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

Hello Reader...

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-