Main Article Content
Abstract
Moral value is one of the parts in a story which can be learned and adapted by students. Stories are classified into several kinds depending on their contents. There are two classifications of stories taught in the ninth grade of Junior High School: Indonesian and western stories, and both of them creates different characteristics and teaching practice of the stories, as well as their moral values. This case study investigated the Indonesian and western stories used in the ninth grade of Junior High School, as well as the moral values conveyed in the stories and how the teachers teach the students those different moral values. This study analyzed the stories contained in the ninth graders’ textbook and interviewed three teachers from different junior high schools related to their teaching practice. After analyzing the data, it was revealed that there are only two Indonesian stories and four western stories as the material in the ninth grade of junior high school’s textbook; those Indonesian and western stories have different characteristics of moral values in several aspects as the result of the classification of the stories; and the different classification of the stories bear the different treatments in teaching moral values contained in the stories.
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Article Details
References
- Al-Rosyiidah, A. (2013). Pendidikan karakter dalam Classic Fairy Tales. Jurnal Pendidikan Karakter 3 (3), 250-265. https://doi.org/10.21831/jpk.v0i3.2748
- Bouchard, N. (2002). A Narrative approach to moral experience using dramatic play and writing. Journal of Moral Education 31 (4), 407-422. https://doi.org/10.1080/0305724022000029644
- Brand, K. (2001). The use of Grimm's fairy tales to understand the moral content in fairy tales. A Thesis. Concordia University
- Brynildssen, S. (2002). Character education through children's literature. ERIC Digest, 63. www.eric.ed.gov
- Carr, M. (2001). Assessment in early childhood settings: Learning stories. Sage pub.
- Cubitt, C. (2006). Folklore and historiography: Oral stories and the writing of Anglo-Saxon history. In E. M. Tyler, & R. Balzaretti (Eds.), Narrative and history in the Early Medieval West (pp.189-224). Turnhout: Brepols Publishers.
- Danandjaja, James. (2002). Folklor Indonesia: Ilmu gosip, dongeng, dan lain-lain. Jakarta: Grafiti.
- Deviyanti, R. and Magdalena, S. D. (2018). Teaching English to children in Indonesia using popular western folktales and indonesian local folktales. A Thesis. Universitas Lampung
- Dianti, F. (2008). The influence of fairy tales to the development of moral values among preschoolers. A project. University Malaysia Sarawak. https://ir.unimas.my/id/eprint/4210/1/The%20influence%20of%20fairy%20tales%20to%20the%20development%20of%20moral%20values%20among%20preschoolers.pdf.
- Febriani, R.B., Satinem., Nurnaningsih., Haryani., Syafryadin., Noermanzah. (2020). Conveying an author's intention to EFL Readers: The meaning of "The Road Not Taken" by Robert Frost. International Journal of Innovation, Creativity and Change (IJICC). 13(4), 177.
- Garces-Bacsal, R.M., Tupas, R. & Hernandez, J.F. (2016). A Filipino grandmother grimm: Subversion of foreign fairy tales through indigenization and cultural appropriation in Mga Kuwento ni Lola Basyang (The Stories of Grandmother Basyang), Bookbird, 54 (1), 19-30. http://dx.doi.org/10.1353/bkb.2016.0005.
- Halimah, D.N. (2017). Improving the students’ vocabulary mastery by using story telling (A classroom action research at the seventh grade of SMP Ta’mirul Islam Surakarta in the Academic Year of 2016/2017). A Thesis. IAIN Surakarta. https://www.scribd.com/document/394853874/Dewi-Nur-Halimah
- Herlina. (2012). Developing reading narrative text materials for ninth graders of junior high school implemented with character building. English Education Journal 2 (2), 147-154.
