TEACHING LEARNING PROCESS OF NARRATIVE TEXT
AT THE FIRST YEAR OF SMA MUHAMMADIYAH 1 PATI: A MICROETNOGRAPHY
by
Dhika Ajeng Kusumaningrum
A320070036
SCHOOL OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
TEACHING LEARNING PROCESS OF NARRATIVE TEXT AT THE FIRST YEAR OF
This research paper is aimed to describe the implementation of teaching narrative text at the first year of SMA Muhammadiyah. The objective of this study is to describe the classroom activities in the teaching-learning process of narrative text and to describe problem faced by teacher in the teaching learning process of narrative text. The writer tries to conduct a descriptive research, because the researcher wants to describe the teaching - learning process of teaching narrative text to the first year student in SMA Muhammadiyah 1 Pati. The writer collect data from observation in the class, interview with the teacher, and document analysis. The technique for analyzing data are reduction, description and conclusion or verification. The result shows that the teacher uses some techniques in teaching narrative text. Those are oral techniques, discussion techniques, and giving task. The media for teaching narrative text in SMA Muhammadiyah 1 Pati are the board and printed media. The teacher in SMA Muhammadiyah 1 Pati often used four procedures at the classroom. The first observation is BKOF, MOT, and ICOT. The second observation is BKOF, MOT, and JCOT. and the last observation is BKOF, MOT, JCOT and ICOT. The research also shows the problems faced by the teacher, namely: (1) the teacher cannot control and manage the class, (2) the teacher needs more times to teach and learn of English especially narrative text., and (3) the students lack of vocabulary and pronunciation.
Key words : Teaching Learning Process, narrative
A. Introduction
Nowadays, English is very important in the society for communication. English is the bridge to prepare for future competition in the world. Therefore, English has become one of the important things in the world. As we know that in every institution even in every region, English is a means to evaluate intelligence. At school, English lessons determine the success or failure in education. Besides, English is taught from elementary school to
university in most formal institutions or non-formal institutions. In fact, English is an international one which is often used by people to communicate with the other countries. This is one way to face competitive world. In addition, English is the language used to integrate the world and became the language in the world.
According to Harmer (1983: 44), teaching and learning English in high school focus on the four language skills. There are listening, speaking, writing, and reading. As we know that English there are many kinds of text. One of them is narrative text. Narrative text is a text that explains the past activities or event, which concerns on the problematic
experience and resolution in order to amuse and even give the moral messages to the reader. Narrative text can be used to learn in writing, reading, speaking, and listening.
There are some problems faced in teaching narrative in SMA Muhammadiyah 1 Pati. In teaching and learning process, the students do not pay attention to what the teacher
teaches. They assume that English is an easy lesson. In addition, the teachers who teach too well make them regard as their friend. Therefore, they crumble what is taught. That makes it less effective lesson to be taught in the class.
The writer observed SMA Muhammadiyah 1 Pati because this school has English extracurricular activities. They support students in the lesson. They also are taught
conversation and grammar. It is certainly easier for author to research this school. Besides, this school has a language laboratory to support English teaching and learning,
The limitation of the study in this research focuses at the first year of SMA Muhammadiyah 1 Pati in 2010/2011 academic year. The writer takes one class and focuses about process, and activities in teaching learning narrative text in SMA Muhammadiyah 1
Pati.
The problem of the study is “How is the teaching learning process of SMA Muhammadiyah 1 Pati?” I raise subsidiary research questions, as follows: (1) What is the syllabus in SMA Muhammadiyah 1 Pati, (2) What is the learning objective in SMA
Muhammadiyah 1 Pati,(3) What is the teaching method (procedure and classroom activities, material and media), What is the technique in SMA Muhammadiyah 1 Pati, and What is the evaluation in SMA Muhammadiyah 1 Pati?
In order to make this research paper better and valid the writer takes two previous
teaching is appropriate with the syllabus and the active in the classroom.
