DESIGNING RECOUNT INSTRUCTIONAL MATERIALS FOR ...

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DESIGNING RECOUNT INSTRUCTIONAL MATERIALS FOR SENIOR HIGH SCHOOL STUDENTS

A Thesis

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

in English Language Education

By Anissa Mulya

Student number: 021214012

ENGLISH LANGUAGE EDUCATION STUDY PROGRAMME DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

2007

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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To my beloved Mother, Father, Djay, and Bjonk,

I dedicate this thesis.


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ACKNOWLEDGEMENTS

I am aware that I would not have been able to complete this thesis without the

help from many people. Therefore, I would like to express my deepest gratitude to all

people who have given their precious time, energy, ideas, and support during the

completion of this thesis.

My appreciation goes to my major sponsor, Dr. F. X. Mukarto, M.S. and

Christina Kristiyani, S.Pd., M.Pd., my co-sponsor. I really appreciate their guidance,

support, patience, and precious time during the completion of this thesis. I would also

like to give my special thanks to J. B. Sumarsono and family for giving me an

endless support in the completion of this thesis.

I thank my best friends, Rika, Klara, and Bita, for their tremendeous care and

support as well as the sweetest memories we have shared together. My sweet thanks

are also directed to all my friends, especially Uni, Tina, Tony, Sari, Utik, Kiki, Amry,

Ita, Cecil, Marinta, Lila, Titin, Mesha, Ardi, Septi, Haryana, Trias, Wahyu, Indah,

and Ambu for their support and sincere helps. I thank Ryan, Mario, and Nico for

always being there when I needed companions.

I would also give my sincere grateful to the teachers and lecturers who have

helped me evaluate the materials I have designed. Last but not least, I would like to

send my deepest love to my late best friend indeed, Putra Binatara, for his constant

support and encouragement in the past.

Anissa Mulya


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TABLE OF CONTENTS

TITLE PAGE ................................................................................................. i

APPROVAL PAGES ..................................................................................... ii

STATEMENT OF WORK’S ORIGINALITY ............................................ iv

PAGE OF DEDICATION ............................................................................. v

ACKNOWLEDGEMENTS ........................................................................... vi

TABLE OF CONTENTS ............................................................................... vii

LIST OF TABLES ......................................................................................... xi

LIST OF FIGURES ....................................................................................... xii

ABSTRACT ..................................................................................................... xiii

ABSTRAK ....................................................................................................... xiv

CHAPTER 1: INTRODUCTION

1.1 Research Background ................................................................................ 1

1.2 Problem Formulation ................................................................................. 2

1.3 Problem Limitation .................................................................................... 3

1.4 Research Objective ..................................................................................... 3

1.5 Research Benefits ....................................................................................... 4

1.6 Definition of Terms .................................................................................... 4

CHAPTER 2: REVIEW OF RELATED LITERATURE

2.1 Theoretical Description .............................................................................. 6


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2.1.1 Kurikulum Tingkat Satuan Pendidikan (KTSP) ................................. 6

2.1.1.1 The Roles of Teachers in KTSP ............................................. 7

2.1.1.2 The Roles of Students in KTSP .............................................. 7

2.1.2 Communicative Competence ............................................................. 7

2.1.3 Model of Language ............................................................................ 9

2.1.3.1 Context ................................................................................... 10

2.1.3.1.1 Context of Culture .................................................. 11

2.1.3.1.2 Context of Situation ............................................... 11

2.1.3.1.3 Text ........................................................................ 12

2.1.3.2 The Language System ............................................................ 12

2.1.4 Literacy Approach .............................................................................. 14

2.1.4.1 Scaffolding ............................................................................. 14

2.1.4.2 Stages ..................................................................................... 16

2.1.4.3 Spoken and Written Language ............................................... 18

2.1.5 Recount .............................................................................................. 20

2.1.5.1 Definition of Recount ............................................................. 20

2.1.5.2 Purpose of Recount ................................................................ 20

2.1.5.3 Types of Recount ................................................................... 20

2.1.5.4 Generic Structure of Recount ................................................. 21

2.1.5.5 Lexicogrammatical Features of Recount ............................... 21

2.1.5.6 Example of Recount Text ....................................................... 22

2.1.6 Banathy’s Instructional Design Model ............................................... 23

2.2 Theoretical Framework .............................................................................. 26


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CHAPTER 3: METHODOLOGY

3.1 Method ....................................................................................................... 29

3.1.1 Research and Information Collecting ................................................ 29

3.1.2 Planning ............................................................................................ 30

3.1.3 Designing the Proposed Model of Recount Instructional

Materials ............................................................................................ 31

3.1.4 Evaluation ......................................................................................... 31

3.1.5 Designed Materials Revision ............................................................ 32

3.2 Research Participants ................................................................................. 32

3.3 Research Instrument ................................................................................... 32

3.4 Data Gathering Techniques ........................................................................ 33

3.5 Data Analysis Techniques .......................................................................... 33

3.6 Research Procedures .................................................................................. 34

CHAPTER 4: RESEARCH FINDINGS AND DISCUSSION

4.1 The Accountability of the Proposed Model of Recount Instructional

Materials ...................................................................................................... 36

4.1.1 Spoken Cycle ................................................................................... 36

4.1.1.1 Stage 1: Building the Context .............................................. 37

4.1.1.2 Stage 2: Modelling and Deconstructing the Text ................. 38

4.1.1.3 Stage 3: Joint Construction of the Text ................................ 39

4.1.1.4 Stage 4: Independent Construction of the Text .................... 40


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4.1.2 Written Cycle ................................................................................... 40

4.1.2.1 Stage 1: Building the Context .............................................. 41

4.1.2.2 Stage 2: Modelling and Deconstructing the Text ................. 42

4.1.2.3 Stage 3: Joint Construction of the Text ................................ 43

4.1.2.4 Stage 4: Independent Construction of the Text .................... 44

4.2 Feedback from the Participants .................................................................. 44

CHAPTER 5: CONCLUSIONS AND SUGGESTIONS

5.1 Conclusions ................................................................................................ 47

5.2 Suggestions ................................................................................................ 47

REFERENCES ............................................................................................... 49

APPENDICES

APPENDIX 1: Permission Letter ............................................................ 52

APPENDIX 2: Questionnaire ................................................................. 53

APPENDIX 3: The Syllabus ................................................................... 57

APPENDIX 4: Lesson Plan .................................................................... 59

APPENDIX 5: Recount Instructional Materials ..................................... 63


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LIST OF TABLES

Table Page

2.1 The Main Functions of Language and their Relationship to the Register

Variables ................................................................................................... 12

2.2 The Difference between Spoken and Written Language .......................... 18

3.1 The Competency Standard, Basic Competency, and Indicators

of the Proposed Model of Recount Instructional Materials ................... 30

3.2 The Description of the Participants of the Evaluation ............................. 31

3.3 The Description of the Participants’ Opinions on the Designed

Materials .................................................................................................... 33


of Spoken Cycle ....................................................................................... 37


of Written Cycle ........................................................................................ 41

4.3 The Description of the Participants’ Opinions on the Designed

Materials .................................................................................................... 44


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LIST OF FIGURES

Figure Page

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

2.2 The Model of Language and Context ........................................................ 9

2.3 The Relationships between the Three Levels of Language ...................... 13

2.4 The Changing Nature of the Collaboration between Teacher and Students

in Response to Learners’ Progress ............................................................ 14

2.5 Diagram of the Teaching and Learning Cycle .......................................... 15

2.6 Identification and Characterization of Learning Task ............................. 24

2.7 Banathy’s Instructional Design Model ...................................................... 25

2.8 The Steps in Designing the Proposed Model of Recount Instructional

Materials .................................................................................................... 26


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ABSTRACT

Mulya, Anissa. 2007. Designing Recount Instructional Materials for Senior High School Students. Yogyakarta: English Language Education Study Programme, Sanata Dharma University.

Within Kurikulum Tingkat Satuan Pendidikan (KTSP), literacy approach is adopted as the methodology to implement the text-based syllabus. It requires the students of Senior High School to learn several text-types which have more value in the context of schooling. Recount is one of the compulsory text-types the students of Senior High School have to learn. In order to help the students obtain the competence to create and interpret contextual spoken and written recounts, proper instructional materials are needed. Unfortunately, many teachers still have inadequate knowledge of KTSP. Consequently, many of them will not be able to plan proper instructional materials.

This study was aimed at proposing a model of recount instructional materials for the first grade students of Senior High School which was based on KTSP. In order to obtain the objective, educational research and development was used as the method in this study. The steps adapted from educational research and development were as follows: (1) research and information collecting, (2) planning, (3) designing the proposed model of recount instructional materials, (4) evaluation, and (5) designed materials revision.

In designing the proposed model of recount instructional materials, four steps from Banathy’s instructional design model were adapted in this study. They were (1) formulation of the objective, (2) analysis of learning task, (3) design system, and (4) changes to improve.

In this study, the objective of the evaluation was to obtain data to improve the designed materials. The instrument used in the evaluation was questionnaires. The questionnaires were distributed to two English teachers of Senior High School and two lecturers of English Language Education Study Program of Sanata Dharma University.

The designed materials consist of two cycles, namely spoken and written cycle. Each of the cycles consists of four similar stages, namely (1) building the context, (2) modelling and deconstructing the text, (3) joint construction of the text, and (4) independent construction of the text.

Based on the result of the evaluation, the designed materials were considered suitable and appropriate to teach recount text to the first grade students of Senior High School. The final version of the designed materials is presented in Appendix 5.


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ABSTRAK

Mulya, Anissa. 2007. Designing Recount Instructional Materials for Senior High School Students. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma. Di dalam Kurikulum Tingkat Satuan Pendidikan (KTSP), pendekatan literasi digunakan sebagai metodologi untuk mengimplementasikan silabus berbasis teks. Pendekatan literasi ini mewajibkan siswa Sekolah Menengah Umum (SMU) untuk mempelajari beberapa jenis teks yang mempunyai nilai lebih dalam konteks sekolah. Teks recount adalah salah satu dari jenis-jenis teks yang wajib dipelajari siswa SMU. Untuk membantu siswa mencapai kompetensi menciptakan dan menafsirkan teks lisan dan tertulis dalam konteks, dibutuhkan materi pengajaran yang sesuai. Sayangnya, masih banyak guru yang belum memiliki pemahaman yang cukup mengenai KTSP. Oleh karenanya, banyak dari mereka tidak akan mampu untuk menyusun materi pengajaran yang sesuai. Studi ini bertujuan untuk mengusulkan contoh materi pengajaran berbasis teks recount untuk siswa SMU tingkat pertama yang berdasarkan KTSP. Untuk mencapai tujuan tersebut, penelitian dan pengembangan kependidikan, digunakan sebagai metode dalam studi ini. Lima langkah yang diadaptasi dari penelitian dan pengembangan kependidikan adalah sebagai berikut: (1) penelitian dan pengumpulan informasi, (2) perencanaan, (3) penyusunan contoh materi pengajaran berbasis teks recount, (4) evaluasi, dan (5) perbaikan materi yang disusun. Dalam penyusunan contoh materi pengajaran berbasis teks recount, empat langkah dari model pengajaran Banathy diadaptasi dalam studi ini. Empat langkah tersebut adalah (1) perumusan tujuan, (2) analisis tugas pembelajaran, (3) penyusunan materi, dan (4) perubahan untuk perbaikan. Dalam studi ini, tujuan dari evaluasi adalah untuk memperoleh data untuk memperbaiki materi yang telah disusun. Instrumen yang digunakan dalam evaluasi adalah kuesioner. Kuesioner tersebut dibagikan kepada dua guru bahasa Inggris SMU dan dua dosen Program Studi Pendidikan Bahasa Inggris Universitas Sanata Dharma. Materi yang disusun terdiri dari dua siklus, yaitu siklus lisan dan tertulis. Tiap siklus terdiri dari empat tahap yang sama, yaitu (1) membangun konteks, (2) membuat model dan menganalisa teks, (3) menyusun teks bersama, dan (4) menyusun teks sendiri. Berdasarkan hasil evaluasi, materi yang disusun cocok dan sesuai untuk mengajarkan teks recount kepada siswa SMU tingkat pertama. Versi akhir dari materi yang disusun dapat dilihat di Lampiran 5.