- Hohr, H. (2000). Dynamic aspects of fairy tales: Social and emotional competence through fairy tales. Scandinavian Journal of Educational Research, 44 (1), 89-103. https://doi.org/10.1080/713696665
- Jamaludin, J., & Munir, A. (2014). Character values in teaching narrative text at state senior high school of pamekasan. Paramasastra, 1 (2), 1-21. http://dx.doi.org/10.26740/parama.v1n2.p%p
- Mahdiani, T. F. (2012). Pengaruh dongeng dan bermain peran dalam mengembangkan empati pada anak usia dini. A Doctoral Dissertation. Universitas Muhammadiyah Surakarta. http://eprints.ums.ac.id/24308/1/03._Halaman_Depan.pdf
- Mantra, I. B. N., and Kumara D. G. A. G. (2018). Folktales as meaningful cultural and linguistic resources to improve students' reading skills. Lingua Scientia, 25 (2), 82-87. DOI: 10.23887/ls.v25i2.18827
- Marlina, I. (2012). Learning English as foreign language in Indonesia through English children’s literature. International Journal of Literacies, 19(4), 41-51.DOI: 10.18848/2327-0136/CGP/v19i04/48801
- Mikesova. (2006). The usage of fairy tales in English lessons and their influence on children’s social development. A Thesis. University of Pardubice. https://www.semanticscholar.org/paper/The-usage-of-fairytalesinEnglishlessonsandonMike%C5%A1ov%C3%A1/479d32ad649106dd4b4b84c0432b22e138518661
- Nhung, P.T. H. (2016). Folktales as a valuable rich cultural and linguistic resource to teach a foreign language to young learners. International Journal of Education, Culture and Society, 1 (1), 23-28. doi: 10.11648/j.ijecs.20160101.15
- Onder, M., Kanak, M. (2017). Teaching values with stories and tales in the preschool period. Journal of Education and Practice, 8 (30), 143-149. https://www.researchgate.net/publication/322137489_Teaching_Values_with_Stories_and_Tales_in_the_Preschool_Period
- Rachmawati, F. (2017). The use of fairytale films in teaching narrative writing. Thesis, Universitas Pendidikan Indonesia. http://repository.upi.edu/id/eprint/31570
- Ragan, K. (2009). What happened to the heroines in folktales?: An analysis by gender of a multicultural sample of published folktales collected from storytellers. Marvels & Tales 23 (2), 227–247. www.jstor.org/stable/41388925
- Rahim, H and Rahiem, M.D.H. (2012). The use of stories as moral education for young children. International Journal of Social Science and Humanity, 2 (6), 454-458. DOI: 10.7763/IJSSH.2012.V2.145
- Rifqi, M. (2011). Seeing the multiculturalism through various Indonesian Folktales. LITE: Jurnal Bahasa, Sastra, dan Budaya, 7(2), 85-96. http://dx.doi.org/10.33633/lite.v7i2.498
- Rosada, U. D. (2016). Memperkuat karakter anak melalui dongeng berbasis media visual. Jurnal CARE (Children Advisory Research and Education) 4 (1), 42-49. http://e-journal.unipma.ac.id/index.php/JPAUD/article/view/583/515
- Sari, N. (2013) . The importance of teaching moral values to the students. Journal of English and Education, 1 (1), 154-162. https://pdfs.semanticscholar.org/385b/c17ae4e67adaef4120684e253a8ee44857e6.pdf
- Sayer, I. M., Kristiawan, M. & Agustina, M. (2018). Fairy tale as a medium for children’s character cooperation building. Al-Ta’lim Journal, 25 (2), 108-116. http://dx.doi.org/10.15548/jt.v25i2.458
- Silva, R. S. (2012). Fairy tales and moral values: A corpus-based Approach. BELT Journal, 3 (1), 133-145. https://revistaseletronicas.pucrs.br/ojs/index.php/belt/article/view/10326
- Singhal, A. (2013). Introduction: Fairy tales to digital games: the rising tide of entertainment education. Critical Arts, 27 (1), 1-8. DOI: 10.1080/02560046.2013.766971
- Stavrou, E. (2015). Determining the cultural identity of a child through folk literature. American Journal of Educational Research, 3(4), 527-534. DOI: 10.12691/education-3-4-20
- Steeves, N. (2015). Fairytales in secondary English classrooms?: Exploring Multimodality, Visual Literacy and Student Resistance. A Project. University of Victoria. https://dspace.library.uvic.ca/bitstream/handle/1828/6705/Steeves_Nicole_MEd_2015.pdf;sequence=3
- Sukmawan, S. & Setyowati, L. (2017). Environmental Messages as found in Indonesian Folklore and Its Relation to Foreign Language Classroom. Arab World English Journal, 8 (1), 298-308. https://dx.doi.org/10.24093/awej/vol8no1.21
- Sulistianingsih, E. (2017). The effectiveness of learning model based digital story?ling to improve students’ emotional intelligence. Jurnal Penelitian Pendidikan. 34 (2), 43.
