Page 54 - MODUL

In summary, the comparing step is for students to compare the various
aspects of the cultural objects as input to produce sentences that will be used as

supporting details in paragraphs. This phase is a logical continuation of the
noticing phase as well as the preparation for the coming step. To be able to do

this, students are given clues in the form of individual sentences in order to make

comparative sentences. One of techniques is the jumbled task in which students
rearrange the order sentences based on the topic sentences given. The class format

is preferably in groups. The product of this phase is a number of sentences that are
later used as supporting details in paragraphs. The sentences must, of course,

relate to each other.

c) Reflecting
The aim of this stage is that students are able to reflect their sense of

experiences after they compare their own culture and the target culture that they
have done in comparing stage. This phase is directed for students to be able to

reflect and appreciate the diversities of cultural values as input to produce

paragraphs that will be used as supporting details in paragraphs. The input to this
stage is in the form of paragraphs provided in the instructional materials. This

phase is a continuation of the comparing phase as well as the preparation for the
coming step.

In this phase, students are directed to reflect cultural aspects of their own
cultures and those of the target cultures that are in line with the topic sentence

which is provided. Students are invited to think how they must appreciate the

diversities of cultural values about wedding traditions. In this stage, students are
involved becoming aware of identities and diversities. In doing so, students are

given clues in the form of individual sentences in order to create reflective
sentences or paragraphs. The following is an example.

Bebales Nae: …………………………………
1. Bebales nae is a process done after
Nyongkolan in the Sasak wedding …………………………………
traditions.
2. The groom‘s family comes to the bridge‘s …………………………………
family.
3. It has cultural values to tie the two new
families. …………………………………
4. It mirrors the bridegroom is ready to build ……………………………
a new family.

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