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
discussion in the class. Then, the teacher explained again how make moral message correctly.
8
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
Until the teacher explains the theory about generic structure, social function, and language feature in detail, the teacher asks to students who do
not understand the lesson today. If the students do not ask the teacher, the 9
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
understood the education of English to language communication. The teacher hopes that this teaching narrative can make the students interested in it, the students have motivation to
study pronounciation and vocabulary, and don’t afraid with study English. 10
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. In the classroom activities, the procedure of teaching reading involves four main
procedures, namely; building knowledge of field, modeling of text, joint construction of text 11