- Umaya, et.al. (2017). Local stories adapted as learning tools innovation of fairy tale for teacher to improve the literacy skills of student in secondary schools. International Journal of Pedagogy and Teacher education, 1 (1), 63-72. https://dx.doi.org/10.20961/ijpte.v1i1.8396
- Wang. (2007). Eastern vs western culture. Mosaic June 2007. http://www.fcu.edu.tw/wSite/publicfile/Attachment/f1279678092949.pdf
- Wardiman, A, Jahur, M.B and Djusma, M.S. (2008). English in focus. Jakarta: Publishing Company of National Education Department
References
Al-Rosyiidah, A. (2013). Pendidikan karakter dalam Classic Fairy Tales. Jurnal Pendidikan Karakter 3 (3), 250-265. https://doi.org/10.21831/jpk.v0i3.2748
Bouchard, N. (2002). A Narrative approach to moral experience using dramatic play and writing. Journal of Moral Education 31 (4), 407-422. https://doi.org/10.1080/0305724022000029644
Brand, K. (2001). The use of Grimm's fairy tales to understand the moral content in fairy tales. A Thesis. Concordia University
Brynildssen, S. (2002). Character education through children's literature. ERIC Digest, 63. www.eric.ed.gov
Carr, M. (2001). Assessment in early childhood settings: Learning stories. Sage pub.
Cubitt, C. (2006). Folklore and historiography: Oral stories and the writing of Anglo-Saxon history. In E. M. Tyler, & R. Balzaretti (Eds.), Narrative and history in the Early Medieval West (pp.189-224). Turnhout: Brepols Publishers.
Danandjaja, James. (2002). Folklor Indonesia: Ilmu gosip, dongeng, dan lain-lain. Jakarta: Grafiti.
Deviyanti, R. and Magdalena, S. D. (2018). Teaching English to children in Indonesia using popular western folktales and indonesian local folktales. A Thesis. Universitas Lampung
Dianti, F. (2008). The influence of fairy tales to the development of moral values among preschoolers. A project. University Malaysia Sarawak. https://ir.unimas.my/id/eprint/4210/1/The%20influence%20of%20fairy%20tales%20to%20the%20development%20of%20moral%20values%20among%20preschoolers.pdf.
Febriani, R.B., Satinem., Nurnaningsih., Haryani., Syafryadin., Noermanzah. (2020). Conveying an author's intention to EFL Readers: The meaning of "The Road Not Taken" by Robert Frost. International Journal of Innovation, Creativity and Change (IJICC). 13(4), 177.
Garces-Bacsal, R.M., Tupas, R. & Hernandez, J.F. (2016). A Filipino grandmother grimm: Subversion of foreign fairy tales through indigenization and cultural appropriation in Mga Kuwento ni Lola Basyang (The Stories of Grandmother Basyang), Bookbird, 54 (1), 19-30. http://dx.doi.org/10.1353/bkb.2016.0005.
Halimah, D.N. (2017). Improving the students’ vocabulary mastery by using story telling (A classroom action research at the seventh grade of SMP Ta’mirul Islam Surakarta in the Academic Year of 2016/2017). A Thesis. IAIN Surakarta. https://www.scribd.com/document/394853874/Dewi-Nur-Halimah
Herlina. (2012). Developing reading narrative text materials for ninth graders of junior high school implemented with character building. English Education Journal 2 (2), 147-154.
