narrative text definition and generic structure pdf

Narrative text definition and generic structure pdf

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language features descriptive text structure

Scaffolding strategies for narrative text

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NARRATIVE TEXT: Definition, Purposes, Generic Structures and Example of Narrative Text

Di sesi contoh, ada baiknya text itu ditandai bagian mana orientation, bagian mana resolution. Trus dikasih tahu mengapa itu resolution, orientation, etc. Trus pengunjung biasanya mau lihat konten, bukan dengarin musik. Jadi link musik streaming nya bisa lah di remove aja.

language features descriptive text structure

Dalam tingkat ini, siswa harus mampu memahami berbagai macam genre. Tapi kenyataannya bahwa masih banyak siswa yang kesulitan untuk memahaminya. Untuk mengatasi masalah ini, guru menjadi orang yang paling bertanggungjawab yang mempunyai peran penting dalam proses pembelajaran. Baik guru yang menagajar di sekolah negeri dan swasta diharuskan untuk menguasai materi termasuk tentang genre.

Jika guru mampu menguasai materi dengan baik, tentu itu akan membuatnya bisa mengajar dengan baik. Jadi guru harus menguasai materi pembelajaran dan keahlian mengajar dengan baik, karena kedua hal tersebut selalu berhubungan.

Penelitian ini bertujuan untuk mendeskripsikan tentang kemampuan guru SMP swasta di Mojokerto tentang genre. Peneliti menggunakan metode penelitian deskriptif kualitatif. Peneliti menggunakan semi structured interview untuk mendapatkan data penelitian. Hasil dari penelitian ini menunjukkan bahwa kedua guru mampu memahami genre dengan baik.

Dengan mengetahui hasil dari penelitian ini, dapat membuktikan bahwa tidak semua SMP swasta mempunyai kualitas yang buruk. According to Standar Isi for English BSNP, , there are five genres for teaching in junior high school, they are narrative, recount, descriptive, report and procedure texts. At this level, the students have to master in comprehending various kinds of genres. But the fact is that there are some students get difficulties in comprehending genres. To overcome that kind of problem, teachers become the most responsible people who have a big duty in teaching process.

Both teachers who taught in state and private junior high schools are absolutely expected to master genre in order to have deep understanding in comprehending genre. If teachers have deep understanding in comprehending genre, of course, it will make teachers become easy to teach genres to the students.

So, teachers have to master teaching material and teaching skill also since both of them always interrelated. This research aims to describe the knowledge of genres of private junior high school teachers in Mojokerto. The researcher chose descriptive qualitative as the research design.

The researcher conducted semi structured interview to get and complete the data. The result shows both teachers were knowledgeable in terms of understanding genres. Of course, the result of this study could not present the knowledge of genres of all private junior high school teachers in Mojokerto since they are different in background of their education. By knowing the result of this study, it proved that not all private junior high school in Mojokerto have bad quality in education. Text becomes a basic part in language teaching and learning, both written and spoken.

According to Standar Isi for English BSNP, , there are three materials about text types for Junior high school, which are genres, speech acts, and short functional texts. Furthermore, text is considered as teaching material which cannot be separated in language teaching and learning. As Pardiyono states that students have to involved in the use of text types, both in the form of written and spoken text. Based on Standar Isi BSNP, , there are five genres for teaching in Junior high school, they are narrative, recount, descriptive, report and procedure texts.

Besides, Pardiyono 2 states that genre as the type of text that used as the basic structure of reference so a text can be written effectively from the right purpose or grammatical pattern use. Furthermore, texts can be classified into genre according to the characteristic which includes the purpose of communication or social function, the rhetorical structure of the text or generic structure and the language features.

According to what stated in Standar Isi BSNP, , genres is a teaching material which is firstly taught in Junior high school level. So when they graduate from Junior high school, they have good knowledge and ability in comprehending various kinds of genres and of course, it will be useful for them when they continue their study to Senior high school.

As Helena : 3 states in her article that Junior high school graduates are expected to be able in comprehending the genres or participating in the creation of textwhich serves their daily needs to entertain themeselves, to carry out transactional exchanges and to write simple narratives, descriptions, reports and recounts.

However the fact in school is not like what is expected. In some schools, there are many students get difficulties in comprehending genres. Not only that, they also get confused in understanding various kinds of genres. They also get confused in differentiate the various kinds of genres since each genre has its own characteristic.

Besides, genres become difficult for them since they have never learned it before in Elementary school. As a result, some students got low score in their reading test which the materials are related to genres.

They also got low score in writing and speaking test when their teacher asked them to write simple narratives, descriptions, reports and recounts, then presented it to the class.