The second research was conducted by Hidayati Arumaning Setiyani, Vica (2012) who conducts the study entitled “A Descriptive Study on the English Teaching Learning Process at the nine Grade of SMP N 1 Wonosalam Demak Semester One in 2011/2012”. She described the the teacher uses ICARE system in English teaching learning process. Then, the methods applieds by teacher are brainstorming, answer and question, demonstration, lecturing discussion, exposition and assignment method.
The third is Rahman Hidayatur (UNNES, 2011) in The Implementation Of Lesson Plan
In Narrative Text At SMA Muhammadiyah 1 gresik. She wants describe to know the problem faced by English teachers in implementing lesson plan about narrative text, and to know the solution proposed by English teachers in implementing lesson plan about narrative. In this study the writer focused on the problem faced by English teacher in implementing lesson plan about narrative text at SMA Muhammadiyah 1 gresik.
B. Research method
The type of research conducted by the writer is in the domain of micro ethnographic research. Ethnographic research is study of people behavior in natural occurring, ongoing setting, with a focus on the cultural interpretation of behavior (Brown and Gonzo, 1995: 8
in Fauziati, 2002: 179). The goal of this research is the writer wants to provide a description about teaching learning process of narrative text at SMA Muhammadiyah 1 Pati. In this research refers to teacher and student’s behavior in teaching learning process at SMA Muhammadiyah 1 Pati.
The subject of the study is the English teacher namely Mrs. Yunita, S.Pd. and the first year students which consists of 40 students of SMA Muhammadiyah 1 Pati. The object of this research focus on teaching learning process narrative text at SMA Muhammadiyah 1 Pati which consists of 40 students of SMA Muhammadiyah 1 Pati.
The data of this research are student activities in learning narrative text especially in XA at the first year student’s each class consist of 40 students of SMA Muhammadiyah 1 Pati. The data are also taken from the teacher. She is Mr. Yunita, S.Pd inform related to English teaching especially in XA at the first year student’s each class consist of 40 students of SMA Muhammadiyah 1 Pati. The writer takes field note from observations.
The researcher uses three methods of collecting data. They are observation, interview, and document: The first is observation. The researcher has done observation on teaching learning process of narrative text until 12-26 November 2011.In the class, the researcher is passive in participating in the learning narrative. The writer came into classroom and
took a seat at the back. The writer was paying attention the teaching-learning process while taking note about classroom activities. The second is interview. This method is used to find data and information about the teachers' understanding of narrative in the teaching- learning process of narrative text. The respondent is a teacher in the first year of
SMA Muhammadiyah 1 Pati that namely Mr. Yunita, S.Pd on 5th November 2011. The interview was done when the teacher had break time in the office. The writer prepared some questioner for the interview, in order to get information related research problem. The last is document analysis. Document is one of the ways to collect data in teaching-learning process. The research uses syllabus, curriculum, media, textbooks, student work,
and exercise in the learning process.
The researcher uses three steps of data analysis. There are: (1) Data Reduction, this method is aimed at selecting, focusing, simplifying and abstracting the data from the fields note if conducted to get the simple and valid information, (2) Data Description. After reducing data, the researcher makes a description of the information in the form of
sentences. The sentences are arranged logically and systematically. So, the description of the real condition is explained to answer the problem, and (3) Conclusion and verification . The last step is concluding and verifying the information to draw conclusion from the research finding to describe the teaching-learning process of teaching narrative text at the
first year student in SMA Muhammadiyah 1 Pati, classifying process, activities and the problems faced in teaching-learning narrative text.
C. Findings and discussion
Research finding shows some dimensions found in the field that need to be
1. Syllabus
Syllabus is document which says what will or a last should be learn. (Hutchinson and Waters, 1987: 80). The syllabus has an important role in teaching English, because syllabus could be used as a reference for teacher to make a lesson
plan. The syllabus to the first year students at SMA Muhammadiyah Pati is Contextual-Based Learning Curriculum (KTSP Curriculum).
