakah pertanyaan
muncul setelah mengerjakan tugas
rumah)
3. Do they participate actively in the
learning pocess? (Apakah dalam
pembelajaran aktif berpartisipasi ?)
4. Do they participate actively in their
group? (Apakah dalam kerja kelompok
aktif mengikuti ?)
5. Do they participate actively in prsenting
their work? (Apakah dalam presentasi
kerja kelompok siswa juga berperan
aktif?)
6. Do they give respon to the questions
given? (Apakah siswa merespon
pertanyaan yang diberikan ?)
Process Skill
1. Conveys meaning clearly and

effectively. (menyampaikan makna
The
achevement
dengan jelas dan efektif)
indicator reached 64 %.. 2. Presents
multi-paragraph
organization,
with
clear
introductions, development of ideas
and
conclusion.
(menyajikan
organisasi
paragraph
dengan
penjelasan
yang
jelas,
pengembangan
gagasan
dan
kesimpulan)
3. Shows
evidence
of
smooth
transitions.
(menampilkan
keterangan dari peralihan yang
halus).
4. Uses
varied
vivid,
precise
vocabulary
consistently.
(menggunakan
kosakata
yang
beragam, jelas dan tepat terus
menerus)
5. Writes with few grammatical /
mechanical errors. (menulis dengan
sedikit kesalahan tata bahasa)
6.
Keterangan:
1 = never (tidak pernah)
2 = sometimes (kadang-kadang)
3 = often (sering)
4 = always (selalu)
75
OBSERVATION PAPER - WRITING

FOR VARIABLE OF ACTIVITY AND LEARNING PROCESS
SUBJECT
:
ENGLISH
GENRE
:
NARRATIVE
CLASS
:
XII Lang. Prog.
No
Nama
label
S1
S2
S3
S4
S5
S6
S7
S8
S9
S10
S11
S12
S13
S14
S15
S16
S17
S18
S19
S20
S21
S22
S23
S24
S25
S26
S27
S28
S29
S30
ADI H
AMELIA M
ANI W
ANIS F
BONDAN S
CAHYO P
CATUR W
DESI A
DEVI S
DEWI P
DIAH P
DWIKI R
DYAH A
FERI D
FIVILIA
KHUSNIYATI
LAILA Z
LINDA R
MOH. T
MUSTIKA A
NOVA LITA
OKY F
PUTRI P
RIANA A
RICKY W
RINA WATI
RINDA A
VELMA R
WAHYU W
YULIANI T
AVERAGE SCORE
Keaktifan
A1
3
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
A2
3
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
3,97
A3
3
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
3,97
A4
3
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
Ketrampilan proses
A5
3
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
A6
2
3
3
3
2
2
3
3
3
3
3
2
2
3
3
3
3
3
3
1
3
3
3
1
3
3
3
3
3
3
2,7
SUM
17
23
23
23
22
22
23
23
23
23
23
22
22
23
23
23
23
23
23
21
23
23
23
21
23
23
23
23
23
23
22,5
B1
2
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
2
3
3
3
2
3
3
4
3
3
3
2,93
B2
3
4
3
3
3
3
3
3
3
3
3
3
3
3
3
3
4
3
3
2
3
3
3
2
4
3
4
3
3
3
3,1
B3
2
4
4
4
4
3
4
2
4
4
4
3
4
3
3
4
4
3
3
3
4
4
4
3
4
4
4
4
4
4
3,6
B4
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
2
3
3
3
3
3
3
3
3
3
3
2,97
B5
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
4
3
3
3
3
3
3,03
Teacher,
Sri Muryati, SPd.
NIP : 131406067
GRAPH 3
B6
4
4
4
4
3
3
4
3
4
4
4
3
4
3
3
4
4
3
3
3
4
4
4
3
4
4
4
4
4
4
3,7
SUM
17
21
20
20
19
18
20
17
20
20
20
18
20
18
18
20
21
18
18
15
20
20
20
16
22
20
22
20
20
20
19,3
WRITING OBSERVATION
A1
TOTAL OF THE STUDENTS
25
22,53
A2
A3
19,3
20
A4
A5
A6
SUM
15
B1
B2
10
B3
B4
B5
5
3,7
3,03
2,97
3,6
3,1
2,93
2,7
3,97
3,97
3,97
3,97
3,97
B6
0
Learning 1process
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.
SUM
a. Planning and the preperation of the action.

