DISSCUSSION "TEACHING GOOD CHARACTER IN A NARRATIVE TEXT THROUGH STORYTELLING"

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How is everyone? Hopefully it's in good condition. For this time I will explain the last part of this journal namely Findings and Disscusion.

FINDINGS AND DISSCUSSION

The Process of Teaching Good Character of Respect in a Narrative Text through Storytelling

The activities carried out on pre-storytelling, the first step involved getting student attention, focusing students' minds on story content, introducing new vocabulary and getting predictive skills. In the first step students get attention, the student is shown the letter R-E-S-P-E-C-T on the board, and students are also shown the cover of a respect story book titled "Gilbert The Goat Learn Respect" for telling students about respect, with the main goal in terms of learning. In addition, students get an overview of their learning about respect.

The second step is during storytelling, conveying two main activities that tell the story itself and interact with students during the story time. When the story titled "Gilbert the Goat Learns Respect" is being Notified to students, there are a number of things that need to be applied namely movement, pantomime, variations in sound, different facial expressions and use of repetition. According to Ellis and Brewster stated that the follow-up activities are useful to unite learning and learning using language to connect learning to occur in the classroom with the real world. In line with this, activities given by the teacher to students at school after the storytelling step are teachers and students reviewing the stories given; teachers and students carry out follow-up activities about tribute stories; and the teacher ensures that students understand what respect is. in particular it involves activities aimed at encouraging students, preserving students' attention and support for students understanding the story.

Students’ Response to the Teaching of Good Character of Respect in a Narrative Text through Storytelling

The percentage of very high students who agree that storytelling activities carried out by teachers help them understand the contents of this narrative text in line with Herlina (2012) which states that narrative texts are considered complicated text for junior high school students because of long and sequential narrative texts, so sometimes students lose ideas about parts of the text and do not understand the overall context of the text, while narrative texts can contain good characters in moral values ​​that can be learned by students. In addition, Shapiro (1998) proposes that students have a high curiosity that they want to hear or read on the same thing so the characteristics told in the story can attract students and it will succeed especially in influencing students' thinking and behavior. Regarding the role of storytelling in helping students understand the narrative text shown by statements number two and third, all students in the class agree that storytelling helps them understand a narrative text. With regard to storytelling in helping students learn well the character of respect in the narrative text is indicated by statements number five, six and seven, it shows that storytelling is able to help students learn characters that are both respectful in narrative texts.

So from this blog, hopefully it will be useful and increase the insight of those who read it.

Thankyou Everyone-

METHOD JOURNAL OF "TEACHING GOOD CHARACTER IN NARRATIVE TEXT THROUGH STORYTELLING"

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How are you all? Hopefully always healthy and always happy. And this time I am still discussing the contents of the part of the journal that I chose. The previous discussion was Literature Review, and then the Method section.

METHOD

In this method section we will explain what methods are used in teaching good character in narrative text through storytelling In this study using a qualitative investigative research design. In this design the substance of the explanation of the main phenomena investigated in the study is the existence of respondents and the location of the study. The pattern is taken from qualitative inquiry (Cresswell, 2009).

In this study aims to describe how the character of good respect in narrative texts through telling stories and knowing students' responses to teaching character good respect in narrative texts through storytelling and qualitative approaches is considered to be used in this study. In this study more clearly using qualitative descriptive methods. Descriptive qualitative methods aim to investigate the render details of people, places, or events in settings in a qualitative approach (Creswell, 2009). Another thing, Wu and Volker (2009) argues also in qualitative descriptive methods used to provide descriptions and explanations of beliefs, meanings and behaviors. Cresswell (2009) also states that qualitative approaches make researchers seek to create the significance of phenomena from the views of participants, which means recognizing cultural sharing groups and learning how they broaden patterns of shared behavior over time. One aspect of collecting data through this approach is to observe the behavior of participants by engaging their activities.

Therefore this research uses descriptive qualitative methods to describe or explain how researchers teach good character of respect in narrative texts through telling stories to students, researchers also act as observers of participants because researchers take on the role of teachers in class. The researcher invites external observers to observe the way the researcher teaches the character of good respect in the narrative text through storytelling using guidelines in the observation sheet provided by the researcher.

In addition, a closed questionnaire in the form of a Lickert scale was used in this study to collect the necessary information that covered various categories. Indonesian is used in this questionnaire to make students as respondents easier to fill out questionnaires. Indonesian is used in this questionnaire to make students as respondents easier to fill out questionnaires.

So from the discussion in this Method section, hopefully this discussion is useful for those of you who read it. Especially for teachers who want to use this best method.