Hohr, H. (2000). Dynamic aspects of fairy tales: Social and emotional competence through fairy tales. Scandinavian Journal of Educational Research, 44 (1), 89-103. https://doi.org/10.1080/713696665
Jamaludin, J., & Munir, A. (2014). Character values in teaching narrative text at state senior high school of pamekasan. Paramasastra, 1 (2), 1-21. http://dx.doi.org/10.26740/parama.v1n2.p%p
Mahdiani, T. F. (2012). Pengaruh dongeng dan bermain peran dalam mengembangkan empati pada anak usia dini. A Doctoral Dissertation. Universitas Muhammadiyah Surakarta. http://eprints.ums.ac.id/24308/1/03._Halaman_Depan.pdf
Mantra, I. B. N., and Kumara D. G. A. G. (2018). Folktales as meaningful cultural and linguistic resources to improve students' reading skills. Lingua Scientia, 25 (2), 82-87. DOI: 10.23887/ls.v25i2.18827
Marlina, I. (2012). Learning English as foreign language in Indonesia through English children’s literature. International Journal of Literacies, 19(4), 41-51.DOI: 10.18848/2327-0136/CGP/v19i04/48801
Mikesova. (2006). The usage of fairy tales in English lessons and their influence on children’s social development. A Thesis. University of Pardubice. https://www.semanticscholar.org/paper/The-usage-of-fairytalesinEnglishlessonsandonMike%C5%A1ov%C3%A1/479d32ad649106dd4b4b84c0432b22e138518661
Nhung, P.T. H. (2016). Folktales as a valuable rich cultural and linguistic resource to teach a foreign language to young learners. International Journal of Education, Culture and Society, 1 (1), 23-28. doi: 10.11648/j.ijecs.20160101.15
Onder, M., Kanak, M. (2017). Teaching values with stories and tales in the preschool period. Journal of Education and Practice, 8 (30), 143-149. https://www.researchgate.net/publication/322137489_Teaching_Values_with_Stories_and_Tales_in_the_Preschool_Period
Rachmawati, F. (2017). The use of fairytale films in teaching narrative writing. Thesis, Universitas Pendidikan Indonesia. http://repository.upi.edu/id/eprint/31570
Ragan, K. (2009). What happened to the heroines in folktales?: An analysis by gender of a multicultural sample of published folktales collected from storytellers. Marvels & Tales 23 (2), 227–247. www.jstor.org/stable/41388925
Rahim, H and Rahiem, M.D.H. (2012). The use of stories as moral education for young children. International Journal of Social Science and Humanity, 2 (6), 454-458. DOI: 10.7763/IJSSH.2012.V2.145
Rifqi, M. (2011). Seeing the multiculturalism through various Indonesian Folktales. LITE: Jurnal Bahasa, Sastra, dan Budaya, 7(2), 85-96. http://dx.doi.org/10.33633/lite.v7i2.498
Rosada, U. D. (2016). Memperkuat karakter anak melalui dongeng berbasis media visual. Jurnal CARE (Children Advisory Research and Education) 4 (1), 42-49. http://e-journal.unipma.ac.id/index.php/JPAUD/article/view/583/515
Sari, N. (2013) . The importance of teaching moral values to the students. Journal of English and Education, 1 (1), 154-162. https://pdfs.semanticscholar.org/385b/c17ae4e67adaef4120684e253a8ee44857e6.pdf
Sayer, I. M., Kristiawan, M. & Agustina, M. (2018). Fairy tale as a medium for children’s character cooperation building. Al-Ta’lim Journal, 25 (2), 108-116. http://dx.doi.org/10.15548/jt.v25i2.458
Silva, R. S. (2012). Fairy tales and moral values: A corpus-based Approach. BELT Journal, 3 (1), 133-145. https://revistaseletronicas.pucrs.br/ojs/index.php/belt/article/view/10326
Singhal, A. (2013). Introduction: Fairy tales to digital games: the rising tide of entertainment education. Critical Arts, 27 (1), 1-8. DOI: 10.1080/02560046.2013.766971
Stavrou, E. (2015). Determining the cultural identity of a child through folk literature. American Journal of Educational Research, 3(4), 527-534. DOI: 10.12691/education-3-4-20
Steeves, N. (2015). Fairytales in secondary English classrooms?: Exploring Multimodality, Visual Literacy and Student Resistance. A Project. University of Victoria. https://dspace.library.uvic.ca/bitstream/handle/1828/6705/Steeves_Nicole_MEd_2015.pdf;sequence=3
Sukmawan, S. & Setyowati, L. (2017). Environmental Messages as found in Indonesian Folklore and Its Relation to Foreign Language Classroom. Arab World English Journal, 8 (1), 298-308. https://dx.doi.org/10.24093/awej/vol8no1.21
Sulistianingsih, E. (2017). The effectiveness of learning model based digital story?ling to improve students’ emotional intelligence. Jurnal Penelitian Pendidikan. 34 (2), 43.
Umaya, et.al. (2017). Local stories adapted as learning tools innovation of fairy tale for teacher to improve the literacy skills of student in secondary schools. International Journal of Pedagogy and Teacher education, 1 (1), 63-72. https://dx.doi.org/10.20961/ijpte.v1i1.8396
Wang. (2007). Eastern vs western culture. Mosaic June 2007. http://www.fcu.edu.tw/wSite/publicfile/Attachment/f1279678092949.pdf
Wardiman, A, Jahur, M.B and Djusma, M.S. (2008). English in focus. Jakarta: Publishing Company of National Education Department