Task-based materials consist of variety of games, role-plays and task-based communication activities. These materials help teachers to initiate conversation among students. These materials can be visual cues, taped cues, pictures, sentence fragments, role-plays, and discussions based on text. Text-based materials are designed to direct and support communicative language teaching. There are three kinds of materials currently used in Communicative Language Teaching namely text-based materials, task-based materials, and realia (Richards and Rodgers, 2001: 167-170). It means that narrative text is important in students’ daily activities.
Government places narrative text in every semester since junior high level. In the newest curriculum, one of the genres which students have to master is narrative text. In other words, if students memorize many things in a text, they can understand the text better and faster. A summary is important since it assists students to remember many things and keep all memory in their mind (DePorter, 2006: 146). One way to overcome that problem is by creating a summary.
As a result, they spend much time to read and understand the text since they have to read the text several times. In other word, they have difficulties in understanding the English reading text. They tend to fail in acquiring the significant meaning of the reading text well. According to Wallace (2003: 4), one of the difficulties which young learners, especially EFL learners, may have is the incapability to understand text. Many Indonesian senior high school students get difficulties to master English reading skill since majority of the students rarely use English in their daily life. In addition, reading is considered a difficult language skill to be mastered.
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