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CHAPTER 1

INTRODUCTION

This study deals with developing recount-based instructional materials for

Senior High School students. Seven major points will be presented in this first

chapter to provide background information of the study. Those major points

include the reason of choosing this particular topic, the problem that will be

solved in this study, the objective that will be achieved, the advantages provided

by this study, and the explanation of important terms used in this study.

1.1 Research Background

Kurikulum Tingkat Satuan Pendidikan (KTSP) has been implemented

since 2006. It gives opportunity to each school to develop and apply its own

curriculum (Badan Standar Nasional Pendidikan [BSNP], 2006: 5). It adopts

literacy approach as the methodology to implement the text-based syllabus

(Departemen Pendidikan Nasional [Depdiknas], 2003: 9). Literacy approach is a

methodology which focuses on the development of the students’ ability to create

and interpret contextual spoken and written texts (Depdiknas, 2003: 35). It

determines the literacy target for Senior High School students. The Senior High

School students are expected to achieve the informational level when they

graduate from their study. The informational level demands the Senior High

School students to be able to access the accumulated knowledge because they are

expected to communicate for academic purposes such as listening to short


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lectures, talking about serious matters, reading popular and scientific texts, and

writing for different purposes (Agustien, 2005). Thus, the kind of texts they learn

should include those they are mostly to encounter during their academic lives.

Some texts to be taught in Senior High School are recount, narrative, procedure,

descriptive, news item, report, analytical exposition, spoof, hortatory exposition,

explanation, discussion, and review (BSNP, 2006).

Some problems are found in the implementation of KTSP. In fact, the

teachers’ quality and readiness towards this new curriculum are crucial to achieve

the successful of the implementation of KTSP since they are given the freedom to

develop the curriculum. However, some schools are not completely ready to

develop their own curriculum as they still lack the teachers’ quality and readiness

(Sudaryanto, 2006). Inadequate knowledge of KTSP might hinder the teachers to

carry out their roles as the facilitator of the teaching and learning process.

One of the roles of the teachers is to plan proper instructional materials to

develop the students’ competence. Based on KTSP, the competence should be

achieved by the students is discourse competence. Discourse competence is the

ability to create and interpret spoken and written text in real communication

(Agustien, 2005). In other words, the teachers are expected to plan text-based

instructional materials to help students obtain the discourse competence.

1.2 Problem Formulation

This study aims at answering one major problem, namely what is the

proposed model of recount instructional material for Senior High School students?


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1.3 Problem Limitation

This study focuses on designing recount instructional materials for the first

grade students of Senior High School. The designed materials will be divided into

spoken and written cycle (Depdiknas, 2003: 19). Spoken cycle will be presented

first. Each of the cycles includes four stages. According to Feez (1998: 28) those

four stages are sequenced as follows: building the context, modelling and

deconstructing the text, joint construction of the text, and independent

construction of the text (Feez, 1998: 28).

Recount is chosen as the main discussion in this study for at least two

reasons. First, recount is one of the texts that have more value in the context of

schooling (Gerot and Wignell, 1994: 191). Second, recount is classified as the

simplest story text (Feez, 1998: 86). Using the story text which has the simplest

generic structure and language features to teach genre in early stage might give

meaningful basic knowledge to learn more complicated text-types. In other words,

the features the students already know from the previous text scaffold the learning

of a new text-type since there are common features within several text-types

(Feez, 1998: 91).

1.4 Research Objective

The objective of this study is to answer the problem stated in the problem

formulation, namely to propose a model of recount instructional materials for

Senior High School students.


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1.5 Research Benefits

This study will hopefully be beneficial for English teachers and future

researchers who want to design a set of English instructional materials focusing

on text-type. They may find this study as a useful resource and continue to do

further research and elaborate a more effective and complete design to achieve

more successful teaching English for Senior High School students.

1.6 Definition of Terms

This study employs some terms that are defined to avoid

misunderstanding.

1. Design

Hutchinson and Waters (1994: 106) state that designing is creating a new

set of materials that fits the learning objectives and specific subject area of

particular learners. In this study, designing means creating a set of recount-based

materials for the first grade students of Senior High School based on KTSP.

2. Recount

Recount means a series of events that is written or spoken in the time order

in which it occurs and it has specific generic structure and lexicogrammatical

features to differ recount from other texts (Board of Studies New South Wales,

1994: 146, Gerot and Wignell, 1994: 194). In this study, recount refers to spoken

and written texts used as the basic materials to design the instructional materials.

3. Instructional Materials

Instructional materials are materials planned by the teachers for instruction


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

materials which are used by the teacher and the students as a useful means of

discussion in teaching and learning activity.

4. Recount Instructional Materials

In this study, recount instructional materials refer to a set of written and

spoken recount-based materials used by the teacher and the students as a means of

discussion in teaching and learning activity (Board of Studies New South Wales,

1994: 146; Dick and Reiser, 1989: 3; Gerot and Wignell, 1994: 194)


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CHAPTER 2

REVIEW OF RELATED LITERATURE

Two major points will be discussed in this chapter, namely theoretical

description and theoretical framework. In theoretical description, six major areas

of concern, namely Kurikulum Tingkat Satuan Pendidikan (KTSP),

communicative competence, language model, literacy approach, recount, and

instructional design model will be discussed. In theoretical framework, the

relation between those six major areas of concern will be presented.

2.1 Theoretical Description

This part presents a discussion on the theories related to the development

of recount instructional materials. It includes KTSP, communicative competence,

model of language, literacy approach, recount, and instructional design model.

2.1.1 Kurikulum Tingkat Satuan Pendidikan (KTSP)

KTSP is a curriculum which demands each school to develop and apply its

own curriculum (BSNP, 2006: 5). Within KTSP, literacy approach is adopted as

the methodology to implement the text-based syllabus (Depdiknas, 2003: 9) . It

adopts English texts as the basic materials to help students obtain a certain

competency. KTSP requires different roles of teachers in the learning and teaching

processes. On the other hand, the roles of students are similar to the previous

curriculum.


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2.1.1.1 The Roles of Teachers in KTSP

The teachers are expected to develop and apply their own curriculum

(BSNP, 2006: 5). The role of the teachers is to become the facilitator whose duty

is to create conducive atmosphere for learning (Mulyasa, 2003: 188). The teachers

are expected to be creative in designing the proper instructional materials.

2.1.1.2 The Roles of Students in KTSP

The students are treated as the center of the learning process (BSNP, 2006:

5). They are considered as the subjects of every activity in class. They are

expected to be active and critical during class and to find other source of the

materials will be discussed.

2.1.2 Communicative Competence

Theoretically, communicative competence means the competence which is

required for language communication (Agustien, 2005: 1). The term was coined

by Del Hymes in 1966, reacting against the inadequacy of Noam Chomsky’s

distinction between competence and performance. In 1995, Celce-Murcia,

Dornyei, and Thurrell proposed a communicative competence model (Depdiknas,

2003: 1).

The Indonesia government decides to adopt the communicative

competence proposed by Celce-Murcie et al. within KTSP since it helps the

teachers see what competences are required to develop the students’

communicative competence (Agustien, 2005: 1). The figure of communicative

competence proposed by Celce-Murcie et al. is presented in Figure 2.1.


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Figure 2.1 Schematic Representation of Communicative Competence (Adopted from Celce-Murcia et al., 1995: 10 as cited in Depdiknas, 2004: 51)

In Figure 2.1, discourse competence is placed at the center of the communicative

competence. Discourse competence is the ability to create and interpret texts both

spoken and written contextually (Agustien, 2005). It can only be achieved if the

supporting competences have been acquired. Those supporting competences are

as follows:

1. Linguistic competence

This competence means the ability to use the grammar, vocabulary, intonation,

punctuation, etc, of a language (Depdiknas, 2004: 52).

2. Actional competence

It refers to the ability to do something using language both spoken and written

to convey certain message (Depdiknas, 2004: 54).

Sociocultural competence

Linguistic competence

Actional competence

Strategic competence

Discourse competence


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3. Sociocultural competence

This competence means the ability to communicate in the way native speakers

of the language do based on the culture where the language is used

(Depdiknas, 2004: 58).

4. Strategic competence

This competence covers the ability to maintain the process of communication

when one meets deficiencies. This competence is realized in spoken language


In order to acquire communicative competence, language users have to activate

the sociocultural, actional, linguistic, and strategic competence to shape the

discourse competence.

2.1.3 Model of Language

The functional model of language is adopted in this study. The main

concepts of the functional model of language are as follows (Feez, 1998: 5):

1. Language is considered as a resource to make meaning,

2. The resource of language consists of interrelated systems,

3. Language users draw on this resource each time they use language,

4. Language users create and interpret texts to make meaning,

5. Texts are shaped by the social context,

6. Language users shape the social context.

The relationships between the main concepts can be represented graphically in

Figure 2.2.


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Figure 2.2 The Model of Language and Context (Adopted from Martin and Mattheison 1991 as cited in Feez 1998: 8)

2.1.3.1 Context

Language occurs within a context. When people communicate, the

language choices they make are influenced and determined by the context in

which the communication occurs (Depdiknas, 2003: 4). Language is used for three

main functions (Board of Studies New South Wales, 1994: 96) namely:

1. Ideational function

This is the use of language to express ideas and to communicate information.

2. Interpersonal function

It reflects the way language is used to build the social relation among others.

Context of Culture GENRE

Context of Situation REGISTER

Tenor Status

Contact

Mode Channel Distance

Field Activity Topic

Discourse Semantics TEXT

Ideational meanings

Expression PHONEME/ GRAPHEME

Lexicogrammar CLAUSE

Interpersonal meanings

Textual meanings


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3. Textual function

It is concerned with the form of the text whether it is spoken or written.

A context is distinguished into two important aspects. These are the context of

culture and situation (Depdiknas, 2003: 4).

2.1.3.1.1 Context of Culture

The largest circle in Figure 2.2 represents context of culture. Particular

human’s social purpose determines the patterns of generic structure and

lexicogrammatical features within texts (Feez, 1998: 6). The patterns are

developed within the context of culture. The patterns are called genres. Particular

culture determines the types of texts or genres which are produced.

2.1.3.1.2 Context of Situation

The second circle in Figure 2.2 represents context of situation. Within

context of culture, there are different context of situation which is characterized

by particular register of language. The register of any context of situation is a

combination of three variables (Gerot and Wignell, 1994: 11):

1. Field

Field refers to what is being talked or written about within the text (Feez,

1998: 6).

2. Tenor

Tenor refers to the social relation between people who are involved within the

text (Board of Studies New South Wales, 1994: 97).


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3. Mode

Mode refers to the channel of communication being used, whether it is spoken

or written (Board of Studies New South Wales, 1994: 97).

2.1.3.1.3 Text

The third circle in Figure 2.2 represents texts. A text can be defined as

spoken or written language which is held together by the three strands of meaning

in a language, namely logical (ideational), interpersonal, and textual meaning

(Feez, 1998: 4). People create texts when they are speaking and writing, they

interpret texts when they are listening and reading (Board of Studies New South

Wales, 1994: 97).

2.1.3.2 The Language System

The language system is the resource which supplies all the language

choices made by language users each time they use language to communicate

(Board of Studies New South Wales, 1994: 97). The language choices consist of

grammatical patterns, words, sounds, and symbols to make meanings. The

patterns of language choices can be distinguished at three levels (Feez, 1998: 6).

1. Meaning or discourse semantic

The combination between the layer of meaning and the register variables

constructs the three main functions of language (Feez, 1998: 6). The discourse

semantic is related to the generic structure of text (Board of Studies New

South Wales, 1994: 98). The meaning and their relationships to the register are


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outlined in Table 2.1.

Table 2.1 The Main Functions of Language and their Relationship to the Register Variables (Adopted from Feez, 1998: 7)

Ideational Language represents the world logically

through experiential and logical meanings.

These meanings

are reflection of

field.

Interpersonal Language builds relationships through

interpersonal meanings.

These meanings

are a reflection of

tenor.

Textual Language organizes meanings into spoken

or written text through textual meanings.

These meanings

are a reflection of

mode.

2. Words and structure or lexicogrammar

The words and structure or lexicogrammar is realized through the pattern of

grammar applied within the clauses, groups, and words (Feez, 1998: 7).

