Narrative teaching

INTRODUCTION

A. BACKGROUND
In 2004 the curriculum for English High School, Madrasah Aliyah, the type of narrative text dajarkan from class 1 to class 3. Competency penguasan associated with this type of text is the ability to communicate verbally and written, in interaksional and monologue, in the form of or related to the narrative text, using the structure skematik (generic) and the protean language received.
The term narrative Kurrikulum 2004 aims to narrate a story, such as folktales, fairytales, fables myth, Legends, science fiction, modern fantasy, short stories, picture books stories, and ballads that aims to serve or entertain the listener or pembca

B. Importance of studying narrative TEXT
This text is always used in a variety of Kontek disekolah not only social but also everywhere. Ability to understand this text is an important part of the development of the ability literasi students disekolah and dimasyarakat, dihgarapkan that later will become members of the community who can be relied on, with the lessons of the text so this will not only affect the development of skills literasi in English, but also in Indonesia and even in the mother tongue sekaluipun

C. PURPOSE

After a given training on narrative text, participants are able and well trained in menyampaiakan, narrate and create a narrative text, so it can menumbuh develop skills through learning with both narrative and maximum.
In Kontek berbasih competency curriculum emphasized the importance of the product or the language of text (eg, report, recount, descriptive, narrative and other - other) is a tool or medium to communicate both verbally and written.
D. TRAINING MATERIALS
Penyampain training materials was conducted through two cycles, oral and written, and each through four phases between laian:
1. Building the Field of Konowledge (BKF)
2. Modeling of the Text (MT)
3. Joint Construction of the Field (JCF)
4. Independent construction of the Text (ICOT)