Post on 06-Mar-2023
PREFACE
Firstly, all praises to be Allah, the Lord of the world who has helped
the committee or editorial team to complete this proceeding. Without His
blessings all these things will not happen. Furthermore, peace and
blessing be upon the Messenger of Allah, Muhammad who has inspired
most of people to promote ameaningful life. The proceeding of 2nd
International Conference on the Teaching of English and Literature (2nd
ICOTEL) can be finished on time.
Secondly, the theme of the proceeding is “Engaging Students in
Active Online Teaching and Learning”. There International keynote
speakers from Malaysia, Thailand, and Indonesia contributed in the
conference and proceeding. This proceeding involves papers from
experts, lectures, teachers and postgraduate students and other interested
profesional from Indonesia. The articles are about English teaching,
language, literature, and linguistic. The proceeding is expected to be
useful for many people, especially for education field. Besides, it can be
reference for researcher to conduct the new research on English
education.
The last, the committee of the international conference would like to
forgive if there are several mistakes existed in the proceeding. It is
because nobody perfect in the world. However, the committee still
receives critics and suggestions for the proceeding, thus, the next
proceeding can be better.
Bengkulu, November
2021
Editorial Team
Proceeding Inernational Conference on the Teaching English and
Lierature
“Engaging Students in Active Online Teaching and Learning”
November 6th, 2021
Unit Penerbitan, Publikasi, dan Data Informasi FKIP
E-ISBN:
Committee
Conference Chair : Dr.Ira Maisarah, S. Hum., M.Pd
Secretary : Mega Fitri Wulandari, M.Pd
Treasurer : Monalisa, S.Kom
IT dan Website : Daeng Farhan, M.Pd
Public relation and : Nora Arseta, M.Pd publication
Equipment : Ejontomi Afrizon, M.Pd
Event : Dr. Iis Sujarwati, M.Pd
Secretariat : Sinta Kurnia Dewi, S.P.
Steering Committee:
1. Prof. Safnil, M.A., Ph.D
2. Prof. Lutfi Firdaus, S.T., M.T
Reviewer : 1. Dr. Wisma Yunita, M.Pd
2. Dr. Dedi Sofyan, M. Hum
3. Dr. Alamsyah Harahap, M.Lib
Editor : 1. Dr. Syahrial, M.A., M.Phil
2. Dr. Azwandi, M.A
3. Dr. Syafryadin, M. Pd
Cover Design : Septiyara Lingce, M.Pd
Publisher : Unit Penerbitan, Publikasi, dan Data Informasi FKIP
Editorial Address : Jln. WR Supratman Kandang Limun Bengkulu
38371A Telepon (0736) 2110 Psw.203-232, 21186
Faksmile: (0736) 21186 Laman: www.fkip.unib.ac.id
e-mail: dekanat.fkip@unib.ac.id
ICOTEL 2021
TABLE OF CONTENTS
1. Problems And Possible Solutions In Affective Assessment During Online Learning In English Language Classes; A Qualitative Study At Junior High Schools In Bengkulu City Ira Maisarah, Safnil Arsyad, Dedi Sofyan ................................................................. 9
2. Digital Translation Of English And Latin In Taxonomy Allif Syahputra Bania ................................................................................................. 16
3. Teaching English through Romeo and Juliet Stevani Likasari Tarigan ............................................................................................ 22
4. Parents’ Perception: Involvement in Children’s English Learning Achievement amid the Covid-19 Pandemic Yohana Eva Mau Kasi, Suparno, Abdul Asib ............................................................ 32
5. How to Get Students Engaged in Online Speaking Class: A Teaching Self- Reflection Ildi Kurniawan ............................................................................................................. 39
6. Analysis of English Foreign Language Students’ Ability to Understand the Elements of "The Three Billy Goats Guff" Story Susi Hermiati, Ira Maisarah ........................................................................................ 48
7. The Analysis of Moral Values of Narrative Text in English for Cambodian Textbook Soeurn Chenda ........................................................................................................... 57
8. The Implementation of Pedagogical Strategy of English for Specific Purposes in Pandemic era; challenge and strategy Tatu Zakiyatun Nufus ................................................................................................. 63
9. Perceptions Of Technological, Pedagogical And Content Knowledge (Tpack) Among Efl Pre- Service Teachers In Cilacap, Central Java, Indonesia Aulia Rahma Eka Kusuma Dewi ................................................................................ 70
10. Interpretation Of The Messages In William Shakespeare’s Selected Sonnets Rida Marlenie .............................................................................................................. 78
11. English Teaching Media Used By Teachers At Favourite Junior High Schools Noni Apriani, Sakut Anshori, Henny Septia Utami ................................................... 86
12. The Exploration of EFL Teachers' Positive Beliefs, Self-Efficacy Beliefs, and Pedagogical Beliefs Concerning ICT Integration Anggi Purwa Lestarina, Joko Nurkamto, Ngadiso ................................................... 94
13. Analyze Moral Lesson In A Cambodian Short Stories Nov Sampors ............................................................................................................ .104
14. Imagery Analysis In Lang Leav`S Six Selected Poems Nurbaiti ...................................................................................................................... 110
15. Efl Teachers Perception Of Formative Assessment In Islamic Senior High School In Indonesia Muthia Hamidah ........................................................................................................ 120
16. An Analysis Of Characterization Of Joe March In Louisa May Alcott’s Little Women Ade Suci Oktariani .................................................................................................... 129
17. Examining Indonesian Students’ Perceptions Of Efl Teacher Roles Through Metaphor Analysis Adi Irma Suryadi, Joko Nurkamto, Endang Setyaningsih ..................................... 143
