A Study on the Teaching of Narrative Text Based on the 2004 Curriculum at SMAN 8 Malang
| Main Author: | Ratri Harida; 2006 |
|---|---|
| Format: | PeerReviewed application/msword application/pdf |
| Bahasa: | ind |
| Terbitan: |
, 2009
|
| Online Access: |
http://karya-ilmiah.um.ac.id/index.php/sastra-inggris/article/view/4182 http://karya-ilmiah.um.ac.id/index.php/sastra-inggris/article/download/4182/5719 |
Daftar Isi:
- ABSTRACTHarida, Ratri. 2006. A Study on the Teaching of Narrative Text Based on the 2004Curriculum at SMAN 8 Malang. Thesis, English Education Program, EnglishDepartment, Faculty of Letters, State University of Malang. Advisors:(I) Dr. Fachrurrazy M.A., (II) Dra.Sri Andreani M.Ed.Keywords: learning cycle, narrative, 2004 Curriculum, SMAN 8 MalangThe 2004 Curriculum has been implemented in Indonesia since 2004. Itemerges on the basis of the genre-approach that exposes the students to the use ofvarious text types. This curriculum applies learning cycle (i.e. oral and written cycle)on the teaching learning process. Each cycle consists of four stages, i.e. buildingknowledge of the field, modeling, joint construction, and independent construction.SMAN 8 Malang is a Senior High School in Malang that has adequatefacilities and a teacher who has been teaching English for more than 20 years andjoined seminars on the implementation of the 2004 Curriculum. One class of tenthgraders was chosen as the subject of this study. This study was focused on theteaching of narrative text because it was conducted as the same time as theobservation of this research.This descriptive qualitative study aims to describe the teaching of narrativetext to the tenth grade students of SMAN 8 Malang, i.e. how the tenth grade teacherat SMAN 8 Malang prepared the teaching materials of narrative text, how the tenthgrade teacher at SMAN 8 Malang taught narrative text, how the tenth grade teacher atSMAN 8 Malang assessed the students' performance, the perception of the tenthgrade students towards the teaching of narrative text.The teacher conducted a pre-test before making the lesson plans and selectingthe materials. There was no clear distinction between the two cycles and moreemphasis was given to the written cycle. The assessment was focused on the students'written text. The students liked games, teacher's explanation, and group work. Theydid not like the independent construction. The students had difficulties inunderstanding the teacher's talks, using the right grammatical structures and dictionsto express their ideas and arranging them into a good narrative text. Ten of thestudents relied on the use of electronic translating machine.The teaching of narrative text based on the 2004 Curriculum in SMAN 8 wasnot ideal. The teacher's pre-test should have not only measured the students'grammar and vocabulary. The teacher should have clearly separated the two cycles.She should have not taught about lexicogrammatical features during the modelingstage. She should have asked the students to make outline and draft either in the jointor independent construction stage, and find proper assessment to measure thestudents' oral competency. The teacher should have told the students' how to useelectronic translating machine effectively. The National Education Departmentshould have given more trainings and seminars about the implementation of 2004Curriculum to overcome these problems that may also be faced by other Englishteachers. Other researchers are suggested to do a research on the English teachers'problems in the implementation of 2004 Curriculum, and the students' tendency touse electronic translating machine.