3. Expressions or phonological and graphological

The words and structure or lexicogrammar level is expressed through spoken

and written language (Feez, 1998: 7). The expression of spoken language

requires sounds, sounds in combination, intonation patterns, and stress. On the

other hand, the expression of written language requires alphabets, letters

combination (spelling), punctuation, and layout (Board of Studies New South

Wales, 1994: 98). The relationship of the three levels of language is presented

in Figure 2.3.


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Figure 2.3 The Relationship between the Three Levels of Language (Adopted from Eggins, 1994: 21 as cited in Feez, 1998: 7)

2.1.4 Literacy Approach

Literacy approach is an approach to language learning focuses on the

development of the students’ ability to create and interpret contextual spoken and

written texts (Depdiknas, 2003: 35). Literacy approach is the methodology to

implement a text-based syllabus (Depdiknas, 2003: 9). This approach values the

interaction between teacher and students in the process of learning language.

Based on this approach, the process of learning language is divided into stages

and emphasizes the differences between spoken and written language.

2.1.4.1 Scaffolding

The term scaffolding is used to describe the learning collaboration

between the teacher and the students with the teacher facilitates the students’

transition from assisted to independent performance (Vygotsky, 1978 as cited in

Feez, 1998: 26). According to Roehler and Cantlon (1996) as cited in Hogan and

Presley (1997) the transition from assisted to independent performance is as

Discourse semantics (Texts)

Lexicogrammar (Words and Structure)

Expression (Sounds and Writing)


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follows: at first, the teacher controls and guides the students’ activities. Next, the

teacher and the students share the responsibility with the students taking the lead.

The teacher continues to guide the students’ emerging understanding by providing

assistance as needed. Finally, the teacher gives the students the full responsibility

by removing all assistance. The distance between the assisted and independent

performance is called the zone of proximal development (Vygotsky, 1978 as cited

in Feez, 1998: 26).

Figure 2.4 The Changing Nature of the Collaboration between Teacher and Students in Response to Learners’ Progress (Adopted from Vygotsky, 1978 as cited in Feez, 1998: 26)

Scaffolding

Independent learner performance with

no contribution from teacher

Learner Progress

Potential performance

Diminishing contribution from teacher as learner’s independent

contribution increases

Significant contribution from teacher

to support dependent contribution from learner

Zone of proximal development

Learner’s entry level assessed by the

teacher

Existing independent functioning


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2.1.4.2 Stages

Based on literacy approach, teaching genres can be described as moving in

a cycle. This cycle involves four main stages, namely building the context,

modelling and deconstructing the text, joint construction of the text, and

independent construction of the text (Feez, 1998: 28). The cycle is presented in

Figure 2.5.

Figure 2.5 Diagram of the Teaching and Learning Cycle (Adopted from Hammond et. al., 1992 as cited in Depdiknas, 2003)

Increasing approximation

control of spoken and written texts

Student

Building the context: - cultural context - shared experience - control of relevant

vocabularies - grammatical

patterns

Student

Class

Teacher

Class

Teacher

Student

Student

Teacher

Class Student

Student

Student

Teacher

Modelling of text: - cultural context - social function - schematic structure - linguistic features - using spoken language to

focus on written text

Independent construction of text: - schematic structure - linguistic features - knowledge of field

Joint construction of text: - schematic structure - linguistic features - knowledge of field


17

Further explanation of the four stages will appear in the following discussion

(Feez, 1998):

1. Stage 1. Building the context

In this stage, the students are introduced to the context of culture, context of

situation, and the social purpose of the authentic model of text-type being

studied (Feez, 1998: 28).

2. Stage 2. Modelling and deconstructing the text

This stage is intended to introduce the generic structure and lexicogrammatical

features of the text (Feez, 1998: 29). The teacher exposes the students to a

number of authentic models of the text being discussed in order to develop the

students’ ability in understanding and gaining controls over the aspects of the

text-type.

3. Stage 3. Joint construction of the text

Jointly constructing the whole text can be done by the teacher and the whole

class or by a small group of students. The teacher’s contribution to the text

construction is gradually decreased as the students are able to construct the

whole text independently (Feez, 1998: 30). A small group of students together

constructs a text may develop their confidence in doing the independent

construction.

4. Stage 4. Independent construction of the text

Having the experience of constructing a text jointly, the students now work

independently with the text (Feez, 1998: 31).


18

2.1.4.3 Spoken and Written Language

The definition of literacy includes oracy and literacy (Depdiknas, 2003: 4)

therefore this curriculum explicitly emphasizes the spoken and written language

through the division of learning process into spoken and written cycle. Each cycle

includes four stages and has different objective. For example the target text-type is

recount, at the end of the first cycle that is spoken cycle, the students are expected

to retell events orally and perform conversations that have to do with retelling

events. On the other hand, the second cycle that is written cycle demands the

students to write recount texts independently at the end of the second cycle. The

learning cycle gradually moves from spoken to written for the reason that

language learning is naturally acquired from spoken language and written

language will be difficult to improve if spoken language has not been acquired


According to Halliday (1985), written language uses more lexical items

within the clause or in other words, it is said to be a language of high lexical

density. Written language employs more complex noun groups, such as noun

phrases. Spoken language, on the other hand, employs more clauses within a

clause complex. Thus, it is a language with greater grammatical intricacy. The

following example from Halliday (1985) may illustrate the point.

1. Investment in rail facility implies a long-term commitment. (written

language)

2. If you invest in rail facility, this implies that you are going to be committed

for a long term. (spoken language)


19

The subject and object of the written language are realized as two quite complex

noun phrases. The subject noun phrase consists of the noun investment that is

postmodified by the prepositional in rail facility that contains the noun facility

which is premodified by the noun modifier rail. The object noun phrase consists

of the noun commitment that is premodified by the article a and the noun modifier

long-term. The adjunct of the spoken language is realized as the conditional clause

if you invest in rail facility, the object is realized as the nominal clause that you

are going to be committed for a long-term. Thus, whereas the written sample

consists of just one simple clause with complex noun phrases, the spoken sample

contains three clauses that form a clause complex.

Table 2.2 The Difference between Spoken and Written Language (Adopted from Eggins, 1994: 57 as cited in Depdiknas, 2004: 41)

Spoken language Written language

• Turn taking organization

• Context dependent

• Dynamic structure (interactive

staging; open ended)

• Spontaneity phenomena

(hesitations, interruptions,

incomplete clauses)

• Everyday lexis

• Non-standard grammar

• Grammatical complexity

• Lexical sparse

• Monologue organization

• Context independent

• Synoptic structure (theoretical

staging; losed; finite)

• “Final draft” (polished: indications

of earlier drafts removed)

• “Prestige” lexis

• Standard grammar

• Grammatical simplicity

• Lexically dense


20

2.1.5 Recount

This part elaborates a discussion of recount as the subject matter in this

study. The discussion includes definition, purpose, types, generic structure,

lexicogrammatical features, and the example of recount text.

2.1.5.1 Definition of Recount

Recount is known as a series of events which is told or written using

specific generic structure and lexicogrammatical features (Board of Studies New

South Wales, 1994: 40). Its lexicogrammatical features and generic structure

differ from other text-type to meet its social purpose.

2.1.5.2 Purpose of Recount

The social purpose of every genre is different from the other. Recount is to

retell events with the purpose of either informing or entertaining its audience (or

both) (Gerot & Wignell, 1994: 194).

2.1.5.3 Types of Recount

The types of recount are classified based on their purpose. According to

Hardy and Klarwein (1990), the types of recount are as follows:

1. Personal Recount

This usually retells past events or experiences of individual or specific

persons.


21

2. Factual Recount

This type of recount usually records past incidents which are based on facts,

for example: science experiments, police report, and biography.

2.1.5.4 Generic Structure of Recount

Each text-type is characterized by distinctive generic structures, namely

beginning, middle, and end. According to Hardy and Klarwein (1990: 26) generic

structure of recount is usually organized to include:

1. Orientation

Orientation provides the setting or background information about who were

involved, when the event happened, and where the event happened.

2. Sequence of events

Sequence of events tells what happened in chronological order.

3. Reorientation

Reorientation is the closure of events. It is an optional element.

2.1.5.5 Lexicogrammatical Features of Recount

Lexicogrammatical features are essential part within text-type. The

meaning of a text is realized through the lexicogrammatical choices (Gerot and

Wignell, 1994: 190). To fulfill different social purpose, each text-type employs

different lexicogrammatical features. Significant lexicogrammatical features of a

recount include (Board of Studies New South Wales, 1994: 146):


22

1. Use of past tense,

2. Use of material processes to refer to the actions,

3. Use of specific participants to identify people, animals, or things involved,

4. Use of circumstances of time and place (yesterday, after lunch, to the beach),

5. Use of temporal connectives to sequence events (first, next, finally, etc).

2.1.5.6 Example of Recount Text

The following text has been annotated to draw on attention of its generic

structure and lexicogrammatical features.

Text category : personal

Mode : written

Generic structure:

Orientation : provides setting and introduces participants

Sequence of events : tell what happened in a temporal sequence

Reorientation : (optional) closure of events

Lexicogrammatical features:

Focus on specific participants (in bold)

Use of material process (in italics)

Circumstances of time and place (underlined)

Focus on temporal sequence: later and then

Use of past tense

Grizzly Attack Orientation It was a hot day in the summer of 1873. I was hunting near Yellowstone National Park in Wyoming.


23

Event 1 All at once, I saw a grizzly bear in front of me. It was too late to run. Event 2 I fired my gun at the bear. Event 3 I missed, and the ferocious animal attacked me. Event 4 I went unconscious. Event 5 Later, I woke up in great pain, unable to walk. Event 6 The bear’s claws and teeth had torn gashes all over my body. Event 7 But I did not die. I survived! Event 8 I set out crawling to the nearest help at Fort Kiowa, almost 100 miles away. Event 9 A few miles from the fort, a group of Sioux Indians found me. Event 10 They fed me and cared for my wounds. Event 11 Then they took me to the fort. Reorientation The day when a grizzly bear attacked me would never be forgotten all my life.

(Adapted from Building Skills in English, 1988: 2)

2.1.6 Banathy’s Instructional Design

Bela H. Banathy is known for her system design and instructional design.

Her instructional design emphasizes educational field.


24

Banathy states that a system contains subsystems. She notes that education

is a system. It means that an instructional material is a subsystem of the education

system. A system is built upon three components, namely purpose, content, and

process. Moreover, Banathy suggests six steps to design an instructional system

and those three components are included in the six steps.

The first step is to state the objectives of the system. The objectives of the

system cover the expected performance of the learners after they accomplish the

selected learning experiences. The specifications of objectives are:

1. Objectives are specified from the overall purpose of the system.

2. Objectives should be measurable and can also be used as the main direction of

the system.

3. Objectives should be continually improved. The improvement of the

objectives should reach down the individual task level.

4. Objectives should be specifically stated in order to be used as the basis to

develop the system.

The second step is to develop tests to assess how far the learners achieve

the objectives (Develop Test). The tests are developed based on the objectives

formulated in the first step.

The third step is to determine what learning tasks should be conducted by

the learners in order to achieve the intended performance. In this step, the

competencies of the learners should be assessed since it would be a waste of time


25

to teach competencies that the learners already possess (Analysis of Learning

Task). To select the actual learning tasks, the designer of the system has to

subtract the learners’ capabilities (Input Competence) from a set of learning tasks

(Inventory of Learning Tasks). The relation among the inventory of learning tasks,

input competence, and actual learning tasks is presented in Figure 2.6.

Figure 2.6 Identification and Characterization of Learning Task (Banathy, 1976)

The fourth step is to design the instructional system (Design of System). In

this step, the designer of the system should consider two important elements,

namely function analysis and component analysis. Function analysis refers to

what has to be done by the learners in order to master the tasks. While component

analysis refers to who has the best potential to carry out the function analysis.

The fifth step is to test the system whether it is already met the objectives

(Implement and Test Output). This step can be done by implementing the

instructional system in the actual environment. As the output of the system, the

performance of the learners is evaluated in order to assess whether they already

behave in the expected way.

The sixth step is to improve the instructional system based on the findings

of the evaluation. The changes of the system are conducted in order to achieve the

intended objectives (Changes to Improve).

