### A Study on the Teaching of Narrative Text Based on the 2004 Curriculum at SMAN 8 Malang

*Ratri Harida*

#### Abstrak

The 2004 Curriculum has been implemented in Indonesia since 2004. It

emerges on the basis of the genre-approach that exposes the students to the use of

various 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. building

knowledge of the field, modeling, joint construction, and independent construction.

SMAN 8 Malang is a Senior High School in Malang that has adequate

facilities and a teacher who has been teaching English for more than 20 years and

joined seminars on the implementation of the 2004 Curriculum. One class of tenth

graders was chosen as the subject of this study. This study was focused on the

teaching of narrative text because it was conducted as the same time as the

observation of this research.

This descriptive qualitative study aims to describe the teaching of narrative

text to the tenth grade students of SMAN 8 Malang, i.e. how the tenth grade teacher

at SMAN 8 Malang prepared the teaching materials of narrative text, how the tenth

grade teacher at SMAN 8 Malang taught narrative text, how the tenth grade teacher at

SMAN 8 Malang assessed the students’ performance, the perception of the tenth

grade students towards the teaching of narrative text.

The teacher conducted a pre-test before making the lesson plans and selecting

the materials. There was no clear distinction between the two cycles and more

emphasis 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. They

did not like the independent construction. The students had difficulties in

understanding the teacher’s talks, using the right grammatical structures and dictions

to express their ideas and arranging them into a good narrative text. Ten of the

students relied on the use of electronic translating machine.

The teaching of narrative text based on the 2004 Curriculum in SMAN 8 was

not 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 modeling

stage. She should have asked the students to make outline and draft either in the joint

or independent construction stage, and find proper assessment to measure the

students’ oral competency. The teacher should have told the students’ how to use

electronic translating machine effectively. The National Education Department

should have given more trainings and seminars about the implementation of 2004

Curriculum to overcome these problems that may also be faced by other English

teachers. Other researchers are suggested to do a research on the English teachers’

problems in the implementation of 2004 Curriculum, and the students’ tendency to

use electronic translating machine.

emerges on the basis of the genre-approach that exposes the students to the use of

various 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. building

knowledge of the field, modeling, joint construction, and independent construction.

SMAN 8 Malang is a Senior High School in Malang that has adequate

facilities and a teacher who has been teaching English for more than 20 years and

joined seminars on the implementation of the 2004 Curriculum. One class of tenth

graders was chosen as the subject of this study. This study was focused on the

teaching of narrative text because it was conducted as the same time as the

observation of this research.

This descriptive qualitative study aims to describe the teaching of narrative

text to the tenth grade students of SMAN 8 Malang, i.e. how the tenth grade teacher

at SMAN 8 Malang prepared the teaching materials of narrative text, how the tenth

grade teacher at SMAN 8 Malang taught narrative text, how the tenth grade teacher at

SMAN 8 Malang assessed the students’ performance, the perception of the tenth

grade students towards the teaching of narrative text.

The teacher conducted a pre-test before making the lesson plans and selecting

the materials. There was no clear distinction between the two cycles and more

emphasis 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. They

did not like the independent construction. The students had difficulties in

understanding the teacher’s talks, using the right grammatical structures and dictions

to express their ideas and arranging them into a good narrative text. Ten of the

students relied on the use of electronic translating machine.

The teaching of narrative text based on the 2004 Curriculum in SMAN 8 was

not 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 modeling

stage. She should have asked the students to make outline and draft either in the joint

or independent construction stage, and find proper assessment to measure the

students’ oral competency. The teacher should have told the students’ how to use

electronic translating machine effectively. The National Education Department

should have given more trainings and seminars about the implementation of 2004

Curriculum to overcome these problems that may also be faced by other English

teachers. Other researchers are suggested to do a research on the English teachers’

problems in the implementation of 2004 Curriculum, and the students’ tendency to

use electronic translating machine.

Teks Penuh: DOC