SKRIPSI Jurusan Sastra Inggris - Fakultas Sastra UM, 2006

Ukuran Huruf:  Kecil  Sedang  Besar

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.

Teks Penuh: DOC