1.
The stage of the teaching and learning cycle 3had been constructed that
was the stage of Independent of the Text.
2.
The lesson plan for cycle 3 had been constructed.
3.
The observation paper for the activity in cycle 3 had been constructed.
b. The implementation of the action

The implementation of the action in cycle 3:
1. had implemented the lesson plan cycle 3.
2. had implemented. Independent Construction of the Text .
4. had implemented Post-Test
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
Learning Process etrampilan

Proses
QUESTIONS / STATEMETNS
1. Conveys meaning clearly and

effectively. (menyampaikan makna
dengan jelas dan efektif)
Indikator
pencapaian 2. Presents
multi-paragraph
mencapai
64
%
bila
organization,
with
clear
ketrampilan/
kemampuan
introductions, development of ideas
dilakukan skoring.
and
conclusion.
(menyajikan
organisasi
paragraph
dengan
penjelasan
yang
jelas,
pengembangan
gagasan
dan
kesimpulan)
3. Shows evidence of smooth
transitions.
(menampilkan
keterangan dari peralihan yang
halus).
4. Uses
varied
vivid,
precise
vocabulary
consistently.
(menggunakan kosakata yang
beragam, jelas dan tepat terus
menerus)
5. Writes with few grammatical /
mechanical errors. (menulis dengan
sedikit kesalahan tata bahasa)
Keterangan:
1 = never (tidak pernah)
2 = sometimes (kadang-kadang)
3 = often (sering)
4 = always (selalu)
OBSERVATION PAPER - WRITING
SCORE
1
FOR VARIABLE INDIVIDUAL LEARNING PROCESS

SUBJECT: ENGLISH
GENRE: NARRATIVE
CLASS : XII Lang. Prog.
No
Name
label
S1
S2
S3
S4
S5
S6
S7
S8
S9
S10
S11
S12
S13
S14
S15
S16
S17
S18
S19
S20
S21
S22
S23
S24
S25
S26
S27
S28
S29
S30
ADI H
AMELIA M
ANI W
ANIS F
BONDAN S
CAHYO P
CATUR W
DESI A
DEVI S
DEWI P
DIAH P
DWIKI R
DYAH A
FERI D
FIVILIA
KHUSNIYATI
LAILA Z
LINDA R
MOH. T
MUSTIKA A
NOVA LITA
OKY F
PUTRI P
RIANA A
RICKY W
RINA WATI
RINDA A
VELMA R
WAHYU W
YULIANI T
Average score
Learning Process
A1
2
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
2
3
3
3
2
3
3
4
3
3
3
2,9
A2
3
4
3
3
3
3
3
3
3
3
3
3
3
3
3
3
4
3
3
2
3
3
3
2
4
3
4
3
3
3
3,1
A3
2
4
4
4
2
3
4
2
2
2
2
3
2
3
3
4
4
2
3
3
2
4
2
3
4
2
4
2
4
4
3,0
A4
3
4
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
2
2
3
3
3
3
3
3
3
3
3
3
3,0
GURU PENGAJAR
SRI MURYATI, SPd.
NIP : 130 794 346
GRAPH : 4
A5
3
3
2
2
3
2
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
4
3
3
3
3
3
2,9
SUM
13
18
15
15
14
14
16
14
14
14
14
15
14
15
15
16
17
14
14
12
14
16
14
13
18
14
18
14
16
16
14,9
30
25
5 10
15
20
14,9
2,9
3,1
3,0
3,0
2,9
TOTAL OF STUDENTS
OBSERVATION FOR INDIVIDUAL WRITING
1
LEARNING PROCESS
LIST OF STUDENTS SCORES CYCLE I,II,III
A1
A2
A3
A4
A5
SUM
SEMARANG 7 SENIOR HIGH SCHOOL ACADEMIC YEAR 2006/2007