Thankyou Everyone-                                                                      

LITERATURE REVIEW OF "TEACHING GOOD CHARACTHER IN A NARRATIVE TEXT TROUGH STORYTELLING"

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I'm back again. How are my true readers I hope you all are well. For this discussion, I will continue the part of the journal entitled “TEACHING GOOD CHARACTER IN A NARRATIVE TEXT

THROUGH STORYTELLING” and the discussion is about literature review in the journal.

LITERATURE REVIEW

A. Storytelling in Language Teaching

Storytelling describes a technical process in time-tested teaching. Rossiter (2002) states that storytelling is a form of communication that begins human history provided in written forms and is intended for teaching lessons and history from one generation to another. From another perspective, storytelling is similar to the point of view of narrative investigations, both written and oral. According to Heo (2004) that narration involves stories and retells from our own experience and after that is told. Denning (2005) adds that storytelling and narration are the same thing because both are not regulated in plot ownership, turning points or resolutions or not. As an EFL teacher, you need to know the benefits of using storytelling as a teaching tool. First, using story books that can enrich students in understanding learning experiences. Second, students can deepen their imagination and connect their imagination with their own real world with storytelling. Furthermore, by listening to stories on the Internet, students will add to their social experiences. When reading and writing usually only involves individual activities, in storytelling activities, and they are incited to share laughter, sadness or joyful responses and develop students' self-confidence. and through stories students will enjoy childhood by listening repeatedly.

B. Elements and the Characteristics of Storytelling

McDrury and Alterio (2003) propose 3 elements contained in storytelling. The first is arrangement, they claim that the story setting can be both formal and informal. The second is the listener, the number of listeners will influence the level and form of dialogue that occurs during the activity story. And the last element is reflective learning by using the possibility of storytelling that is likely to occur if the teacher as a storyteller has prepared and planned everything for the story.

C. The Techniques of Storytelling

In storytelling as a teaching tool, it is important for the teacher to know the storytelling technique itself for stories that are worth listening to by students as listeners. There are several techniques in teaching tool techniques according to Ellis and Brewster (1991):

a. If students are not used to telling stories, teachers can start storytelling activities briefly to meet first so as not to require too many students and extend the concentration of students reaching out;

b. make students as listeners sit on the floor around the teacher as a storyteller, so students will be able to see the teacher, illustrate and hear the teacher's voice and story clearly;

c. Read the story slowly and clearly.

d. Make some comments about the illustrations the teacher has to give and direct comments to focus students' attention;

e. Use gesture, mime, gestures to help the teacher convey the meaning of the vocabulary in a story that students might not understand.

f. Encourage students to take part in storytelling activities by repeating the keyword vocabulary in the story.

g. The difference in speed, tone and sound volume of thunder.

 j. If possible, make sound effects to make the story more alive.

k. Repeat, expand and formulate the story.

D. Selecting the Story

In choosing a story, it is needed on story value competencies according to the needs of students. besides at the language level including vocabulary, structure and function must also be in accordance with students. the story must also show the story must be clear with plot, problem resolution and interesting to students.

E. Good Character in this Study:Respect

The definition of respect accommodates how you feel about someone and how you treat someone (LoveWell Press, when Speaking with Trees, 2013). LoveWell Press (2013) describes that having respect for someone means that you consider something that is good about who someone is or how someone acts. It is also said that expressing respect for someone means that you do something that reveals you care about their feelings and well-being (LoveWell Press). LoveWell Press also mentions some of those actions including respect like not calling people means names, treating people with modesty and caring enough about yourself that you don't do things that you know can hurt you.

F. Activity in Teaching Good Character of Respect

Teaching good character is one of the efforts in implementing character education and the Character Education Partnership (CEP, 2003, as cited in Vezzuto, 2004) proposing eleven principles of educational character claimed to be effective. Vezuto further argues that students will practice social and emotional competencies through studying, discussing and understanding core values ​​(eg respect, responsibility and integrity), also observing behavioral models and solving problems including these values.

G. An Overiew of Narrative Texts

Narrative text is a text that describes problematic events that produce a conjuncture and ends with resolution (Gerot and Wignell, 1994). This is in line with Herlina (2012) who proposes that narrative text is a type of text that is connected logically and chronological series that is also connected with events induced or experienced by factors. In this connection, Anderson and Anderson (2003) state that there are several keys to understanding the narrative well, namely the sense of plot, themes, characters, events and how all key components are related to each other.

Maybe it's enough from the discussion that I can write today, hopefully it's useful and adds your insight to read more about this journal.

Thankyou Everyone-