Inventory of Learning Task

Input Competence

Actual Learning Task


26

Figure 2.7 Banathy’s Instructional Design Model

2.2 Theoretical Framework

Teaching and learning English in Senior High School is based on KTSP

which emphasizes the development of the students’ discourse competence. A

competence that enables them to communicate in the target language both spoken

and written appropriately. Appropriate communicating demands the students to be

able to create and interpret texts used in the target language. In order to teach

English texts effectively, literacy approach is adopted within KTSP. The English

teachers should develop the literacy approach through designing a text-based

instructional material as a means of discussion in teaching and learning process.

To provide guidance in designing recount instructional materials for Senior High

School students, there are steps adapted from Banathy’s instructional design:

I. Formulate Objective

III. Analysis of

Learning Task

IV. Design System

V. Implement & Test Output

VI. Change to Improve

II. Develop

Test


27

Competency Standard

Basic Competency

Indicators

Spoken cycle Four stages

Written cycle Four stages

Figure 2.8 The Steps in Developing the Model of Recount Instructional Materials

1. Formulation of the Objective

The starting point in instructional design is to state the objective to be

achieved at the end of the instruction. It refers to competency standard, basic

competency, and indicators. KTSP has determined the competency standard and

basic competency while indicators are developed by the teachers.

2. Analysis of Learning Task

According to the literacy approach adopted within KTSP, the students

have to learn the English texts which are divided into spoken and written cycle

(Depdiknas, 2003: 19). Each cycle consists of four stages. Those four stages are

building the context, modelling and deconstructing the text, joint construction of

the text, and independent construction of the text (Feez, 1998: 28).

Formulation of the Objective

Analysis of Learning Task

Design System

Change to improve


28

3. System Design

The third step is to design the instructional materials. The designed

materials consist of spoken and written cycle. Each cycle involves four similar

stages, namely building the context, modelling and deconstructing the text, joint

construction of the text, and independent construction of the text.

4. Change to improve

Once the designed materials have been developed, then they are to be

evaluated. The result of the evaluation is used to improve the designed materials.


29

CHAPTER 3

METHODOLOGY

This chapter explains the methodology which is used to solve the problem

stated in the first chapter. It covers the method, the research participants, the

research instrument, data gathering technique, data analysis technique, and the

research procedures.

3.1 Method

Educational research and development is aimed at improving the quality of

educational products (Borg and Gall, 1983: 772). Educational research and

development was adapted within this study as the guidelines to propose the model

of recount instructional materials. Some steps adapted from educational research

and development in order to propose the model of recount instructional materials

were as follows:

3.1.1 Research and Information Collecting

This study focused on designing a model of recount instructional materials

for Senior High School students. To find related literature underlying the study, a

library research was conducted. There were two objectives of conducting the

library research. The first objective was aimed at getting the theories about

Kurikulum Tingkat Satuan Pendidikan (KTSP), functional model of language,

literacy approach, recount text, and Banathy’s instructional design model. The


30

second objective was to find recount texts as the basis to design the materials.

3.1.2 Planning

The specific objective to be achieved by the product is the most important

aspect of planning an instructional product (Borg and Gall, 1983: 779). This step

was to state the objectives of the proposed model of recount instructional

materials. The statement of the objectives is presented in Table 3.1.

Table 3.1 The Competency Standard, Basic Competency, and Indicators of the Proposed Model of Recount Instructional Materials

Competency Standard

Basic Competency

Indicators

Spoken cycle Students are able to understand and express the meaning of spoken recounts in the form of monologues and dialogues in various contexts. Written cycle

Students are able to understand and express the meaning of written recounts in various contexts.

Students are able to understand and express the meaning of spoken recounts in the form of monologues and dialogues using fluent, accurate, and grammatical spoken language in various contexts. Students are able to understand and express the meaning of written recounts using accurate and grammatical written language in various contexts.

Students are able to construct and perform personal spoken recounts in the form of monologues and dialogues that retell past holidays using generic structure and lexicogrammatical features of recount. Students are able to construct personal written recounts that retell unforgettable experiences using generic structure and lexicogrammatical features of recount.


31

3.1.3 Designing the Proposed Model of Recount Instructional Materials

This step involved several steps which were taken in designing the

proposed model of recount instructional materials. It included four steps which

had been done to yield the intended instructional materials. Those steps were as

follows:

a. Mapping

Each stage and each cycle required different learning experiences. The first

step was to decide which learning experiences were included in each stage and

each cycle. It showed the outline of what the materials would be.

b. Materials searching

The materials covered spoken recount texts, written recount texts, tasks, and

pictures. The materials were taken from textbooks and Internet.

c. Material editing

The materials which had been gathered were edited to obtain the appropriate

materials for the first grade students of Senior High School.

d. Designing recount instructional materials

After the material had been edited, the next step was to develop the

instructional materials based on the outline made in the mapping step.

3.1.4 Evaluation

Once the model of recount instructional materials had been developed, the

next step was conducting evaluation. In this study, the purpose of the evaluation

was to gather data from the participants in the form of feedback on the designed

materials.


32

3.1.5 Designed Materials Revision

The last step adapted from educational research and development was

revising the instructional materials. The result of the evaluation was to recognize

whether the designed materials were well developed or not.

3.2 Research Participants

The participants of the evaluation were two English teachers of Senior

High School and two lecturers of English Language Education Study Programme

of Sanata Dharma University. The designed materials which were enclosed in the

questionnaires were distributed to the teachers and the lecturers to be evaluated.

They were asked to give feedback whether the materials were acceptable or not.

Table 3.2 The Description of the Participants of the Evaluation

Educational Background Teaching Experience

(in year) Groups of

Participants S1 S2 S3 1-5 6-10 >10

English Lecturers 1 1 1 1

English Teachers 2 1 1

3.3 Research Instrument

The instrument which was used to gather the data was questionnaires. It

was used to gather the data on the designed materials. According to Borg and Gall

(1983) there are two types of questions employed within questionnaires, namely

closed from and open form questions. In closed form questions, the responses of

the questions are already available. The closed form questions require the


33

participants to choose one of the available responses. On the other hand, the open

form questions require the participants to give responses in their own words. In

conducting this study, both types of questions were employed.

3.4 Data Gathering Techniques

The data to evaluate the designed materials were gathered by distributing

questionnaires to two English teachers of Senior High School and two lecturers of

English Language Education Study Programme of Sanata Dharma University.

The teachers and the lecturers were asked to evaluate the designed materials based

on the criteria in the questionnaires.

3.5 Data Analysis Techniques

The findings of the evaluation were analysed to know whether the

designed materials were appropriate for the first grade students of Senior High

School or not. In order to analyse the data, measures of central tendency were

employed within this study. Measures of central tendency provide the average of

all scores from all subjects (Borg and Gall, 1983). The mean, median, and mode

are measures of central tendency. The mean is generally considered the best

measure of central tendency because of its stability (Borg and Gall, 1983). The

mean was calculated by dividing the sum of all scores by the number of all

subjects.

The scores of the mean in each criterion in the questionnaires should be at

least 3.5. When the scores were below 3.5, the designed materials would be


34

revised based on the suggestions given by the participants of the evaluation. The

formula to measure the mean of the data gathered from the questionnaires was as

follows:

ΝΣΧ

=Χ

Notes: Χ : the mean

X : the raw source

N : the number of subject

∑ : sum

The results of data analysis were presented in Table 3.3.

Table 3.3 The Description of the Participants’ Opinions on the Designed Materials

Notes: N : Number of cases (the amount of the participants)

Mn : Mean 3.6 Research Procedures

There were four steps in conducting this study, namely:

1. Conducting a library research

A number of textbooks and literature concerning KTSP, communicative

competence, language model, literacy approach, recount text, and instructional

Frequency of Points of Agreement

Central Tendency No Participant’s

Opinion on 5 4 3 2 1 N Mn

1

2


35

design model were consulted to find guidance in designing the intended

materials.

2. Designing the proposed model of recount instructional materials

This step involved the development of the preliminary form of the product.

The proposed model of recount instructional materials consisted of spoken

and written cycle. Each of the cycles involved four similar stages, namely

building the context, modelling and deconstructing the text, joint construction

of the text, and independent construction of the text. The product still needed

improvement to meet the students’ needs in learning recount text.

3. Conducting evaluation

The purpose of the evaluation was to find whether the designed materials were

appropriate for the first grade students of Senior High School. It was done by

distributing the questionnaires and the designed materials to English teachers

of Senior High School and lecturers of English Language Education Study

Programme of Sanata Dharma University.

4. Improving the proposed model of recount instructional materials

The result of the evaluation was used to improve the designed materials. The

improvement of the designed materials was intended to present the final

version of the product which met the learners’ needs.


36

CHAPTER 4

RESEARCH FINDINGS AND DISCUSSION

Two major points will be discussed in this chapter. Those two major

points include the accountability of the proposed model of recount instructional

materials and the feedback from the participants on the proposed model of recount

instructional materials. The complete design of recount instructional materials is

presented in Appendix 5.

4.1 The Accountability of the Proposed Model of Recount Instructional

Materials

The proposed model of recount instructional materials was developed

based on literacy approach adopted within KTSP. The design was divided into

spoken and written cycle. Both cycles covered the four skills, namely listening,

speaking, reading, and writing skill. Each cycle involved four stages, namely

building the context, modelling and deconstructing the text, joint construction of

the text, and independent construction of the text.

4.1.1 Spoken Cycle

Spoken cycle covered listening and speaking skills. In this first cycle, the

students were exposed to personal recounts in the form of monologues and

dialogues. This cycle covered four stages, namely building the context, modelling

and deconstructing the text, joint construction of the text, and independent


37

construction of the text (Feez, 1998: 28). At the end of this cycle, the students

were expected to be able to construct and perform monologues and dialogues that

retold past holidays.

Table 4.1 The Competency Standard, Basic Competency, and Indicator of Spoken

Cycle

Competency Standard Basic Competency

Indicator

Spoken cycle Students are able to understand and express the meaning of spoken recounts in the form of monologues and dialogues in various contexts.

Students are able to understand and express the meaning of spoken recounts in the form of monologues and dialogues using fluent, accurate, and grammatical spoken language in various contexts.

Students are able to construct and perform personal spoken recounts in the form of monologues and dialogues that retell past holidays using generic structure and lexicogrammatical features of recount.

4.1.1.1 Stage 1: Building the Context

In this stage, the students were introduced to a personal spoken recount by

investigating its contexts and social purposes. They were also introduced to the

elements of generic structure and lexicogrammatical features of recount. The main

objective of this stage was to introduce the students to recount texts.

1. Pictures and stimulant questions

The pictures and the stimulant questions were intended to help the students find

the topic of the text which would be discussed. The discussion of the stimulant

questions were also intended to introduce them to the vocabulary they would

find in recount texts.


38

2. Dialogue

The dialogue was aimed at introducing the students to a personal spoken

recount which retold past holidays. Then the students were asked to answer the

questions based on the dialogue. The questions indirectly discussed the

elements of generic structure and lexicogrammatical features of recount.

3. Generic structure and lexicogrammatical features of recount

The elements of generic structure and lexicogrammatical features of recount

were introduced and discussed in this stage. It was intended to prepare the

students to be able to analyse the texts in the next stage.

4.1.1.2 Stage 2: Modelling and Deconstructing the Text

In this stage, the students were given the deconstructed personal spoken

recounts in the form of monologues and dialogues. Then, they were asked to

analyse the generic structure and lexicogrammatical features of the texts given.

The generic structure of recount covered orientation, sequence of events, and

reorientation. The lexicogrammatical features of recount covered simple past

tense, action verbs, circumstances of time and place, specific participants, and

temporal connective words. The objective of this stage was to give models of

spoken recount texts. It was also intended to help the students understand the

important elements that should exist in recount text.

1. Dialogues

Two dialogues were involved in the second stage. The first dialogue was the

model of the deconstructed personal spoken recount. It showed the example of


39

the elements of generic structure and lexicogrammatical features of recount.

After the students were given the model of a dialogue, then they were asked to

analyse the elements of generic structure and lexicogrammatical features of the

second dialogue. It helped them understand the elements of generic structure

and lexicogrammatical features of recount.