Class : XII Lang. Program
NO
NIS
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
048845
048885
048966
048967
048851
048934
048935
048853
048854
049134
048855
049101
049102
049141
049143
048980
048904
048945
038649
048951
049227
048988
049230
049235
048991
048992
048992
048993
049001
049124
DAILY ASSESMENTS
1
2
3
PRECYCLE 1 CYCLE 2
TEST
SCORE
SCORE
ADI HERMAWANTO
40
73
80
AMELIA MARETA RAHAYU
55
73
77
ANI WIJAYANTI
60
67
83
ANIS FAUZIYAH
45
67
70
BONDAN SASANGKA NUR
40
70
57
CAHYO PURNOMO
40
40
40
CATUR WAHONO
40
67
73
DESI ANISAH PUTRI
40
67
77
DEVI SULISTYA M
40
70
70
DEWI PURNAMA SARI
40
60
67
DIAH PUSPITASARI
53
73
77
DWIKI RIZKY ANGESTI
40
70
73
DYAH ARDIANA
40
63
47
FERI DANU YUDISTIRA
40
50
73
FIVILIA TIKA PERDANA
40
67
73
KHUSNIYATI
45
57
77
LAILA ZORAYA AHMAD
80
67
57
LINDA RUSDIANI
40
63
70
MOH. TEGAR DIGDAYA
40
73
50
MUSTIKA ARISTIANTINI
40
40
80
NOVA LITA DAMAYANTI
40
70
77
OKY FERARI KARINA
40
77
60
PUTRI PRATIWI
40
67
80
RIANA ARTI LISTIANI
50
57
63
RICKY WAHYU SETIAWAN
60
67
83
RINA PRE-TES,
WATI
CYCLE 1, CYCLE 2, CYCLE
3 67
40
80
RINDA AYU NURANI
40
40
83
(POST TES) SCORES
VELMA RESA SARASWATI
40
67
73
WAHYU WICAKSONO
40
40
73
YULIANI
TRISNANINGRUM
70
73
87
30
28
28
AVEARAGE SCORE
45,3
63,4
71,0
25
PASSED
2
20
23
23
FAILED
28
10
7
20
STUDENTS NAME
20
TOTAL OF
15
STUDENTS
10
5
PASSED
GRAPH
5
10
FAILED
7
2
0
1
TYPE OF TEST
4
CYCLE 3
SCORE
70
90
85
80
70
95
65
80
75
95
90
95
75
80
85
80
80
95
75
40
85
90
75
40
95
75
90
75
75
90
79,7
28
2
d. 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

A.
Conclusions.
The conclusions that could be drawn from this action research wee as follows:
1. the usage of media VCD Cutting efecticve, interesting, and enjoyable and was
able to help the process of teaching and learning on narrative text so that the
students could be able to improve their competence to communicate in English, to
express and response the meaning of monolog text by using spoken and written
modes accurately and acceptably in narrative text.
2. In cycle 2, the average score of the group work presentation for speaking on the
indicator of the students performance and learning process was 47,2 or 84%
and for writing was
41,83 or
84% school passing grade
64 %. This
showed that it fulfilled the indicator of a research result and showed the qulity
assurance of the action research.
3. in cycle 3 the individual average score of writing was 14,9 or 70 %
pasing grade
64 % . This showed
school
that it fulfilled the indicator of the
achievement.
4. The cognitive scores showed the improvement from the result of the pre test
there were only 2 students failed or 7,3 %, in cycle 1, there were 20 students
passed 67 % , in cycle 2 there were 23 students passed or 77 % and in cycle 3
therewere 28 students passed or 93 % This showed that it fulfilled the indicator of
a research result and showed the qulity assurance of the action research.
B.
Suggestions.
On the basis of the conclusions above, the writer offered the following suggestions.:
1. To teachers, especially English teachers should try to look for inovation in
implementing the teaching and learning English by using suitable learning
media and Information Technology ( IT ) and media VCD Cutting so that it
could be used to overcome the problems faced by the students.
2. To sudents, they should use Information Technology ( IT ) and media VCD
Cutting to overcome the problem of studyng English especially on narrative
text.
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Depdiknas. 2003. Pedoman Teknis Pelaksanaan CAR (Classroom Action
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Direktorat Pendidikan Lanjutan Pertama.
Hammond, Jenny et al. 1992. English for Social Purposes. A Handbook for
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Sadiman, Arief, dkk. 1996. Media Pendidikan. Pengertian, Pengembangan dan
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William R. Lee. 1983. A Study Dictionary of Social englsh. New York: Pergamon Press.
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OMalley, 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
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NSW, KJ. Eltis, Dr. 1991. An Approach to Writing K-12. Australia : NSW department of
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Moh. Uzer Usman, Drs. 1993. Upaya Optimalisasi Kegiatan Belajar Mengajar.
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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.
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Tri Wiratmo, Drs, MA. 2003. Kiat Menulis Karya Ilmiah dalam Bahasa Inggris.
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Rineka Cipta.
Anderson, Mark and Kathy. 2003. Tex Type in English.Australia: PTY Ltd.
BIODATA
1
2
3
4
5
6
7
8
9
10
Name
NIP ( Civil Servant ID Number)
Occupation
Rank
Place And Date of Birth
Gender
Religion
Subject Taught
Length of work
Title of the Research
Sri Muryati, SPd.