2. Learning Objective
Based on observation and syllabus of narrative text, general objective
teaching narrative in SMA Muhammadiyah 1 Pati is to identify simple monologue form of narrative text. The second, the students can respond to simple monologue form of narrative text. The students can improve four skills; those are listening, speaking, reading and writing in the narrative text. The third is that students can perform a monologue-spoken form of narrative text. They can respond from
listening, speaking, writing and reading. In senior high school, Mrs. Yunita as an English teacher on the teaching-learning narrative text should emphasizes comprehension to increase their knowledge about vocabulary. Besides that, on the teaching-learning narrative text, the students can also increase their capability in pronounciation, spelling and grammar. This way to understand the narrative texts,
which consist of reading, speaking, listening and writing. The teacher teaches narrative texts until the students understand and answer the questions from the students. This way motivates the students and indicates that narrative text is easy lesson.
3. Method of Learning Teaching Process
The method consist of into points. They are: material, media and procedure and classroom activities.
a. Material
The teacher uses material in teaching learning process. The teacher cannot teach without using material because the material can support teacher to the teaching learning process. The example is text book. Textbook can make teacher easy in explaining narrative text.
b. Media
Based the observation in SMA Muhammadiyah 1 Pati, the writer finds many media used by the teacher in teaching-learning process. There are:
1) Media from the Board
The writer finds the teacher use whiteboard to write the theory related to narrative. This media makes students easy joining teaching learning process. Beside, the students to write tasks, which are given by teacher, can use the board.
2) Printed media
After doing observation and interview with the teacher, the writer finds that media after board is print media. The print media has more various. One of them is textbook. Textbook can make teacher easy in explaining narrative text.
c. Procedure and classroom activities
After doing observation in the SMA Muhammadiyah 1 Pati and interview
with the teacher named Yunita, S.Pd at 5 November 2011, the writer found that teaching-learning narrative text is can go well. The observation start from 12 November to 26 November 2011. The teacher teaches narrative text in 90 minutes. The procedure of teaching reading involves four main procedures,
namely; Building Knowledge of Field (BKOF), Modeling of Text (MOT), Joint Construction of Text (JCOT) and Independent Construction of Text (ICOT). The first is Building Knowledge of Field. The teacher tries to use four main procedures. However, the time is over. So, other procedures will be used if time is enough. Describing the teaching-learning process of teaching narrative text at
the first year student in SMA Muhammadiyah 1 Pati were done three times. Every time is 90 minutes to study English especially narrative text. In the first meeting, the teacher just uses 3 cycle into narrative text. This is done because the time which is used by teacher is just short time and over so teacher cannot use cycles.
the students were interested with the lesson. The teacher make group to do her task, but many students who still rely on help their friend and not obey the rules of the teacher. The last day, the teacher gives four cycle into teaching-learning narrative text. The teacher asks students to explain in front of class about their
work randomly each group. Every student must learn what they do in their assignment.
The writer has done observation for three times and every meeting sometimes can be elaborated based on four cycle of teaching, they are building knowledge of
field, modeling of text, joint construction of text, and independent construction of text. The following are the discussion of every meeting:
The pattern of classroom activity: 1) BKOF, MOT, ICOT
a) Building Knowledge of Field
The teacher and the researcher entered the class After that, the teacher made greeting with the students.After that, the teacher asked who is absent and checking the roll one by one in class. Then, the teacher talked about narrative.
b) Modelling of Text
In this section, the teacher explained theory about generic structure, social function, and language feature in detail. Besides, the teacher asked student to open Look A Head related story and theory which have been
taught. The text given by the teacher has the generic structure. It consists of orientation, complication and re-solution. In this section, the teacher read the text. After the teacher read the text, the teacher instructed the students to read the text once more. The teacher ask one of students to find language feature in the text. The teacher can conclude that some of students become
understood what teacher explains. After no one who ask to the teacher, teacher will ask her students randomly.
c) Independent Construction of Text
question. If the time is not over, the student can write her answer in the whiteboard. The teacher asked student to make group consist 5-6 member next week.
