FINDING AND DISSCUSSION JOURNAL "TEACHER STRATEGIES IN BUILDING THE STUDENTS OF THE KNOWLADGE OF THE FIELD IN TEACHING WRITTING NARRATIVE TEXT"

Hello Reader.....

Come back again on my blog. How are you all? Hope you are fine and happy always. Previously, I discussed comparisons between previous and current journals, and I reviewed several parts of my new journal, Introduction and Method. On this occasion at the blog I will discuss findings and disscussions in the journal "TEACHER STRATEGIES IN BUILDING THE STUDENTS OF THE KNOWLADGE OF THE FIELD IN TEACHING WRITTING NARRATIVE TEXT" from Astrina Nur Sundari, Nenden Sri Lengkanawarti, and Nicke Yunita Moecharam.

FINDING AND DISSCUSSION

This study found that the teacher applied three main strategies in the BKOF stage, those are 1) asked students to translate in most of the class discussion; 2) built students vocabulary; and 3) the point system. The teacher asked the students to translate the text because the teacher believed that if the students cannot understand the language, they cannot understand the topic being discussed. First, the teacher asked the students to translate the narrative text which took most of the class discussion. The purpose of translating the text was to help the students built their vocabulary. In this way, at the end of the lesson, the students were able to construct their own writing. After the students translated the text, the teacher asked them to share their answers related to the words they have translated. The students who shared their answer with the class were given one point.

This was done to encourage the students and to motivate them in learning English. It seemed that when teaching writing narrative text, the teacher emphasized on building the students’ vocabulary. The teacher believed that if the students did not have sufficient vocabulary they could not understand what the text was about. Students 1, 2, 3, 5 and 6 have the same opinion related to the translation strategy. They said that teacher’s strategy, which was translating, was helpful for them. They were having a hard time in understanding the text they are reading, if the teacher did not translate the text, from English to Bahasa Indonesia.

They also needed the teacher’s assistance in translating the text because sometimes one word could have different meaning depending on the context. Students need to know the meaning of unfamiliar words in the text to help them understanding the text and eventually they can use the words in appropriate context. This is regrettable because the students tend to forget what they have learned in the classroom especially when they do not review the new words later. If they failed to understand the meaning, it may hinder them in understanding new material. It is important for the teacher to encourage the students to understand not only the meaning written in dictionary but also the concepts it conveys within the text.

In the second meeting, the teacher was more focused on building the students’ vocabulary by translating the difficult words from the short story. The teacher asked the students to write the words they found difficult on the whiteboard. An interesting fact that the writer found when observing the teacher’s performance was that the teacher forgot to change the verb from the infinitive form into past tense. This may be caused by the teacher’s awareness of the writer’s presence and the teacher told the writer in the interview that it was the first time she was being the subject of observation. Another reason was that, for most Indonesian, the concept of past tense is not introduced in learning Bahasa Indonesia. So, such notion is subconsciously emerged into the teacher’s performance. This is quite common in the case of non-native speakers of English.

The second strategy was giving rewards to the students with points which would added to their final English score. The teacher used the point system to motivate the students, to make them more actively participating in the teaching and learning process. All of the students agreed that the point system motivate them to actively participating in the teaching and learning process. However, the point system strategy did not build the students’ background knowledge of narrative text. This strategy was only limited to make the students enjoyed the learning process and became more active in term of answering questions in the class because they wanted to earn extra points from the teacher. When the teaching and learning was taking place, some students did not pay attention to the lesson. As for the punishment, the teacher did not apply specific punishment. In this situation, the teacher approached their seat and gave them verbal warning. This strategy was quite effective but only for a short time. The students’ active participation is necessary when they are learning language because they need to be an independent learner.

It may be enough in this discussion that hopefully in this discussion you who read it can add useful insights and knowledge from my article.

Thankyou Everyone-