To overcome that kind of problem, teachers become the most responsible people who have a big duty in teaching process since they always involve in every teaching and learning process in the classroom.

As Finocchiaro : 22 states that teachers are considered as one of the important key to a successful learning. To reach a successful learning, teachers must have some characteristics of a professional language teacher. Brown has divided four characteristics of a professional language teacher. He states that a professional language teacher is someone who has good technical knowledge, good interpersonal skills, good pedagogical skills and good personal qualities. According to his classification, it can be concluded that a teacher who has good technical knowledge always has good understanding about teaching material.

While a teacher who has good pedagogical skills, interpersonal skills and personal qualities always has better teaching skill than teacher who has not pedagogical skills, interpersonal skills and personal qualities. Furthermore, both teaching skills and teaching materials are always interrelated. To be qualified teachers they should be able to understand both of them. The previous studies about the knowledge of genres of junior and senior high school teachers conducted by Dwirasari and Rachel However, both of them have described about the knowledge of genres of state junior and senior high school teachers.

Both of them chose the teacher in favourite schools which has good quality in education and almost all of the graduates have passed the national examination with good scores. In fact, some private junior high schools are underestimated by the society. In Mojokerto, some private junior high schools are selected by the students who got bad score in national examination. For the students who got good score, they never chose private junior high school. Since genres are considered as teaching material, both teachers who taught in state and private junior high schools are absolutely expected to have deep understanding in comprehending genres, they also expected to have good teaching skill to teach genres to the students.

So they can explain the material about genre to the students as well as possible, then the students understand well about genre. Based on the condition, the researcher is interested to describe about the knowledge of genres of private junior high school teachers in Mojokerto.

She chose two teachers who are different in gender and background of their education because of two reasons. The first reason, she found the reality in society that some of them always think that female teacher is better than male teacher. They think female teacher is more diligent, cleverer, and more attractive , so she can explain the material well. The second reason, she found the reality in society that some of them always underestimate the graduation from private university.

They think that all graduation from state university are definitely have good quality and good teaching skill in education. Therefore, the researcher wanted to conduct a research which intends to describe this phenomenon, the knowledge of genres of private junior high school teachers in Mojokerto. By conducting this study, the researcher has purpose to find out the reality about the quality of the teachers who are taught in a private junior high school in Mojokerto, however they are different in gender and background of their education.

By knowing the fact or the result of the study, the researcher hoped it will give meaningful contribution for junior high school teacher since it is important to measure their knowledge in order to increase their competency on mastering the teaching material includes genres. It is also expected to give meaningful contribution for school. This phenomenon makes the researcher puts her interest to conduct research about it.

Based on the research question and the objective of the study, the researcher used descriptive qualitative. Susanto 36 explained that descriptive research is a research in which the researcher has to describe and interpret the events happened in detail. In this study, the researcher described the knowledge of genres of private junior high school teachers in Mojokerto.

She concentrated on two English teachers who taught in a private junior high school in Mojokerto who different in gender and background of their education. In this research, the researcher chose descriptive qualitative as the research design based on two reasons, which are the objective of this study is to describe the knowledge of private junior high school teachers about genre and there is no treatment in this study.

The subjects of this study were two English teachers who are different in gender and background of their education, however they have been teaching English for the same time 7 years in a private junior high school in Mojokerto which is underestimated by the society since this school always be the final destination for the students who got bad score in final exam and the society always think that this private junior high school has low quality in education.

In this case, teacher A is a male who is graduated from the state university in Malang, while teacher B is a female who is graduated from private university in Jombang. Therefore, the researcher wanted to find out the knowledge of genres from both teachers. The office is the school where the teachers work. The consideration was made because the researcher conducted an informal interview which can be done either at school or home.

The sources of the data are two private junior high school teachers in Mojokerto who have been teaching English in the same school for the same time 7 years , however they are different in gender and background of their education. Teacher A is a male who graduated from the state university in Malang, while teacher B is a female who graduated from private university in Jombang.

The researcher interviewed the English Teacher to get the data related to their knowledge of genres. In this study, the researcher used semi-structured interview, she set few questions as guidelines which can be added more if it is necessary. The researcher conducted the interview twice of each teacher. Therefore, the researcher gave five different texts, she gave both teachers some times to read and study the texts and finally she asked them to differentiate the texts.

It was done in order to complete the data and answer the last research question. In the implementation, the researcher conducted the interview informally. In this research, all the data obtained through interview were analyzed inductively in order to answer research questions stated in chapter one.