2) BKOF, MOT, JCOT, ICOT
a) Building Knowledge of Field
The teacher and the researcher entered the class. After that, the
teacher make greeting with the students. After that, the teacher asked who is absent and check the roll one by one in class. Then, the teacher talked about narrative.
b) Modelling of Text
The teacher gives instruction how to do the work today. After that,
teacher gives example a text and explains again about generic structure, social function, and language feature. It could be written or oral form. From the result of the writer’s observation, the teacher uses model of the text in the textbooks. The text is given for the students related to the
material today were narrative text, which was discussed in Building Knowledge of Field.
c) Joint Construct of Text
The teacher asked students to take the paper which contain the
questions. The students work with their group to discuss and solve the question in paper. Based on observation in class, the writer finds that many student really work together with their friend. But, some of them don’t work in their group. So, this is not fair for students work seriously. The teacher ask students to go forward in front of class. The teacher ask
students reading and writing their discussion. The teacher ask students to read text in order to know their pronounciation in the class. The students write their discussion to know determiner extent of their understanding
The teacher gave applause every group who stand and explain their
d) Independent Construction of Text
The time is over so the teacher asks students to study the material themselves at home. The teacher will point one by one every group randomly to read result their group today’s discussion for next week. The
teacher checked their group in the next meeting. The teacher hoped that it would be more effective because the students had enough time to do the task. The teacher gave summary advantages and disadvantages in every group. The most of students still did not understand to make moral
message. As the interview the writer with Mrs. Yunita, the writer finds many student not understand and confuse to make moral message. The teacher asks students to do LKS at home. Beside that, the teacher asked students study carefully the moral message and do their all tasks. The teacher took this way to remind the students.
d. Techniques for Teaching Narrative Text.
Based on the observation in SMA Muhammadiyah 1 Pati, the writer finds many techniques of teaching-learning narrative text.
1) Oral technique
The teacher explains generic structure, social function and language feature in narrative text orally. Besides, teacher uses picture or modeling of text to teach narrative text.
2) Discussion Techniques
Based on the observation, the writer finds that the teacher makes class into groups. The teacher gives assignments to student so they can do together with their friends. So, the teaching-learning process can run well. The teacher gives task for students.
3) Giving Task
teacher will give question randomly for students. It has aimed how to far the students understand the lesson.
e. The evaluation
The teacher using evaluation in the end of study in the class. They are:
1) Commenting
Commenting on the student performances can be done in various ways. The such as: “good”
2) Mark and grades
The teacher usually gives task to the teacher. It aims to know how the student understood about this study. Sometimes, many student pretend understand but they are not know about this study.
When the student get good grades, their motivation is often positively affected.
D. Discussion of the Finding
Based on the observation during three time (12-26 November 2011) , the writer found that teaching-learning process of narrative text is very difficult. Many students the difficult to learn pronunciations and vocabulary, which key of teaching of narrative. When
the writer doing observation, the teaching-learning of narrative can run well. They are difficult into pronounciation so less motivated to speak English. Besides that, many student feel confused to reading in long text.
The syllabus has an important role in teaching English, because syllabus could be
used as a reference for teacher to make a lesson plan. The syllabus to the first year students at SMA Muhammadiyah Pati is Contextual-Based Learning Curriculum (KTSP Curriculum). The syllabus has contain writing, listening, speaking and reading skill.
The objective teaching learning of narrative text in SMA Muhammadiyah 1 Pati is to enable the student to understand and improve the reading and speaking text. The students
The media of teaching learning of narrative text in SMA Muhammadiyah 1 Pati is board and textbook. It has many advantages and disadvantages to help teacher teaching learning of narrative text. The teacher hopes the board can make easily teacher teach theory of narrative such: generic structure, social function, and language feature. Then, the teacher
gives tasks to students by textbook which easy teacher in teaching for students. The textbook often use date “Look a Head” written by Sudarwati, “Buku Sekolah Electric written by Ahmad Doddy, Ahmat sugeng, Effendi Ahmad Doddy, Ahmat sugeng, Effendi”, and LKS from MGMP Kabupaten. Sometimes, teacher looks for materialy from website and internet
to support teaching narrative of SMA Muhammadiyah. It can support teacher to give more learning of narrative text such: text for students. Therefore, many student get knowledge from teacher.
