ANALYSIS OF MORAL VALUES OF 9TH GRADE STUDENTS’ READING TEXTS A RESEARCH ARTICLE By: YURI PRASETYA NIM. F12109053 ENGLISH EDUCATION STUDY PROGRAM LANGUAGE AND ARTS EDUCATION DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY PONTIANAK 2018 APPROVAL SHEET ANALYSIS OF MORAL VALUES OF 9TH GRADE STUDENTS’ READING TEXTS A RESEARCH ARTICLE YURI PRASETYA NIM. F12109053 Approved by, Supervisor I Supervisor II Dr. Albert Rufinus, MA Drs. Luwandi Suhartono, M.Hum NIP. 195208031983031001 NIP. 196211011990021001 Legalized by: Dean of Teacher Training and Education The Head of Language and Arts Faculty of Tanjungpura University Education Program Dr. H. Martono, M.Pd Drs. Nanang Heryana, M.Pd NIP. 196803161994031014 NIP. 196107051988101001 ANALYSIS OF MORAL VALUES OF 9TH GRADE STUDENTS’ READING TEXTS Yuri Prasetya, Albert Rufinus, Luwandi Suhartono Program Studi Pendidikan Bahasa Inggris FKIP Untan Pontianak Email : [email protected] Abstract This research is aimed at (1) describing the moral values in folktales of students reading texts in Headline English 3 for SMP-MTs and (2) to describe the connection between the values of folktales in Headline English 3 for SMP-MTs and the assessment of core competencies of 2013 curriculum. The method used in this research is descriptive qualitative. The researcher chooses documentary study as the technique. The results of this study are (1) the moral values contained are patience brings happiness at the end, Do not easily believe in the news that we do not know the truth about it, do not be stingy and arrogant, Think clear before you act, dictatorial nature causes a lot of damage, in making choices must be accompanied by confidence, and Generosity brings blessings and (2) Each values of folktales in the book Headline English 3 for SMP-MTs have connection with the values in the assessment of core competencies of 2013 curriculum. Keywords: Folktales, Moral Values, 2013Curriculum, Descriptive Study INTRODUCTION elements was the reference of basic Moral values are the standards of good and competencies and should be developed in any evil, which govern an individual’s behavior and event integrative learning. Competencies with choices. Individual’s morals may derive from regard to social and religious attitudes are society and government, religion, school or self. developed indirectly (indirect teaching) when School is an important part for students to learn students learn about knowledge (core moral values. Moral values also belong to one competence 3) and the application of of the problems that exist in education. (Zuriah, knowledge (core competence 4). 2011, p.2) In general, there are four types of texts, As educators, we should all advocate the they are descriptive, narrative, expository, and teaching of moral values in the schools. argumentative. By reading texts, students can Knowledge gained in school is only one goal of take many benefit such as, knowledge, language education. The primary goals of education features, and moral values. In this research, the should be enabling students to gain knowledge researcher will analyze only narrative text in and moral values. Fortunately, the curriculum this case folktales because there are so many 2013 already provides some features that we moral values available in this text. The research know as Core Competencies which can be used variables consist of single variable that is moral as the instrument teaching moral values in values in folktales from Headline English 3 for school. SMP/MTs written by M. Badrus Sholeh. Core Competencies are designed in four Moral education has always been an issue elements. Religious attitudes (core competency in schools. Zuriah (2011, p.19) says, moral 1), social attitudes (core competency 2), education seek to develop a person's pattern of knowledge (core competency 3), and behavior fit with the view of the society. The application of knowledge (core competency 4) view exists in morality or decency which are the goals of the curriculum. All these contains the values and the life in the society. 1 Because involving these two issues, those are brings; such as giving the readers enjoyment, (a) the values, and (b) the real life, then the enriching their vocabulary, expanding their moral education discusses more about useful experience, and so forth (Norton 1983, p.5) dilemma to take moral decision that is best for Reading narratives with moral values can themselves and society. be a good habit for students. The advantage of Moral values are important aspect in teaching moral values is students can learn curriculum 2013. There are four aspects of the about life. According to Wringe (2006, p.17), assessment in curriculum 2013 (Sholeh, 2015, ‘values are essentially attitudes of admiration or p.vi) : a) Spiritual (core competence 1); b) approbation towards certain way of behavior or Social (core competence 2); c) Knowledge aspect of our way of life, which we regard as (core competence 3); d) Skills (core important to preserve or guided by’. It means competence 4). that teaching values is important to guide In teaching and learning activities