The first step was accumulating the data recorded from both teachers through interview given. After all of data accumulated, the researcher studied the data well, she described them by classifying into the finding based on the research question. In addition, all the data were collected thoroughly as happened in the reality. Based on Standar Isi BSNP, , there are five genres for teaching in junior high school, they are narrative text, recount text, descriptive text, report text, and procedure text.

It is a teaching material which is firstly taught in junior high school level. So when they graduate from junior high school, they have good knowledge and ability in comprehending various kinds of genres and of course, it will be useful for them when they continue their study to senior high school.

Besides, genres become difficult for them since they have never learned it before in elementary school. Both teachers who taught in state and private junior high schools are absolutely expected to master and have great knowledge of genres in order to have deep understanding in comprehending genres. So they can explain the material about genre to the students as well as possible and create a successful learning in the classroom.

Especially for the teachers who taught in some private junior high schools which are underestimated by the society who always think that private junior high schools have bad quality in education. As teachers, they must prove to the society that it is not true.

Scaffolding strategies for narrative text

Welcome reader, thank you for coming. We share knowledge for everyone. You are giving a very valuable source to learn what and how a narrative is. It will be better if you complete that example of narrative text with some notes on the generic structure and language feature for that story. Dear All thanks for giving positive feedback.


NARRATIVE TEXT: Definition, Purposes, Generic Structures and Example of Narrative Text Narrative text is a story with complication or problematic events and it.


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Narrative text includes any type of writing that relates a series of events and includes both fiction novels, short stories, poems and nonfiction memoirs, biographies, news stories. Both forms tell stories that use imaginative language and express emotion, often through the use of imagery, metaphors, and symbols. Students need to know how narrative texts work and how to read them, because stories are used for many important purposes. The purpose of narrative text is to entertain, to gain and hold a reader's interest; however, writers of memoirs and novels often relate complex stories that examine universal ideas, events, and issues.

NARRATIVE TEXT: Definition, Purposes, Generic Structures and Example of Narrative Text

Kalo saya ingin membuat prosedur text tapi bukan cara memasak bisa gak ya? Boleh, procedure text untuk menjelaskan bagaimana cara membuat sesuatu atau bagaimana cara mengoperasikan sesuatu. Misal "how to use microwave".

Authors' Box. Recommended Tools. View Statistics. Bracaj, M. Teaching English for specific purposes and teacher training. European Scientific Journal, 10 2 , Cresswell, J.

Introduction

Dalam tingkat ini, siswa harus mampu memahami berbagai macam genre. Tapi kenyataannya bahwa masih banyak siswa yang kesulitan untuk memahaminya. Untuk mengatasi masalah ini, guru menjadi orang yang paling bertanggungjawab yang mempunyai peran penting dalam proses pembelajaran. Baik guru yang menagajar di sekolah negeri dan swasta diharuskan untuk menguasai materi termasuk tentang genre. Jika guru mampu menguasai materi dengan baik, tentu itu akan membuatnya bisa mengajar dengan baik. Jadi guru harus menguasai materi pembelajaran dan keahlian mengajar dengan baik, karena kedua hal tersebut selalu berhubungan.

To browse Academia. Skip to main content. By using our site, you agree to our collection of information through the use of cookies. To learn more, view our Privacy Policy. Log In Sign Up. Download Free PDF. Narrative Text.

 Быть может, я мог бы позвонить в номер и… - Простите, - сказал консьерж, и вся его любезность мгновенно улетучилась.  - В Альфонсо Тринадцатом строгие правила охраны приватности постояльцев. Беккера не устраивала перспектива ждать десять часов, пока тучный немец со своей спутницей спустятся к завтраку. - Я понимаю, - сказал.  - Извините за беспокойство. Повернувшись, он направился через фойе к выходу, где находилось вишневое бюро, которое привлекло его внимание, когда он входил. На нем располагался щедрый набор фирменных открыток отеля, почтовая бумага, конверты и ручки.

Narrative Text

Фонтейн тотчас повернулся к стене-экрану. Пятнадцать секунд спустя экран ожил. Сначала изображение на экране было смутным, точно смазанным сильным снегопадом, но постепенно оно становилось все четче и четче.

4 comments

  • Delit D. 06.05.2021 at 05:27

    The inner meaning of hebrew letters pdf dutt and sundaram indian economy pdf

    Reply
  • Bradley Y. 06.05.2021 at 21:02

    # Coda / reorientation (optional) – lesson from the story. Kadangkala susunan (​generic structure) narrative text bisa berisi: Orientation.

    Reply
  • Quique M. 13.05.2021 at 23:32

    Dias Andris Susanto, S.

    Reply
  • Madeleine H. 14.05.2021 at 15:04

    Misalnya, di paragraph ke dua, mengapa itu complication?

    Reply

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