2. Monologues

Two monologues were involved in the second stage. The first monologue was

the model of the deconstructed personal spoken recount. In the second

monologue, the students analysed the generic structure and lexicogrammatical

features of recount. The repetition of analysing the elements of generic

structure and lexicogrammatical features of recount helped the students

memorize the important elements of generic structure and lexicogrammatical

features of recount.

4.1.1.3 Stage 3: Joint Construction of the Text

In this stage, the students worked in pairs or together with the whole class

and the teacher to construct personal spoken recounts. This stage was to prepare

them to be able to construct a personal spoken recount independently in the next

stage.

1. Monologue

The students listened to a monologue text. Then, they were asked to arrange

jumbled clauses and pictures based on the monologue text. This activity

assessed the students’ understanding of generic structure of recount.


40

2. Dialogue

The students arranged jumbled clauses into a meaningful dialogue. They were

also asked to construct and perform a dialogue. This activity was intended to

assess the students’ understanding of generic structure and lexicogrammatical


4.1.1.4 Stage 4: Independent Construction of the Text

In this last stage, the students worked independently to construct and

perform a personal spoken recount in the form of a monologue. This last stage

assessed each student’s ability to construct and perform a personal spoken recount

in the form of a monologue using generic structure and lexicogrammatical


4.1.2 Written Cycle

Written cycle covered reading and writing skills. This second cycle

focused on the development of the students’ ability to construct personal written

recounts. Written cycle was presented after the spoken cycle for the reason that

language learning was naturally acquired from spoken language and written

language would be difficult to improve if spoken language had not been acquired.

This cycle involved four stages, namely building the context, modelling and

deconstructing the text, joint construction of the text, and independent

construction of the text. At the end of this cycle, the students were expected to be

able to construct personal written recounts that retold unforgettable experiences.


41

Table 4.2 The Competency Standard, Basic Competency, and Indicator of Written Cycle

4.1.2.1 Stage 1: Building the Context

This stage was intended to introduce the students to personal written

recounts. To build the context of personal written recounts, the students discussed

some pictures and the stimulant questions, completed the missing words from the

text, answered questions based on the text, and changed the verbs in brackets into

simple past form.

1. Pictures and stimulant questions

In this part, the students discussed some pictures and the stimulant questions.

The pictures and the stimulant questions were aimed at helping the students

recall their knowledge of the topic of personal written recounts which would be

discussed.

2. Personal written recount

Two personal written recounts were involved in this stage. The first text was to

Competency Standard Basic Competency

Indicator

Written cycle

Students are able to understand and express the meaning of written recounts in various contexts.

Students are able to understand and express the meaning of written recounts using accurate and grammatical written language in various contexts.

Students are able to construct personal written recounts that retell unforgettable experiences using generic structure and lexicogrammatical features of recount.


42

introduce the students to a personal written recount that retold past experiences.

The students were asked to write the missing words based on the pictures.

Then, they were also asked to answer the questions based on the text. The

questions were intended to review the students’ understanding of generic

structure and lexicogrammatical features of recount. The second personal

written recount required the students to change the verbs in brackets into simple

past form.

4.1.2.2 Stage 2: Modelling and Deconstructing the Text

This stage was aimed at giving a model of personal written recount. It was

also intended to help the students understand and memorize the elements of

generic structure and lexicogrammatical features of recount. In this stage, a

personal written recount was annotated to show its generic structure and

lexicogrammatical features. Then, another personal written recount was presented

to be analysed by the students.

1. Personal written recounts

Two personal written recounts were involved in this second stage. The first

stage was the example of personal written recount which had been annotated to

show its generic structure and lexicogrammatical features. In the second text,

the students were asked to analyse the generic structure and lexicogrammatical

features of recount. By analysing the text, the students were expected to know

what elements were used to construct recount texts.


43

2. Generic structure and lexicogrammatical features of recount

The students investigated the elements of generic structure and

lexicogrammatical features from the given texts. The repetition of analysing the

elements of generic structure and lexicogrammatical features of the texts was to

give adequate practice to the students to understand all the important elements

of recount. When the students already understood all the important elements of

recount, then they were expected to be able to construct the whole recount text

in the next stage.

4.1.2.3 Stage 3: Joint Construction of the Text

In this stage, the students worked with their partner or together with the

whole class and the teacher to construct personal written recounts. It was intended

to build the students’ confidence before they worked independently to construct

the whole text in the next stage.

1. Personal written recount

The first activity in the third stage required the students to arrange jumbled

paragraphs into a meaningful personal written recount. It was to assess their

understanding of generic structure of recount.

2. Dialogue

In this part, the students were asked to construct a personal written recount

based on a dialogue. It was intended to assess the students’ ability in

constructing written recount text using generic structure and lexicogrammatical



44

3. Pictures

In this part, the students constructed a personal written recount based on the

pictures. This activity assessed the students’ understanding of generic structure

and lexicogrammatical features of recount.

4.1.2.4 Stage 4: Independent Construction of the Text

In this stage, the students constructed a personal written recount

independently based on their own experiences. This last stage was to assess each

student’s ability to construct a personal written recount using generic structure and

lexicogrammatical features of recount.

4.2 Feedback from the Participants

The designed materials were distributed to the people who had the

expertise on teaching English in the first grade of Senior High School. They were

asked to evaluate whether the designed materials were well developed or not. The

results of the evaluation on the designed materials gathered from the participants

were presented in Table 4.3.

Table 4.3 The Description of the Participants’ Opinions on the Designed Materials

Central Tendency No. Participants’ Opinions on

N Mn

1. The designed materials meet the demand of the

current curriculum (KTSP).

4

4


45

2. The designed materials have clearly stated goals

(competency standard, basic competency, and

indicators).

4 4

3. The content of the designed materials is consistent

with the stated goals (competency standard, basic

competency, and indicators).

4 4

4. The content of the designed materials are age

appropriate. 4 3.8

5. The content of the designed materials are

appropriate with students’ level of proficiency. 4 3.8

6. The learning tasks are achievable: from guided to

free. 4 4.5

7. The lessons are of appropriate length and number. 4 3.3

8. The activities in the designed materials are balanced

among the four skills. 4 3.3

9. The instructions are clear. 4 4.3

10. Page layout is clear; there is neither too much

information per page, nor too many items per page. 4 4.8

The participants of the evaluation also gave some significant suggestions

which were useful to improve the designed materials. They were:

1. The description of the course and the lesson plan should be more specific so

that they will really help the teachers to prepare and understand how to use the


46

designed materials.

2. More activities to speak English should be added in spoken cycle.

3. The length and number of the lessons in spoken and written cycle should be

balanced.

The result of the questionnaires showed that most of the scores of the mean were

above 3.5. Out of 10 statements in the questionnaires, there were two statements

which had scores below 3.5. The statements were about:

1. The lessons are of appropriate length and number.

2. The activities in the designed materials are balanced among the four skills.

The total score of the mean were 4. Based on the result, it could be concluded that

generally the designed materials were good and acceptable.

Although the designed materials were considered good and acceptable,

there were some improvements that should be conducted based on the evaluation

and suggestions of the participants in order to obtain better materials. The results

of the improvements were elaborated as follows:

1. Making the description of the course and the lesson plan more specific.

2. Adding speaking activities in spoken cycle in order to provide adequate

practice to speak English for the students.

3. Adding tasks in the first stage of the written cycle in order to balance the

length and number of the lessons.


47

CHAPTER 5

CONCLUSIONS AND SUGGESTIONS

This chapter presents the conclusions from the study. It also provides some

suggestions for English teachers and future researchers.

5.1 Conclusions

As stated in the first chapter, the objective of this study was to propose a

model of recount instructional materials for the first grade students of Senior High

School. Based on the result of the evaluation on the designed materials, the

proposed model of recount instructional materials was considered good. It was

suitable to teach recount to the first grade students of Senior High School. The

design was accountable since it was developed based on literacy approach adopted

within KTSP.

5.2 Suggestions

Besides conclusions, some suggestions are also given in this chapter. The

suggestions are intended to English teachers and future researchers.

The suggestions for English teachers:

1. These recount instructional materials are subject to change. They may add,

omit, or change these designed materials based on their students’

characteristics in order to obtain the most suitable materials.

2. In implementing the materials, it is useful to begin with building the context.

However, in written cycle, the English teachers may begin the stages at the


48

second stage if the students are already familiar with the context.

3. The third stage, joint construction of the text, requires the students to work in

groups. It is better to divide the students into groups of two so that each

student will be actively taking a part in doing the task.

The suggestions for future researchers:

1. Literacy approach adopted within KTSP emphasizes the differences between

spoken and written cycle (Depdiknas, 2003:19). Both cycles involve four

similar stages. For future researchers who are concerned with the same

research should consider the importance of varying different learning tasks in

each cycle in order to avoid or decrease the students’ boredom.


49

REFERENCES

Agustien, Helena I. R. 2005. “The 2004 Competence-based Curriculum: Philosophy and Implementation”. Unpublished Paper presented at JETA Conference Yogyakarta, June 25, 2005.

Badan Standar Nasional Pendidikan. 2006. Panduan Penyusunan Kurikulum

Tingkat Satuan Pendidikan Jenjang Pendidikan Dasar dan Menengah. Jakarta: BSNP.

Banathy, Bela H. 1976. Instructional System. Jakarta: IKIP Negeri Jakarta. Board of Studies New South Wales. 1994. K-6 English Syllabus and Support

Document. New South Wales: Board of Studies New South Wales. Borg, Walter H. and Meredith D Gall. 1983. Educational Research: an

Introduction. New York: Longman Group Limited. Byrne, Donn. 1967. Progressive Picture Compositions Pupils’ Book. London:

Longman Group Limited. Byrne, Donn. 1967. Progressive Picture Compositions Teacher’s Book. London:

Longman Group Limited. Crozier, Kim W. 1988. Building Skills in English. California: Glencoe Publishing

Company. Day, Richard R. and Junko Yamanaka. 2004. Impact Issues: 30 Keys to Help You

Express Yourself in English. Hongkong: Longman Asia ELT. Departemen Pendidikan Nasional. 2003. Kurikulum 2004: Standar Kompetensi

Mata Pelajaran Bahasa Inggris Sekolah Menengah Atas dan Madrasah Aliyah. Jakarta: Pusat Kurikulum, Badan Penelitian dan Pengembangan.

Departemen Pendidikan Nasional. 2004. Landasan Filosofis Teoritis Pendidikan

Bahasa Inggris. Jakarta: Pusat Kurikulum, Badan Penelitian dan Pengembangan.

Departemen Pendidikan Nasional. 2006. Standar Kompetensi dan Kompetensi

Dasar Mata Pelajaran Bahasa Inggris Sekolah Menengah Atas dan Madrasah Aliyah. Jakarta: Pusat Kurikulum, Badan Penelitian dan Pengembangan.


50

Dick, Walter and R. A. Reiser. 1989. Planning Effective Instruction. Boston: Allyn and Bacon.

Elliott, A. V. P. and J. A. Noonan. 1952. English by Radio: Listen and Speak.

Book Three. London: Macmillan and Co. Feez, Suzan. 1998. Text-based Syllabus Design. Sydney: Macquarie University. Garton-Sprenger, Judy and Simon Greenall. 1983. On Course for First

Certificate. London: Heinamann Educational Books Ltd. Gerot, Linda and Peter Wignell. 1994. Making Sense of Functional Grammar.

New South Wales: Antipodean Educational Enterprise. Halliday, M. A. K. 1985. Spoken and Written Language. Geelong: Deakin

University Press. Hardy, Judy and Damien Klarwein. 1990. Written Genres in the Secondary

School. Queensland: Department of Education Queensland. Hill, L. A. 1960. Picture Composition Book. London: Longman Group Limited. Hogan, Kathleen and Michael Pressley. 1997. Scaffolding Students Learning:

Instructional Approaches and Issues. Cambridge: Brooklyn Books. Hutchinson, Tom and Alan Waters. 1994. English for Specific Purposes.

Cambridge: Cambridge University Press. Mulyasa, E. 2003. Kurikulum Berbasis Kompetensi: Konsep, Karakteristik, dan

Implementasi. Bandung: Remaja Rosdakarya. Rogerson, Holly Deemer, Betsy Davis, Suzanne T. Hershelman, Carol Jasnow.

