Saat mengajar membaca di sekolah, guru diharapkan lebih kreatif dalam menggunakan teknik dan strategi untuk meningkatkan pemahaman membaca siswa melalui wajah cerita untuk teks naratif. Wajah cerita ini memberikan kerangka visual untuk memahami, mengidentifikasi, dan mengingat unsur-unsur dalam teks naratif. Pada wajah cerita ini, setiap bagian dari struktur teks naratif dipetakan ke dalam diagram berbentuk wajah.
Beberapa kegiatan yang akan dibahas dalam makalah ini adalah kegiatan awal, kegiatan utama dan kegiatan akhir belajar membaca teks berbentuk narrative menggunakan wajah cerita. Oleh karena itu, story face ini diharapkan dapat membantu siswa belajar membaca teks narrative. Alhamdullilahirabbil'aalamin, puji syukur kehadirat Allah SWT yang telah melimpahkan ribuan berkah dan rahmat kepada penulis sehingga dapat menyelesaikan proyek akhir yang berjudul Pengajaran Membaca Teks Narasi dengan Menggunakan Strategi Wajah Cerita Pada Siswa SMP.
The author would like to express his special thanks to his advisor, Yuli Tiarina, S.Pd.M.Pd. Finally, the author's deepest gratitude goes to her best sisters, Dian Putri Rahayu and Roza Fitria along with her beloved family, Naswiradianto and Nayotama Zaira.
INTRODUCTION
Limitation of the Problem
Formulation of the Problem
Purpose of the Paper
REVIEW OF RELATED LITERATURE
The Nature of Teaching Reading in Junior High School
The purpose of teaching English in lower secondary school is to give students a working knowledge of the English language. It means that they must master the four language skills; listening, reading, speaking and writing. Students who have mastered these four skills and components of English are judged to be able to use the language at the cognitive level as well as at the production level.
Hopefully, they can listen and read English written material, moreover, they can speak English fluently and write well. The high school students have special characteristics that make them different from elementary and high school students. The teacher must understand the characteristics of the students so that he/she can design an appropriate and adequate strategy to suit the specific requirements of individuals in this age group.
According to Amstrong (1983), certain psychological and physiological characteristics between the ages of 11 and 14 require certain educational conditions in school. In addition, Callahan and Clark (1997) state that adolescence is a period of change, of new experiences, learning new roles, uncertainty, instability and doubly one of the most difficult times in life. Therefore, the teacher must adapt the reading strategy to the lower secondary school.
The teacher who successfully teaches reading in school understands the importance of reading to the students in his/her class. Not only does he/she provide an assignment that requires students to use reading skills, he/she spends time demonstrating to his/her students how to implement effective reading skills by using appropriate reading strategies. Gambrel (2009) states that the teacher who teaches reading well is the teacher who is able to motivate his students.
Harmer (2007) states that the principles of reading instruction are: (a) encourage students to read as much as possible; (b) students must be engaged in what they read; (c) encourage students to respond to the content of a text and explore their feelings about it, not just concentrate on its instruction; (d) asking students to predict the text before reading; (e) match the task with the topic, the teacher must choose good reading task; (f) the teacher integrates the reading texts into interesting lesson sequences, using the topic for discussion and additional tasks. Furthermore, according to Permendiknas No, every teacher must create a complete and systematic lesson plan to make the reading teaching process interactive, inspiring, fun, challenging, motivating students to participate actively and perform well. The successful teacher knows how to use appropriate reading strategy that can promote students' motivation to read and understand the text successfully.
The Nature of Narrative Text
When learning narrative text at junior high school, students are expected to know about the basic components of narrative text. In addition, the students must know the purpose and the moral value of the text. In addition, they should also be familiar with the generic structure of narrative text.
Generally some indication is given of where the action is and when it is taking place. This complication will involve the main characters and even serve (temporarily) towards them from achieving their goal. It can be shown chronologically (the order in which they occur) or retrospectively.
In this part, the implication can be resolved for better or for worse, but it is rarely left completely unresolved (although it is of course possible in certain types of narratives that leave us wondering “How did it end”?). In this part the reader can find the value like moral, etiquette and friendship of the story. Realized with the types of narrative text, the students themselves must understand the generic structures or the text organization of the narrative text.
It introduces the main characters and possibly some minor characters, where the action takes place and when it takes place. In this part, there is a solution to the problem, be it for the better or for the worse. From the above explanation, it can be concluded that narrative text has some features that can make it different from other texts.
It may differ from the purpose or social function, generic structure and language feature. The narrative text must meet those characteristics to create a good narrative text. Moreover, narrative text can motivate the students to read because narrative text is in the form of story.
The Nature of Story Face
Additionally, the face of the story focuses on providing students with an organizational guide to use while reading that includes the main component of the story such as the main character, setting, action, and outcome. Klinger (2007) explains that the story face is an adaptation of the story map that provides the visual framework for understanding, identifying, and remembering elements in the narrative text. Staal in Klinger (2007) describes several strengths of the narrative face strategy: it (1) is easy to construct, (2) is easy to remember, (3) can direct retelling, (4) is collaboratively learned through discovery, (5) is flexible, and (6) provides a framework that can facilitate narrative writing.
From the explanation above, it is concluded that story face can be defined as a graphic organizer that helps students read narrative text.
DISCUSSION
- Choosing the Topic
- Preparing the Media
- Teaching Procedure
- Pre-teaching
- Whilst-teaching
- Post-teaching
- Discussion
Since the students have not yet become acquainted with the narrative text, the teacher asks some questions related to the story they are familiar with. Then the teacher builds the students' knowledge and activates their schemas on the topic that will be discussed. The teacher introduces a text and then has the students focus their attention on certain themes, problems, characters or events.
The teacher distributes copies of the texts and asks the students to read them. After the teacher has completed the face of the story together, he divides the students into several groups of five members in each group. The teacher reviews the lesson and asks the students to read another narrative text and make the story their own.
It acts as a kind of graphic organizer that can facilitate the main content of a story for students. Moreover, because it is a lesson in reading a narrative text, the teacher must guide the students to understand the whole story and answer the questions correctly. Since the face of the story really helps students improve their understanding, they will find it easier to grasp the idea from the story after reading it.
The story face is one of the strategies that can be useful for the teacher in teaching reading of a narrative text. It functions like a story map that enables the students to visualize important components of a narrative text. Furthermore, the story face focuses on providing the students with an organizational guide to use while reading that includes major components of story such as main character, setting, action and outcome.
In addition, the media and strategy used in teaching reading narrative text will promote students' motivation to read English text. Students also find it easier to find ideas that speak from the text. Since it is an educational reading of a narrative text, the story should entertain the students and have a moral value.
Also, appropriate media can attract and increase students' motivation in the learning process of teaching, for example a photo or a video. For this reason, the teacher is suggested to be creative in providing interesting media for students.