130794346
teacher
Guru Pembina/ IV a
Boyolali, 15 May 1953
Female
Moslem
English
27 years
ENGLISH COMMUNICATION
COMPETENCY IMPROVEMENT
ON SPOKEN AND WRITTEN NARRATIVE
TEXT
11
12
13
14
Last education
Faculty/ Department
Marital Status
School Address
a. Name of School
b. Street
c. Village
d. District
e. Region
f. Province
g. Telephone
Home Address
a. Name of School
b. Street
c. Village
d. District
e. Region
f. Province
g. Telephone
Social activity
S1
Faculty of Letter/ English
Married
15
16
Semarang 7 Senior high School

Jl. Untung Suropati Semarang, 50185.
Banbankerep
Ngaliyan
Semarang City
Central Java
62- (024) 7605977
Jl. Wahyu Asri Dlm. IV /DD 68 /Rt.08/ RW.6
Tambakaji
Ngaliyan
Ngaliyan
Semarang City
Central Java
Telp (024) 7612539
Chairwoman of MGMP (English Teachers
Union ) Semarang
Semarang, September 5 th 2006

Approved by:
Writer,
Headmaster
Drs. Totok Widyanto

NIP. 131415203
Sri Muryati, SPd.

NIP. 130794346

English Communication Competency Improvement On Spoken and Written

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English Communication Competency Improvement On Spoken and Written

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ACTION RESEARCH

ENGLISH COMMUNICATION COMPETENCY IMPROVEMENT

SEMARANG 7 SENIOR HIGH SCHOOL

ENGLISH COMMUNICATION COMPETENCY

Sri Muryati, SPd.

SEMARANG 7 SENIOR HIGH SCHOOL

Jl. Untung Suropati - Telp (024) 7605977

Semarang, September 5th ,2006

Sri Muryati, SPd.

: September 5th , 2006.

Semarang, September 5th 2006

Drs. Totok Widyanto

Sri Muryati, SPd.

UNNES ( Semarang State University) Education

ENGLISH COMMUNICATION COMPETENCY IMPROVEMENT

According to the writers

to express and to response meaning in monolog text in

: It was seen from the students score in mid semester test.

C. The Objectives of the research.

D. Review of Related Literature.

Narrative is a piece of text which tells a story and , in doing so , entertains or

Language Features of Narrative:

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

4. Spoken and Written Cycle.

b. The Meaning Media.

any possible thing which is able to deliver

The need of media in teaching and learning process.

message source and students message receivers.

pronounce difficult letters and words correctly.

Media help teachers and students

pronounce sentences and certain

expressions using correct intonation.

Media presents information or message consitently and can be repeated

Information and Technology Media ( radio, TV, Internet/ Computer)

The process of teaching and learning

could improve the English communication competency on

c. Setting of the research

To construct teaching kits such as : development of syllaby, lesson plan,

4. Evaluation dan Reflection.

5. Method of Collecting Data.

: Senior High School

: XII Language Program / 1

: Spoken and Written

II. BASIC COMPETENCE

suggestions, request, complaint, possibility and ability to do something, and to

Action in the class room.

a. Exposing tenses available in narrative text.

b. Sharing experience about stories stories

Activities and Materials

students have heard or read and hobby of

e. Identification of gambits and fillers.

b. Giving model of narrative text completed

with VCD Cutting through LCD

constructed well so that it is easy to

a. Practicing how to begin a conversation and

a. Exposing tenses available in narrative text.

b. Sharing experience about stories the students

Activities and Materials

have heard or read and hobby of watching

narrative that are going to learn.

b. Giving model of narrative text completed

with VCD Cutting through LCD

a. Constructing narrative text based on the film