1994. Words for Students of English: A Vocabulary Series for ESL. Volume 1. Pittsburgh: University of Pittsburgh Press.

Rogerson, Holly Deemer, Suzanne T. Hershelman, Carol Jasnow, Carol Moltz.

1995. Words for Students of English: A Vocabulary Series for ESL. Volume 3. Pittsburgh: University of Pittsburgh Press.

Rogerson, Holly Deemer et al. 1995. Words for Students of English: A

Vocabulary Series for ESL. Volume 6. Pittsburgh: University of Pittsburgh Press.

Spencer, D. H. 1967. Guided Composition Exercises. London: Longman Group

Limited.


51

Sudarwati, Th. M. and Eudia Grace. 2007. Look Ahead 1. Jakarta: Erlangga. Sudaryanto. 2006. “Quo Vadis” Kurikulum 2006?. (http://www.kompas.com,

accessed on April 12, 2007) http://www.clipart.com (accessed on May 2006)


APPENDICES


APPENDIX 1

Permission Letter


52


APPENDIX 2 Questionnaire


53

QUESTIONNAIRE OF MATERIAL EVALUATION FOR ENGLISH TEACHERS AND LECTURERS

Dear respondent,

My research on Designing Recount Instructional Materials for Senior High

School Students requires evaluation from teachers and lecturers who have the

expertise on teaching English in Senior High School in order to obtain appropriate

materials. I would appreciate your help to evaluate the materials I have designed

by giving your evaluation toward the designed materials which are enclosed and

answering the additional questions provided in the questionnaire. The results of

the evaluation will then be useful to improve the designed materials. In response

to my request, I would like to express my deepest gratitude.

Yours truly,

Anissa Mulya

Student number 021214012 Sanata Dharma University


54

Respondent’s Identity

You are asked to rate the designed materials based on the listed criteria using the

scale 1 through 5. The scales are categorized as follows:

5: absolutely agree/very good

4: agree/good

3: indecisive

2: disagree/poor

1: absolutely disagree/very poor

At the end of the evaluation, you will be required to provide short answers for two

additional questions.

Name : ____________________

Educational background : S1 / S2 / S3

Teaching experience : ____ years


55

Points of Agreement No Respondent’s Opinion on

5 4 3 2 1

1 The designed materials meet the demand of

the current curriculum (KTSP).

2 The designed materials have clearly stated

goals (competency standard, basic

competency, and indicators)

3 The content of the designed materials is

consistent with the stated goals (competency

standard, basic competency, and indicators).

4 The content of the designed materials are age

appropriate.

5 The content of the designed materials are

appropriate with students’ level of

proficiency.

6 The learning tasks are achievable: from

guided to free.

7 The lessons are of appropriate length and

number.

8 The activities in the designed materials are

balanced among the four skills.

9 The instructions are clear.

10 Page layout is clear; there is neither too much

information per page, nor too many items per

page.


56

11. My overall impression of these designed materials is

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

12. My suggestions to improve these designed materials are

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________


APPENDIX 3 The Syllabus


57

The Syllabus

Recount Instructional Materials for Senior High School Students

1. The Description of the Course

This course is designed to teach recount text to the first grade students of Senior High School. It is aimed at helping the students obtain the competence to create and interpret contextual spoken and written recount. The designed materials are planned to be taught in eight meetings. Each meeting will cover one stage. The competency standard, basic competency and indicators of recount instructional materials for the first grade students of Senior High School are as follows:

Competency Standard

Basic Competency

Indicators

Spoken cycle:

Students are able to understand and express the meaning of spoken recounts in the form of monologues and dialogues in various contexts. Written cycle: Students are able to understand and express the meaning of written recounts in various contexts.

Students are able to understand and express the meaning of spoken recounts in the form of monologues and dialogues using fluent, accurate, and grammatical spoken language in various contexts. Students are able to understand and express the meaning of written recounts using accurate and grammatical written language in various contexts.

Students are able to construct and perform personal spoken recounts in the form of monologues and dialogues that retell past holidays using generic structure and lexicogrammatical features of recount. Students are able to construct personal written recounts that retell unforgettable experiences using generic structure and lexicogrammatical features of recount.

2. Media:

- visual aids - handbooks - blackboard


58

3. Teaching Strategies: - lecturing - discussions - pair work - individual work

4. References: Byrne, Donn. 1967. Progressive Picture Compositions Pupils’ Book. London:

Longman Group Limited. Byrne, Donn. 1967. Progressive Picture Compositions Teacher’s Book. London:

Longman Group Limited. Crozier, Kim W. 1988. Building Skills in English. California: Glencoe Publishing

Company. Day, Richard R. and Junko Yamanaka. 2004. Impact Issues: 30 Keys to Help You

Express Yourself in English. Hongkong: Longman Asia ELT. Departemen Pendidikan Nasional. 2003. Kurikulum 2004: Standar Kompetensi

Mata Pelajaran Bahasa Inggris Sekolah Menengah Atas dan Madrasah Aliyah. Jakarta: Pusat Kurikulum, Badan Penelitian dan Pengembangan.

Elliott, A. V. P. and J. A. Noonan. 1952. English by Radio: Listen and Speak

Book Three. London: Macmillan and Co. Garton-Sprenger, Judy and Simon Greenall. 1983. On Course for First

Certificate. London: Heinamann Educational Books Ltd. Hill, L. A. 1960. Picture Composition Book. London: Longman Group Limited.

Rogerson, Holly Deemer, Betsy Davis, Suzanne T. Hershelman, Carol Jasnow. 1994. Words for Students of English: A Vocabulary Series for ESL. Volume 1. Pittsburgh: University of Pittsburgh.

Rogerson, Holly Deemer, Suzanne T. Hershelman, Carol Jasnow, Carol Moltz.

1995. Words for Students of English: A Vocabulary Series for ESL. Volume 3. Pittsburgh: University of Pittsburgh.

Rogerson, Holly Deemer et al. 1995. Words for Students of English: A

Vocabulary Series for ESL. Volume 6. Pittsburgh: University of Pittsburgh.

Spencer, D. H. 1967. Guided Composition Exercises. London: Longman Group

Limited. Sudarwati, Th. M. and Eudia Grace. 2007. Look Ahead 1. Jakarta: Erlangga.


APPENDIX 4 Lesson Plan


59

LESSON PLAN RECOUNT INSTRUCTIONAL MATERIALS FOR THE FIRST GRADE STUDENTS OF SENIOR HIGH SCHOOL

SPOKEN CYCLE Competency standard Students are able to understand and express the meaning of spoken recounts in the form of monologues and dialogues in various contexts. Basic competency Students are able to understand and express the meaning of spoken recounts in the form of monologues and dialogues using fluent, accurate, and grammatical spoken language in various contexts. Indicator Students are able to construct and perform personal spoken recounts in the form of monologues and dialogues that retell past holidays using generic structure and lexicogrammatical features of recount.

Meetings/Stages

Learning Materials Learning Experiences Time Sources

Meeting 1/Stage 1 Building the Context

1. Pictures 2. Personal spoken recount in

the form of a dialogue that retells past holidays

3. Lexicogrammatical features

and generic structure of recount

1.1 Discuss the questions related to the pictures 2.1 Listen and practice the dialogue that retells past holidays 2.2 Answer the questions based on the dialogue 3.1 Discuss and practice the elements of lexicogrammatical features and generic structure of recount text

2x40

www.clipart.com On Course for First Certificate Look Ahead 1 Standar Kompetensi Mata

Pelajaran Bahasa Inggris SMA dan MA


60

Meeting 2/Stage 2 Modelling and Deconstructing the Text

1. Personal spoken recount in

the form of monologues and dialogues that retell past holidays

1.1 Listen and practice the monologues and the

dialogues that retell past holidays 1.2 Analyse the generic structure and

lexicogrammatical features of the monologues and the dialogues

2x40

www.clipart.com On Course for First Certificate

Meeting 3/Stage 3 Joint Construction of the Text


the form of monologues and dialogues that retell past holidays

1.1 Arrange jumbled utterances into meaningful

personal spoken recounts in the form of monologues and dialogues that retell past holidays

1.2 Construct a dialogue about an excursion at the zoo 1.3 Perform the dialogue about the excursion at the zoo

2x40

www.clipart.com English by Radio Progressive Picture Compositions: Teacher’s Book Progressive Picture Compositions: Pupils’ Book

Meeting 4/Stage 4 Independent Construction of the Text


the form of a monologue

1.1 Construct a monologue based on each student’s past

holiday 1.2 Perform the monologue in front of the class

2x40

www.clipart.com


61

WRITTEN CYCLE Competency standard Students are able to understand and express the meaning of written recounts in various contexts.

Basic competency Students are able to understand and express the meaning of written recounts using accurate and grammatical written language in various contexts.

Indicator Students are able to construct personal written recounts that retell unforgettable experiences using generic structure and lexicogrammatical features of recount.

Meetings/Stages Learning Materials Learning Experiences Time Source

Meeting 5/Stage 1 Building the Context

1. Pictures 2. Personal written recounts that

retell unforgettable experiences

1.1 Discuss the questions related to the pictures 2.1 Read the personal written recount that retells

unforgettable experiences 2.2 Answer the questions based on the personal written

recount 2.3 Change the verbs in brackets into simple past form

2x40

www.clipart.com Words for Students of English Vol. 6 Words for Students of English Vol. 1

Meeting 6/Stage 2 Modelling and Deconstructing the Text

1. Personal written recounts that

retell unforgettable experiences

1.1 Read the personal written recounts that retell

unforgettable experiences 1.2 Analyse the generic structure and the

lexicogrammatical features of the written recounts

2x40

www.clipart.com Building Skills in English Guided Course in English Composition


62

Meeting 7/Stage 3 Joint Construction of the Text

1. A personal written recount

that retells unforgettable experiences

2. A personal spoken recount in

the form of dialogue that retells an accident

3. Pictures

1.1 Arrange the jumbled paragraphs into a meaningful

personal written recount that retells unforgettable experiences

2.1 Construct a personal written recount based on a

dialogue that retells an accident 3.1 Construct a personal written recount based on the

pictures given.

2x40

www.clipart.com Words for Students of English Vol. 3 Pictures Composition Book

Meeting 8/Stage 4 Independent Construction of the Text

1. A personal written recount

that retells unforgettable experiences

1.1 Construct a personal written recount based on each

student’s unforgettable experiences

2x40

www.clipart.com


APPENDIX 5 Recount Instructional Materials


63

Recount Instructional Materials for the First Grade of Senior High School


64

Learning objective Students are able to construct and perform

monologues and dialogues that retell past holidays

Grammar focus specific participant

simple past tense action verbs

circumstances of time and place temporal connective words

Spoken cycle


65

Stage 1 Building the Context A. Pictures and questions

Look at the pictures and discuss the questions.


66

B. Dialogue Listen and practice the dialogue.

Jeff Hi, Mary! I didn’t see you for a few days. Where were you? Mary Oh, hi, Jeff! Well, a week ago my brother and I went to West Java on holiday. Jeff Oh really? How long did you stay there? Mary About five days. Jeff What did you do there? Mary We visited many beautiful places. Jeff Where did you go? Mary At first, we visited Kebun Raya Bogor. We saw various kinds of trees there.

Then, we visited Pelabuhan Ratu and ate a lot of fish there. Finally, we went to Puncak. It was the most interesting place. The weather is cold and fresh. We took a lot of photographs there because the view was so beautiful.

Jeff And did you enjoy yourself? Mary Oh yes, it was the best holiday I have ever had. Well, remind me to show you

the photographs I took when I have them developed. Jeff I’d love to see them. Answer the questions based on the dialogue. 1. What is the most suitable title for the text?

a. Holiday in West Java b. Travelling in Puncak c. Excursion in Kebun Raya Bogor

2. Who just came back from holiday? a. Mary and Jeff b. Jeff and his brother c. Mary and her brother


67

3. Sequence the tourism objects that Mary and her brother visited:

First, they went to ….

Then, ….

Finally, ….

