CAUSE AND EFFECT MODEL TO TEACH WRITING NARRATIVE SKILL FOR STUDENTS

AT MA MADANI CLASS X SCIENCE

By Group 6:

Muhammad Nurun Zhacky

Andi Diva Shafa Camila (20400120058) Ahmad Lauhil
Mahfudz (20400120060) Fadhlan Muhaimin Khairul
(20400120040)

 General Description

“The cause and effect model”

We from group 6 chose "The Cause and Effect model" and this project will be carried out based on
the overview and storyboard listed. And this will take place in the school we chose.
Cause means something that happens, while effect is a consequence or consequence of the event. The
learning material "Cause and Effect" discusses how to express the meaning of "cause and effect" in English.

The inventor was Professor Kaoru Ishikawa, a Japanese scientist who is also an alumni of chemical
engineering at the University of Tokyo, in 1943. So it is often also called the Ishikawa diagram. Fishbone
Diagram or Cause and Effect Diagram is used to identify the root cause of a problem.

The basic competencies to be achieved are students are able to apply social functions, text structures,
and linguistic elements related to causal relationships and are also able to arrange texts according to the
context of the user.

 Story board

No Topic Narration Music/ Scene Duratio Settings Tools

backsound n
Opening Assalamualaikum Original sound All the ±5 Take 1: The Phone
1. Session we are from member minute camera is Camera
group 6 will groups highlighted and
introduce introduction and focused Tripod
ourselves their name, on only when
1. Fadhlan origin, etc. the
2. Diva introduction
3. Nurin
 4. Lauhil begins.
Take 2:
When there is
a response
from the
students, the
camera
records
towards the
students
Take 3:
Then then the
camera re-
highlights the
teacher
2. General I will explain our Original sound Firstly, ± 20 Take 1: Phone
Explanation lesson this time, Andi Diva minutes The video is Camera
about the so write a will give an taken from and
learning narrative using simple the side so Tripod
the cause and explanation that both
effect technique. to student students and
This technique about what teachers can
makes it easier for we are be seen in
students to going to do one frame
compose in our
paragraphs based learning
on their process
reasoning. The
first thing to do is
to choose the title
of the story,
whether it is
fiction, legend,
fable, folklore or
others that are
included the
narrative text
type. Make sure
students have at
least read or heard
the selected story
to make it easier
for them to think
about building
their own
imagination. The
goal is to
facilitate the
examination and
comparison of
individual/group
learning
outcomes. Next
give them the
draft Cause and
Effect. The
format can be
adjusted
according to the
wishes of the
English teacher.
The Cause and
Effect paragraph
has language
styles including
using appropriate
tenses for
narrative text
using many verbs,
transitions that
show cause and
effect such as due
to, because,
accordingly, and
as a result. With
the help of a
group of friends,
it will be easier
for students to
compose a few
sentences that
will become
several coherent
paragraphs. The
number of causes
can be written as
much as possible
or limited to a
few points by
each teacher. Do
it in the next
series of stories so
that many
sentences will be
produced which
will be arranged
into several
paragraphs until
the story has
fulfilled all the
general structure
of a narrative text
in the form of
Orientation,
Complication,
 and Resolution
3. Divide I will divide you Original sound Lauhil ± 30 Take 1: Phone
student into into several Mahfudz Minutes When the Camera
small groups. The will divide teacher and
groups division of the students divides the Tripod
group can be done into several group of
by making a game groups students, the
for example randomly process of
LOTS OF and give the distributing
PRIZES. students the video is
instruction taken from
for the front
conducting direction and
discussions highlights the
teacher. Take
2:
When the
group has
been divided
and in the
process of
discussion, a
video is taken
highlighting
towards the
students
4. Distribute I will divide the Original sound Nurin ± 20 Take 1: Phone
and explain draft cause and explain for minutes When the Camera
the draft of effect then the step of teacher and
Cause and explain about the draft explains, the Tripod
Effect what to fill in the cause and video is taken
Learning Cause section and effect to focusing on
Model what to write in students the teacher.
the Effect section. Take 2:
The Cause and
Effect paragraph After that, the
has a style of camera will
language, be
including using highlighted
appropriate tenses the students
for narrative text, during doing
using many verb, the
using transitions assignment.
that show cause
and effect such as
due to, because,
accordingly, and
as a result. For
example, in
Beauty and The
Beasts story, The
first Cause draft
written was “The
merchant, on his
way home struck
by a big storm”.
Then the students
can write down
some Effects of
the statements in
Cause such as
“The merchant
had to find
shelter” (Cause
no, 1), “The
merchant came
into an
unattended huge
castle.” (Cause
no. 2). “The
 merchant stayed
the castle all night
long, waiting for
the storm ceased.”
(cause no. 3) and
others
5. Do it over The number of Original sound Muhammad ± 15 Take 1: Phone
and over causes can be Nurin will minutes The video Camera
again until written as much continue by will be taken and
it makes a as possible or observing focusing on Tripod
paragraph limited to a few and the teacher
that points by each instructing first and then
collapes teacher. Do it in on the following the
the next series of sidelines of teacher when
stories so that the accompanyin
many sentences discussion g each
will be produced student in
which will be making
arranged into observations
several
paragraphs until
the story has
fulfilled all the
general structure
of a narrative text
in the form of
Orientation,
Complication,
and Resolution
6. Ask each After students Original sound Fadhlan ± 10 Take 1: Phone
group to have made a Muhaimin minutes When the Camera
present their coherent Khairul will teacher and
narrative paragraph. I invite ask each instructs the Tripod
text each group member of students to
representative ro the group to display their
 read the results of show the diction
their discussions results of results, the
writing a camera
narrative focuses on
text that the teacher
they made Take 2:
and when
students
show the
results of
their
discussions,
the camera
focuses on
the students
one by one of
each groups.
7. Evaluation As the end of the Original sound Then Lauhil ± 5 Take 1: Phone
lesson, I will re- will minutes Camera focus Camera
explain the lesson evaluate the on recording and
so we can use this material teacher Tripod
cause and effect that has Take 2:
technique to train been When there is
us to improve our described a response
writing skills, previously from the
especially in student, the
narrative txt focus of the
camera
becomes on
the student.
8. Closing Thank you so All of the ±5 Take 1: Phone
much for your group minutes When he was Camera
attention and members closing the and
great classroom, Tripod
performance. We the camera
really appreciate focused on
all of you. the teacher.
Wassalamualaiku Take 2:
m. As students
respond to
the teacher's
greeting, the
camera
highlights the
student