c. Teaching Reading in Junior High School
Based on the curriculum, the grade eight students of junior high school must study narrative text and recount text. In this study, the narrative texts are used in the
reading class. Below is the table that shows the standard competencies and the basic competence of narrative text for grade eight students of junior high school.
Table 1: The Standard Competencies and the Basic Competence
11. Memahami makna
dalam esei pendek sederhana berbentuk
recount, dan narrative untuk
berinteraksi dengan lingkungan sekitar
11.1 Membaca nyaring bermakna teks fungsional dan esei pendek sederhana
berbentuk recount dan narrative dengan ucapan, tekanan dan intonasi yang
berterima yang berkaitan dengan lingkungan sekitar
11.2 Merespon makna dalam teks tulis fungsional pendek sederhana secara
akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar.
Merespon makna dan langkah retorika dalam esei pendek sederhana secara
akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar dalam
teks berbentuk recount dan narrative
KTSP is the school-based curriculum used in SMP N 1 Karang Nongko. This curriculum decides four levels to literate; they are performative, functional,
informational, and epistemic level. In performative level, students are expected to comprehend reading, writing, listening and speaking by symbols that used. Then,
students are able to operate the language to comply their daily life in the functional level. Informational level, the third level, provides the students to enable to enrich
their knowledge through language. In the last level, epistemic level, the students enable to express their knowledge.
The English teaching and learning in junior high school is targeted students to reach the functional level. This level makes students deal with operating English to
overcome their daily needs. This curriculum covers three main elements; they are planning,
implementation, and evaluation. It is similar to what Nunan and Lamb 1996 said. In the first element, planning, the teacher designs the goal, the objective, the material,
and the stages of teaching and learning adjusted to the curriculum that will be summarized in a lesson plan.
The teacher employs teaching methods and develops materials in the implementation. One of the methods which is familiar and is applied in many schools
in Indonesia is text-based method or it is commonly called genre-based approach. This method is organized to the curriculum which divides English materials into
various text types. This method contains five stages those are building the context, modeling and deconstructing the text, joint construction of the text, independent
construction of the text, and linking to related text Feez Joice, 1998; Nunan Lamb, 1996.
The last is evaluation. In this el ement, the teacher assesses the students’
reading comprehension. It is to know the ability of the students in reading and the success of the actions.
4. Structure Strategy
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