4. What did Mary and her brother do in each tourism object?

In Kebun Raya Bogor :

In Pelabuhan Ratu :

In Puncak :

5. Did Mary enjoy the holiday? Rewrite the statement from the dialogue to support

your answer. ____________________________________________________________________

____________________________________________________________________


68

C. Temporal Connective Words The example of temporal connective words:

First, First of all, At first …

Then, Next, After that … After some time… Later, Finally,

At the end,

(Adapted from Standar Kompetensi Mata Pelajaran Bahasa Inggris SMA dan MA, 2003: 40)

Underlined the temporal connective words in the dialogue below:

Andy Hi, Raymond! Where did you go to spend your holiday last week? Raymond Oh, hi, Andy! Well, I went to the West Coast of the United States. Andy Oh really? How long did you stay there? Raymond About four days. Andy Where did you stay? Raymond Well, at first, we flew to Los Angeles, then we hired a car and drove to San

Francisco, and at the end, we went to Las Vegas. Andy And did you enjoy yourself? Raymond Oh yes, I really enjoyed my holiday.

(Adapted from On Course for First Certificate, 1983:173)

In recount text, temporal connective words are used to sequence the events in chronological order


69

Circumstances of time indicate when an event happened, for example: at seven pm, on January, at night, etc. Circumstances of place indicate where an event happened, for example: in Jogjakarta, in hospital, on Gejayan Street, etc.

D. Circumstances of Time and Place

Circle one phrase that does not belong to the group:

in New York next to the station

at home in March

near the creek in the shed

after lunch

before midnight

the night before

at school

yesterday

one month ago


70

E. Action Verbs

Find and circle five hidden action verbs in the puzzle. Some are hidden across, some are up and down.

s h e r e t s

o t l i u o h

f e e a t n a

l a g a r e v

y e a r l s e

Action verbs are verbs that show activities which can be seen, for example: dance, sleep, read, walk, etc.


71

F. Simple past tense Pay attention to the verb form.

Affirmative sentence

I/You/They/We

He/She/It

bought cleaned watched went

a new dress the room a football match to a concert

two days ago this morning yesterday evening last night

Negative sentence

I/You/They/We

He/She/It

did not (didn’t)

play go come arrive

tennis to school on time to the party

last Sunday this morning yesterday last night

Interrogative sentence

Did

I/You/They/We

He/She/It

bring read sell tell

her bag? the novel? your car? a lie?


72

Change the verbs in brackets into simple past form. The Weekend

George Where _____(do) you go on the weekend?

Tina I ______(go) to Tambi tea plantation and a small village in Dieng.

George ____(do) you go alone?

Tina No, I _____(go) there with my aunt and uncle.

George What ____(do) you do there?

Tina Well, we ______(spend) two nights there in a luxurious bungalow

inside the plantation.

George And then what?

Tina Uhm, we _____ (eat) mie ongklok you know, it’s a traditional food from

Wonosobo. The next morning, we _______ (visit) the tea plantation and

watched how tea leaves ______(are) processed.

George Wow, your weekend sounded great!

Tina Indeed, we _____ (have) a lovely time there because the weather ____ (is)

cool and the scenery ____ (is) beautiful.

(Adapted from Look Ahead1, 2007: 2)


73

Stage 2 Modelling and Deconstructing the Text A. Dialogue Listen and practice the dialogue.

Holiday in Bali

O R I E N T A T I O N

Today is the first day at school for Claire and Ryan after a

long holiday.

Claire Hi, Ryan! Where did you go to spend your

holiday?

Ryan Hi, Claire! Last holiday, I went to Bali with my

parents.

Claire What did you do there?

Ryan We visited many tourism objects.

Circumstance of place


74

S

E

Q

U

E

N

C

E

of

E

V

E

N

T

S

Claire What tourism objects did you visit?

Ryan At first, we visited Tanah Lot. We woke up

early in the morning to see the beautiful

sunrise there.

Claire Where did you go from Tanah Lot?

Ryan From Tanah Lot, then we visited Besakih. It is

a big Hindu temple. We saw Balinese girls

wore traditional costume and brought offering

on their head for the ceremony. After that, we

visited Tanjung Benoa. We saw a lot of

tortoises and I did parasailing.

Claire Were you at Kuta Beach?

Ryan Of course, we saw the beautiful sunset there.

And finally, we visited Joger to buy traditional

handicrafts.

Circumstance of time Specific participant Temporal connective word Action verb

R E O R I E N T A T I O N

Claire Did you enjoy your holiday?

Ryan Yes, I really had a great time. And what about

you? Did you go out of town?

Claire No, I didn’t. I just stayed at home. It was so

boring.

Ryan Don’t worry, I brought you something from

Bali.

Claire Oh, really?!

Verb in simple past form


75

B. Questions Answer the questions based on Holiday in Bali text.

1. Who had a holiday in Bali island?

2. List three words that function as temporal connective.

3. List four verbs in simple past form.

4. List four action verbs.

5. List two circumstances of time.

6. List three circumstances of place.

Orientation provides setting or background information about who were involved, what happened, when the event happened, and where the event happened.

Sequence of events tells what happened in chronological order.

Reorientation is an optional element. It is the closure of events which includes personal comment on the event.


76

Complete the generic structure of the text.

Title? Holiday in Bali Orientation: Who were involved? What happened? When did the event happen? Where did the event happen? Sequence of events: At first … Then … After that … Finally …

Reorientation: Personal comment on holiday:


77

C. The Treasures of the Pharaohs Practice the dialogue.

(Bell, “hold tight” bus moving off)

George Excuse, me…. Sorry…. Excuse me, is this seat taken? Paul No, it isn’t…George!

George Paul! What a surprise! I haven’t seen you for ages.

Paul When was the last time …? You look very well. Where did you get that

suntan?

George Oh, my wife and I just came back from holiday two days ago.

Paul Really? Where did you go?

George We went on sightseeing tour of Egypt, actually.

Paul Oh, how nice!

George Yes. We went on a tour called The Treasures of the Pharaohs.

Paul Where did you go?

George Well, at first we flew to Cairo, and then took a local flight to Abu Simbel,

on Lake Nasser, to have a look at the Temple of Rameses II. On the last day of the tour we went north to Aswan and took a trip along the Nile on one of the cruise boats.

Paul Oh, really? Did you see the Pyramids?

George Oh yes, and the Sphinx! And it was there that we had a ride on a camel!

Paul Good heavens!

George Yes, one of the tourist traps, you know. I’d love to go back again. And apart

from the sightseeing, the shopping was very good, and we particularly liked the restaurants. The food was fabulous. Oh, this is my stop. Lovely to see you! We took lots of photographs, perhaps you like to see them. Anyway, bye for now!

Paul Yes, all right. Bye!

(Adapted from On Course for First Certificate, 1983: 196)


78

D. Lexicogrammatical Features Answer the questions based on The Treasure of the Pharaohs text.

1. Who just came back from holiday tour to Egypt?

__________________________________________________________________

__________________________________________________________________

2. List five verbs in the simple past form.

_____________________________________________________________

_____________________________________________________________

3. List five action verbs.

_____________________________________________________________

_____________________________________________________________


_____________________________________________________________

_____________________________________________________________

5. List five circumstances of place.

_____________________________________________________________

_____________________________________________________________

6. List two circumstances of time.

_____________________________________________________________

_____________________________________________________________


79


Title? The Treasure of the Pharaohs Orientation: Who was involved? What happened? Where did the event happen? When did the event happen? Sequence of events: At first … Then … On the last day …



80

E. Monologue Listen and practice the monologue

My Holiday in Ancol


Hi, friends! I would like to tell you about my

holiday in Ancol Jakarta Bay City last Sunday. I went

there with my parents and my brother. We arrived in

Ancol at 10.00 am. It took an hour to get there from our

house.

Circumstance of place Circumstance of time

S E Q U E N C E of E V E N T S

At first, we visited Dunia Fantasi. I tried a lot of

games there. I tried rollercoaster, bianglala, kora-kora,

rajawali, istana boneka and so on. Next, we visited Sea

World. It is the biggest aquarium in South East Asia. We

saw a lot of fish and sea animals. We also watched how

the divers feeding the fish. From Sea World, then we went

to the beach. At the beach, my brother and I played water

at the shore. Finally, it was time to go home because it

was already 5.00 pm.

Specific participant

Action verb

Temporal Connective word


81


Although we did not go out of town, I still enjoyed my

holiday in Ancol Jakarta Bay City.

Verb in simple past form

F. Lexicogrammatical Features

Answer the questions based on My Holiday in Ancol text.

1. Who had a holiday in Ancol Jakarta Bay City last Sunday?

__________________________________________________________________

__________________________________________________________________


_____________________________________________________________

_____________________________________________________________


_____________________________________________________________

_____________________________________________________________


_____________________________________________________________

_____________________________________________________________


_____________________________________________________________

_____________________________________________________________

6. List three circumstances of time.

_____________________________________________________________

_____________________________________________________________


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Title? My Holiday in Ancol Orientation: Who was involved? What happened? Where did the event happen? When did the event happen? Sequence of events: At first … Next… Then … Finally…



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G. Monologue Listen and practice the monologue.

My Holiday in Yogyakarta

Hello, friends! I have an interesting story about my holiday in

Yogyakarta last week. I went there with my parents and my sister. We flew

from Jakarta to Yogyakarta very early in the morning. We visited many

tourism objects.

At first, we visited Kraton Ngayogyakarta the palace for the King

of Yogyakarta. We saw many historical objects there. Then, we went to

Malioboro Street. My sister bought many kind of traditional handicrafts

because the price was so cheap. Next, from Malioboro Street we went to

Kota Gede. I bought a beautiful ring which was made of silver. After that,

we went to Prambanan Temple. At 8 pm, we watched Ramayana Ballet

there. It was a wonderful show. Finally, from Prambanan Temple we went

back to the hotel. Before sleeping, we packed all the luggage because we

had to go back to Jakarta very early in the morning. I really had a great time

during the holiday because it was my first visit in Yogyakarta.


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H. Lexicogrammatical Features Answer the questions based on My Holiday in Yogyakarta text.

1. Who had a holiday in Yogyakarta last week?

__________________________________________________________________

__________________________________________________________________


_____________________________________________________________

_____________________________________________________________


_____________________________________________________________

_____________________________________________________________


_____________________________________________________________

_____________________________________________________________


_____________________________________________________________

_____________________________________________________________

6. List three circumstances of time.

_____________________________________________________________

_____________________________________________________________


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Title? My Holiday in Yogyakarta Orientation: Who was involved? What happened? Where did the event happen? When did the event happen? Sequence of events: At first … Then … Next… After that … Finally…



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Stage 3 Joint Construction of the Text A. The Late Supper

Work in pairs to make the correct order of the dialogue. Cut and stick the jumbled clauses on the next page. Then practice.

No! Have your supper now, and then we’ll look at your pictures.

Yes, I got a book with some pictures of Hampton Court in it.

And did you get any pictures of Hampton Court, George?

Next, we went into the big picture-gallery and looked at the pictures. Finally, we came out of the picture-gallery and George looked at the big clock at the top of the tower and said: “Joan, it’s six o’clock, and our boat goes at quarter past six.” I said: “We’re late now. We won’t go on the boat; we’ll take train.”

It was already two o’clock and we took the boat from Kew Gardens to Hampton Court. Then, at Hampton Court we went into the park and we looked at the garden and the lake. After that we saw the palace and looked at the tower with its big clock.

What did you do then?

At first we took the half past ten boat up the river to Kew Gardens from Westminster Bridge. At Kew, we went to the gardens and we looked at the flowers and the trees. George got some pictures of Kew Gardens.

All right. Your supper is on the kitchen table. What did you do today, and what did you see?

Show the book and your pictures to Mother, George.

Yes, Mother. We were late at Hampton Court.

Hello, Joan. Hello, George. You’re late. Your supper was ready at seven o’clock.


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The Late Supper

Joan and George

Mrs. Grey

Joan

Mrs. Grey

Joan

Mrs. Grey

George

Joan

Mrs. Grey

George

Joan

Mrs. Grey

(Adapted from English by Radio, 1952: 82)

Hello, Mother!


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B. Work in pairs to arrange the jumbled clauses based on the monologue text you hear.

At the Zoo

Next, we went to the lions’ cage. I liked the lions and stood near the cage with

my father. But Sarah did not like the lions, so she hid behind my mother.

My father allowed Sarah and me to ride on the elephant. Sarah waved to our

parents. They sat on a seat waved to us. We were all happy to have an

excursion at the zoo last Sunday.