in class human’s life. In teaching moral values, parents, 9, core competencies can be described as teachers and environment play an important follows: a) respect and appreciate the teaching role and they have effect for students. of their religion; b) Respect and appreciate the Reading materials play an important role in honesty, discipline, responsible, care (tolerance, reading activity. Norton (1983, p.5) remark that mutual cooperation), courtesy, confidence, to ‘the vicarious experiences of literature result in interact effectively with the social and natural personal development as well as pleasure’. If environment within reach of the association and the readers find pleasure in reading, obviously its existence; c) understand and implement the they will find reading as an enjoyable activity. knowlege (factual, conceptual and procedural) Moreover, reading activity brings many by curiosity about science, technology, art, advantages towards them. Reading makes culture related the phenomena and event people use their brain to keep thinking. In other visible; d) processing, presenting, and reasoning words, reading activity practice brain to think in the realm of concrete (using, parsing, critically. arranging, modifying, and creating) and abstract Adler and Doren (2015, p.25) describe (writing, reading, calculating, drawing, and there are three purposes in reading, they are : a) composing) according to school lesson and Reading for information; b) Reading other sources in the same point of view/theory. comprehension; c) Reading for fun. Amer From core competencies, we can drag (1992, p.711) says that ‘narrative texts tell a eight moral value features, they are: a) story and are the type of text usually found in religious; b) honesty; c) discipline; d) literature selections’. The purpose of narrative responsible; e) care (tolerance and mutual text is to amuse or entertain the readers because cooperation); f) courtesy; g) confident; h) the most interesting part of narrative text is the Curiosity. climax which will turn into resolution to the Bamberger (1975, p.8) remarks that problem. ‘incorporating fiction into teaching can help to The generic structure of narrative text develop talents and interests which last a consists of three parts, they are: a) Beginning of lifetime and building up solid knowledge is of The Narrative Text (Orientation); b) Narrative course a way of developing character’. Text Development (Complication); c) The Therefore, by using fiction in reading class, Ending of Narrative Text (Resolution). students are wished not only to be able to have The folktales teach by example and have literal comprehension but also interpretative one or more of the following characteristics comprehension in order to learn the moral features they are simplicity, fantasy, magic and values or the message of the narratives. the supernatural, customs, traditions and Narrative texts are suitable to be used to insert beliefs, A Moral. In conclusion, folktale is a moral values in teaching-learning process in kind of narrative text. Folktale is meant to teach classroom. It becomes an interesting topic to something and encourage particular kinds of deal with because of the advantage that it behavior-namely moral values that are 2 contained implicitly. This makes folktale need interpretative comprehension if they are to get much more understanding to be interpreted. the message of the narrative. This is supported Giskin (2002, p.28) claims that folktale is not by Nuttal (1981, p.18) who points out “The simple because the readers must move from skills of interpretation which we see as required literal understanding to deeper appreciation to by every reader are, when fully developed, catch what the message is. precisely the skills required for a sensitive Norton (1983, p.197) says that narratives is appreciation of literature”. This makes sense suitable to be read, not only by children but also because the ultimate goal of reading narrative is teens and adults. It means that narratives are to get the messages or moral values. read not only by children but also teens and Furthermore, Sumara (2002, p.147), claims adults. It is because narratives are told from one that ’studying literature meant paying attention generation to the next. In addition, Norton to the details that distinguished literature from (1983, p.201) claims that narratives originate “not literature”. The distinction that makes from the oral storytelling traditions of narrative different from other kinds of reading respective cultures. Moreover, she adds that materials is that it contains moral values. It folktales have characteristics related to means that moral values must be the ultimate characterization, settings, plot development and goal of reading narrative. theme that make folktale different from other Chesla (2001, p.133) remarks that finding types of literature. The theme in folktale the main idea or main theme in story is not absolutely contains moral values. These are the totally different from finding the main idea in messages that story wants to convey to the other texts.