Teaching Narrative in Senior High School
The Indonesian government always improves the quality of the teachers, the graduates, and other educational components are improved from time of time.
All facilities, involved in educational process, such as school building, teaching media, textbook, libraries are improved and made perfect to increase the quality of education.
Nowadays, English has been improved for educational components.
According to Wilson (2001) in the CBC for Senior High School (2003:1) “The education paradigm which is based on competency includes the curriculum, a pedagogy, and scoring is emphasized on standard and value.”
The objective of teaching English to the Senior High School students is that the students are expected to have the life skills of the language. There are
two specifications of the life skills:
a) General life skill includes personal skill (includes self-awareness skill and
thinking skill) and social skill
b) Specific life skill includes academic skill and vocational skill.
The students are expected to have the skills of the language above in their English with the emphasize on the skills above using selected topics related to their environment needs such as descriptive, narrative, anecdote, spoof, recount, report and news item. According to Marsha Rossiter(www.teachingnarrative.com ), stated that:
”Narrative and stories in education have been the focus of increasing attention in recent years. The idea of narrative is fertile ground for adult educators who know intuitively
the value of stories in teaching and learning. Narrative is deeply appealing richly satisfying to the human soul, with an allure that transcends cultures, centuries, ideologies,
and academic disciplines. In connection with adult education, narrative can be understood as an orientation that carries with it implication for both method and content.”
A narrative orientation to teaching and learning. (Brunner 1986, 2002; Polkinghorne 1988, 1996 in M. Rossiter : http://www.teachingnarrative.com ).
Given the centrality of narrative in the human experience, we can begin to appreciate the power of stories in teaching and learning. We can also see that the application of a narrative perspective to education involves mach more than story telling in the classroom. Such an application necessarily leads to an experience-based, constructivist pedagogy. “Frames of meaning within which
learning occures are construction that grow out of our impulse to employ or thematize our lives” (Hopkins 1994:7). Therefore, the most effective way to reach learners with educational messages is in and through these narrative constructions. Learners connect new knowledge with lived experience and weave it into existing narratives of meaning.
The narrative orientation brings to the fore the interpretative dimension of teaching learning. (Gudmundsdottir 1995; in M. Rossiter: http://www.teachingnarrative.com) notes that:
“pedagogical content can be thought of as narrative text, and teaching as essentially the exercise of textual interpretation. Educators not only tell stories about the
subject, they story the subject knowledge itself. In so doing, they aim to maintain some interpretative space in which the learner can interact with the subject.”