Hi, friends! I would like to tell you about my visit to the zoo. Last Sunday, my

parents, my little sister, Sarah, and I went to the zoo. We watched many kinds

of animals there. First of all, we watched the monkeys in their cage. The

monkeys were doing tricks.

Then I saw an elephant. Some children were having ride on its back, so I asked

my father whether Sarah and I could have a ride on the elephant too.

(Adapted from Progressive Picture Compositions Teacher’s Book, 1967: 22)


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C. Work in pairs to arrange the jumbled pictures based on At the Zoo text.

(Adopted from Progressive Picture Compositions Pupils’ Book, 1967: 14)


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D. Dialogue Construct a dialogue based on At the Zoo text. What to do?

• Work in pairs • Decide the roles:

Student A becomes the girl or the boy who had an excursion at the zoo. Student B becomes a friend of the girl or the boy.

• Student A will retell her/his excursion at the zoo to student B. • Construct the dialogue using the generic structure and lexicogrammatical

features of recount text. • Perform the dialogue in front of the class. • Ask the other students to give feedback.

Focus on specific participants i.e. I or we, Write in simple past tense, Use action words, Use temporal connective words, Use the words which indicate when and where the events happened.


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Stage 4 Independent Construction of the Text A. Constructing a personal spoken recount. What to do?

1. Construct a personal spoken recount in the form of a monologue.

2. The monologue retells your holiday and what you did during the holiday.

Your monologue consists of:

• Orientation It provides information about what happened, who were involved in the

event, when and where the event happened. • Sequence of events

The events included in your recount should be arranged in a temporal sequence.

• Reorientation

It covers your personal comment on your holiday.

3. Include lexicogrammatical features of recount in your monologue:

• specific participant, • past tense, • action verbs, • circumstance of time and place, • temporal connective words.

Hi, friends! This is my story….


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Learning Objective

Students are able to construct personal written recounts that retell unforgettable experiences

Grammar focus

specific participant simple past tense

action verbs circumstances of time and place

temporal connective word

Written cycle


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Stage 1

Building the Context

A. Pictures and questions Look at the pictures and answer the questions.

Do you have an unforgettable experience?

What happened at that time?


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B. Complete the missing words based on the pictures.

Building a House

After thinking over for a long time, my wife and I decided to have a

built. First, we bought a large lot which was adjacent to some

beautiful woods. Then, we chose an to design our house. We

wanted to have three and a spare room to accommodate

visiting friends. After some time, the architect finished her design. We hired a

and the building work began. Unfortunately, it began to

as soon as the contractor was ready to build, and it rained for several

weeks. I was miserable and did not think I could put up with any more delay.

During one of the storms, struck a large , and it caught on

. Everything was so wet, however, that the fire soon went out.

Finally, the weather improved, and the house was finished quickly.

(Adapted from Words for Students of English Volume 6, 1995: 142)


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Answer the questions based on Building a House.

1. Who decided to build a house?

____________________________________________________________________

2. Where did the writer and his wife decide to build the house?

____________________________________________________________________

3. Sequence what the writer and his wife did to prepare the building of the house:

Then, the writer and his wife hired an architect to design the house.

First, the writer and his wife bought a large lot which was adjacent to some beautiful woods.

After the design of the house was finished, the writer and his wife hired a contractor and the building of the house started.

4. Did the building of the house run smoothly?

____________________________________________________________________ 5. What made the building of the house was delayed for several weeks?

____________________________________________________________________

Match the word with its synonym.

1. ( ) lot a. extra

2. ( ) adjacent b. unhappy

3. ( ) spare c. an area of land

4. ( ) woods d. an area of trees, smaller than forest

5. ( ) miserable e. next to

Find the meaning of the underlined verbs in Indonesian.

1. I could not put up with any more delay.

____________________________________________________________________

2. The fire soon went out.

____________________________________________________________________


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Change the verbs in brackets into simple past form.

West of the United States

Cathy and I _____ (be) roommates at the University of Pittsburgh. Last

summer, we _______ (decide) to spend our holiday in the West of the United

States. Cathy _____ (be) so excited about the trip because she had seen only

Pittsburgh and Niagara Falls in the United States. She _____ (buy) a new camera

so she _____ (can) take pictures during the trip.

We ______ (buy) a bus ticket and _____ (spend) a month traveling in the

United States. The bus ______ (leave) Pittsburgh very early in the morning. First,

we ______ (travel) west to Yellowstone National Park. There, we ______ (see)

many beautiful mountains and animals. Cathy ______ (have) good photographs of

the park.

Then, we ______ (travel) to Las Vegas, where we ______ (stay) in a

motel. We only _____ (stay) overnight in Las Vegas because everything ___ (be)

so expensive. From Las Vegas, we_____ (go) to Los Angeles, where we _____

(stay) with Cathy’s sister. We ______ (spend) five days in Los Angeles and then

______ (visit) the Grand Canyon in Arizona. The visit to the Canyon ______

(last) all day.

Finally, from the Grand Canyon, we ______ (return) to Pittsburgh. The

return trip _____ (last) four days. We both ______ (enjoy) our vacation very

much, but we ____ (be) glad to be back home again.



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Stage 2 Modelling and Deconstructing the Text

A. Read the text carefully

GRIZZLY ATTACK


It was a hot day in the summer of 1873. I was

hunting near Yellowstone National Park in Wyoming.

Circumstance of time Circumstance of place

S E Q U E N C E of E V E N T S

All at once, I saw a grizzly bear in front of me. It was too late

to run. Then, I fired my gun at the bear. I missed, and the

ferocious animal attacked me. I went unconscious. Later, I

woke up in great pain, unable to walk. The bear’s claws and

teeth had torn gashes all over my body. But I did not die. I

survived! I set out crawling to the nearest help at Fort Kiowa,

almost 100 miles away. A few miles from the fort, a group of

Sioux Indians found me. They fed me and cared for my

wounds. Then, they took me to the fort.

Action verb Specific participant Temporal connective word


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(Adapted from Building Skills in English, 1988: 2)

B. Lexicogrammatical Features

Answer the questions based on Grizzly Attack text.

1. Who was attacked by a grizzly bear?

___________________________________________________________________

___________________________________________________________________

2. List four verbs in simple past form.

______________________________________________________

______________________________________________________

3. List four action verbs.

______________________________________________________

______________________________________________________

4. List two temporal connective words.

______________________________________________________

______________________________________________________

5. List four circumstances of place.

______________________________________________________

______________________________________________________

6. List one circumstance of time.

______________________________________________________

______________________________________________________


The day when a grizzly bear attacked me would never be

forgotten all my life.

Simple past tense


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Title? Grizzly Attack Orientation: Who were involved? What happened? When did the event happen? Where did the event happen? Sequence of events: First … Then … After that … Finally … Reorientation: Personal comment on the event?


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C. An Unknown Voice Read the text carefully.

An Unknown Voice

When I was in my last term at Oxford University I met a girl

undergraduate who attracted me very much indeed. Her name was Eve. At first, I

asked her to tea once or twice, and then, on the very last day of term I suggested

that we should go rowing on the river. I could not row very well, but I managed

to get a couple of miles upstream. Then disaster occurred. I stood up to climb out

on to the bank, but I unfortunately overbalanced and upset the boat, and we both

fell into the river. We were both dripping wet, of course, but in addition Eve had

lost her handbag, in which, to prevent it from getting splashed, she had put a gold

wrist watch which had been given to her on her twenty first birthday only two

months before. I gallantly dived in to look for it, but it had sunk without trace in

the thick mud of the river bed. There was nothing to do but went home. We had

to walk half a mile to across fields until we came to a road. Then we stopped a

passing car that was going back towards Oxford. During all this time she refused

to speak to me. When we finally arrived at the gates of her college, she just

disappeared without a word. The next day, I had to leave the university and went

to meet my father in London. Before I caught the train, I tried to call her, but an

unknown voice told me she was not available.

(Adapted from Guided Composition Exercises, 1967: 187)


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Title? An Unknown Voice Orientation: Who were involved? What happened? When did the event happen? Where did the event happen? Sequence of events: First of all… Then … Next… After that … Finally … Reorientation: Personal comment on the event?


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D. Lexicogrammatical Features Answer the questions based on An Unknown Voice text.

1. Who had a date on the very last day of term?

_________________________________________________________________

_________________________________________________________________

2. List five circumstances of time.

_________________________________________________________________

_________________________________________________________________


_________________________________________________________________

_________________________________________________________________

4. Write the temporal connective words.

_________________________________________________________________

_________________________________________________________________


_________________________________________________________________

_________________________________________________________________

6. List five verbs in the form of simple past tense.

_________________________________________________________________

_________________________________________________________________


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Stage 3 Joint Construction of the Text A. A New Restaurant

Work in pairs to arrange the jumbled paragraphs into a meaningful written recount text.

After they finished the building, we had to buy furniture, plates, and other restaurant items. We also had to hire a staff of experienced waiters and waitress and several expert cooks.

When the restaurant finally opened, business was slow, and lack of money put stress on both my friend and me. We put some advertisements in the newspaper and on the radio. These helped to increase our business, and now our restaurant has become one of the most popular in the city.

First, we had to negotiate with several banks to get a loan. The bank executive at National Bank decided that he could not give us any money no matter how much we argued that we could pay it back.

After we got the loans and the building, we hired a company to modernize the inside of the building. We described how we wanted the restaurant to look, and after all the contracts were signed, the men began the laborious job of putting in new walls, floors, and windows.

One of my biggest wishes was to start a business on my own. I was tired of my occupation and wanted to change jobs, so a friend and I decided to open a restaurant.

Before we opened the restaurant, we carefully described to the staff how the

restaurant was going to work. I would be the executive responsible for business, that is, taking care of bank accounts, paying bills, and salaries, etc. My friend would manage the preparation of food and the staff.



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B. Read the dialogue carefully.

What to do?

• Work in pairs to construct a personal written recount based on the dialogue Alive or

Died?

• The personal written recount retells what happened to Tobby.

• Use first person point of view.

• Do not forget to use generic structure and lexicogrammatical features of recount.

Alive or Dead? Toby is in the hospital recovering from a bicycle accident. She is now talking to her brother about the accident. Ellis Toby, you’ve been in the hospital for three days without saying much. Toby I know Ellis. I am afraid to say anything. I’m afraid everyone will think I’m crazy. Ellis What do you mean? You’re fine. All of the test shows that you’re ok. You broke

your leg but otherwise no permanent damage. Toby Yes, I know. But something strange happened to me. If I tell you, will you promise

not to tell anyone else? Ellis Of course. I’ll keep it as secret. Toby Ok here goes: I remember being hit by the car. Then I was floating, weightless,

about five meters above my body, looking down at my broken body. I didn’t feel any pain.

Ellis That is strange. What happened then? Toby I could see a crowd looking at my body. A man began to breathe into my mouth,

trying to get me to breathe. I heard the wail of an ambulance as it arrived at the scene. Just then, the man who was breathing into my mouth stopped, stood up, and shrugged his shoulders. He had given up. I was dead.

Ellis And you saw all of this from above your body? Toby Yes, but I felt no emotions. That dead body on the road had no connection with

me. I watched as one of the men from the ambulance opened his bag and pulled out a needle and filled from a bottle. Then he injected it straight into my heart. The next thing I knew I was back in my body, feeling the terrible pain. The man shouted, “It worked! She’s breathing! She’s alive!

Ellis Oh, my gosh! Yes, they told me that. They said you were very near death. Well, it’s ok now. Don’t worry, I won’t tell anybody.

(Adapted from Impact Issues, 2004: 21


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C. Constructing personal written recount Compose a personal written recount based on the pictures.

1 2 3 4 5 6

(Adapted from Picture Composition Book, 1960:8)


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Stage 4 Independent Construction of the Text A. Constructing a personal written recount.

What to do?

1. Construct a personal written recount that retells your unforgettable experience.

2. Your personal written recount consists of

• Orientation It provides information about what happened, who were involved in the event, when and where the event happened.

• Sequence of events The events included in your recount should be arranged in a temporal sequence.

• Reorientation It covers your personal comment on your past experience.

3. Include lexicogrammatical features of recount in your personal written

recount:

• specific participant, • past tense, • action verbs, • circumstance of time and place, • temporal connective words.


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