The technique of teaching learning of narrative text in SMA Muhammadiyah 1 Pati is the first oral technique. In oral technique, teacher write theory such structure, social
function, and language feature in the whiteboard then explain this theory orally. But, this technique less effective because many student did not pay attention to what the teacher explain. The second is discussion technique. The discussion technique is a technique applied by teacher. The students usually prefer understanding and enjoying with their friends. So, this technique is applied in teaching-learning process . This technique usually need more
time. The teacher usually lack of time so not all 4 cycles used in teaching narrative text. The last is giving task. The task is given after teacher explain theory orally. The teacher usually ask student the things which they did not understand. But, if they understood, teacher would give question randomly. The teacher will know what students really understand in
teaching-learning narrative text. This technique is suitable and effective for this class. Many student did not pay attention and just talk with their friend. So, this technique measures teacher for increasing theory and text which is fun, easy, and motivated to learn narrative text.
The teacher using evaluation such as commenting and mask and grades. The
commenting usually is given the teacher start or end the study. This question is given to other students spontaneously. Then, the mask and grades is given after teacher gives many theory. This question is gotten from LKS, electric book and other books.
and independent construction of text. The first, teacher explains theory of narrative text like as: generic structure, social function, and language feature in detail. The second day, the teacher make 8 group which contain 5 until 6 members. This activities gives motivation to solve question together every students. Beside, student can increase vocabulary and writing
when they do task. The third day the teacher asks every group standing in front of class randomly. This activity is aimed to make them more confident and increase vocabulary, pronounciation and grammar.
Based on the research result, the writer can conclude that there are some differences
between this from the two previous studies. The researcher focuses the student activities in learning narrative text in the SMA Muhammadiyah 1 Pati in the first year
E. Conclusion
After describing and analyzing the data, the writer draws conclusion based on the observation of the teaching narrative at the first year of SMA Muhammadiyah 1Pati.
There are:
The syllabus has an important role in teaching English, because syllabus could be used as a reference for teacher to make a lesson plan. The syllabus to the first year students at SMA Muhammadiyah Pati is Contextual-Based Learning Curriculum (KTSP Curriculum).
The general objective of teaching narrative in SMA Muhammadiyah 1 Pati are: the students can identify simple monologues form of narrative text, the students can respond to simple monologue of narrative text, the students can improve four skills they are listening, speaking, reading and writing in the narrative text, and the students can perform
a monologue-spoken form of narrative text. They can respond from listening, speaking, writing and reading.
The method consist of into points. They are: material, media and procedure and classroom activities. The teacher uses material in teaching learning process. The media
for teaching narrative text in SMA Muhammadiyah 1 Pati are: media from the board and printed media.
narrative, the board that can be used as media are the blackboard, pasteboard flannel board or magnetic board. In teaching narrative, the textbooks have important roles. The teacher in SMA Muhammadiyah 1 Pati often used the two pattern procedures at the classroom. There are: BKOF, MOT, ICOT and BKOF, MOT, ICOT, JCOT.
The teacher using evaluation in the end of study in the class. Such as: commenting on the student performances can be done in various ways such as: teacher say “good” to other student. Then, teacher using mask and grades in the evaluation to know how the student understood about this study. When the student gets good grades, their motivation is
often positively affected.
BIBLIOGRAPHY
Azizah, Nur. Descriptive Study on English Teaching Learning Process at SMP Al Azhar Syifa Budi Solo in 2011/2012 Academic Year. Unpublished Research Paper. Surakarta. Muhammadiyah University of Surakarta.
Fauziati, Endang. 2009. Applied Linguistic. Surakarta: Muhammadiyah University of Press.
Harmer, Jeremy.1998. How to Teach English. Harlow: Longman.
Hidayati Arumaning Setiyani, Vica. A Descriptive Study on the English Teaching Learning Process at the Nine Grade of SMP N 1 Wonosalam Demak Semester One in 2011/2012 Academic Year. Unpublished Research Paper. Surakarta. Muhammadiyah University of Surakarta.
Hidayatur, Rahman. The Implementation of Lesson Plan in Narrative Text at SMA Muhammadiyah 1 Gresik. Unpublished Research Paper. Surakarta. Sebelas Maret University.
Hutchinson, Tom and Waters Alan. 1987. English for Spesific Purposes: A Learning