18. The Role Of Academic Self-Efficacy As A Predictor Of Students’ Arguments In English Debate Anggun Mukti Prima Bakti ....................................................................................... 150
19. Students’ Perception And Readiness For The Implementation Of A Web-Based Online English Learning During Covid-19 Pandemic Dedy Yulianto ............................................................................................................ 158
20. Portraying Teachers’ Expectations In The Teaching Of Writing During The Outbreak Of Covid-19: A Case Study In Indonesian Islamic University Endah Kurtianti, Endang Setyaningsih, Nur Arifah Drajati .................................... .167
21. Indonesian Students’ Perception Of Translanguaging Challenges In The Efl Class Suparno Fransiskus Dinang Raja, Suparno, Ngadiso ........................................................... 173
22. An Analysis Of Irony In Narrative Text “Snow White” By Jacob Grim Indri Febriana ............................................................................................................ .181
23. Reading Assessment In Learning English By Using Short-Story Method At Senior High School 4 Tanjabbar Istiana Deni Putri ...................................................................................................... 189
24. An Analysis of Major Formalist Approach Terms in Short Story Everyday Use by Alice Walker Kristiana Alasta ........................................................................................................ 197
25. English Teachers’ Identity Development Through Distance Learning Latifah Fatmawati, Dewi Rochsantiningsih, Slamet Supriyadi .............................. 207
26. Language Style Used In Folklore Written In Senior High School’s English Textbook Nandatul Faradila ..................................................................................................... .215
27. Pre-Service Teacher’s Sense Of Efficacy In Asynchronous Teaching Through Call During The Covid-19 Nito Majid Mujtahid, Ngadiso, Slamet Supriyadi .................................................... 224
28. An Analysis On Moral Value In The Poem Lyrics Of English Textbook At Eleventh Grade Of Senior High School Nova Pandan Sari ..................................................................................................... .232
29. An Analysis of Moral Values in the Movie Entitled “Malignant” Ririn Pitaloka ............................................................................................................ 238
30. Writing Problems of English Personal Letter by Subulussalam Islamic Boarding School Students Ronald Oktayesya, Ratmanida ................................................................................ 246
31. An Analysis of Symbol in Ernest Hermingway Story; Cat in the Rain Sri Rahayu Putri ....................................................................................................... 253
32. Feminism of the Main Character, Daisy Miller, in the “Daisy Miler” Novel by Henry James Tania Syafutri ............................................................................................................ .267
33. The Impact of Online Learning of English Teachers in Remote Areas Tuminah, Yustina Selong, Kunto Nur Cahyoko ...................................................... 277
34. Moral Values Of Narrative Texts In Senior High School Yuria Kasmita ........................................................................................................... 284
35. An Analysis Of Education Values In Totto-Chan Novel “The Little Girl At The Window” Written By Tetsuko Kuroyanagi Beti Yusipa ................................................................................................................ 291
36. The Objective And Expressive Study In William Blake’s “The Sick Rose” Utari Dwi Sartika ....................................................................................................... 300
37. Analysis Anaphora Poetic Technic In Selected Poems By Robert Louis Stevenson Ridha Pratiwi ............................................................................................................. 307
38. Analysis Structural Of The Short Story “ The Happy Prince” By Oscar Wilde Works Gesna Fitri, Ira Maisarah .......................................................................................... 314
39. Problems Of Online Learning during Covid-19 Pandemic In EFL Classroom Sri Rahmadhani Siregar .......................................................................................... 323
40. The Effect Of Using Board Games On The Students’ Speaking Skill (A Quasi-Experimental Study At The Tenth Grade Of SMA Muhammadyah 4 Bengkulu In 2016/2017 A.Y) Lussy Erviona ........................................................................................................... 331
41. Examining How Indonesian EFL Teachers Engage With Online Formative Assessment During Covid-19 Pandemic Andri Suherman ....................................................................................................... 340
42. The Students’ Perception On Writing Project Of Short Story During Covid-19 Pandemic Desi Futriana ............................................................................................................. 348
43. The Analysis Of Gender-Based Language Written In The Short Stories Of Twelfth Grade English Language Textbook LY Sovann ................................................................................................................. 354
44. Moral Values Of The Main Character In Bengkulu Legend “The Legend Of N’daung The Snake” Mefi Yulianti .............................................................................................................. 362
45. Belle Character And Feminism In Beauty And The Beast 2017 Rahayu Oktarini ........................................................................................................ 369
46. ELT Learners’ attitudes towards Flipped Lesson Model In Online Reading Classroom Shofiyatul Huriyah, Emilia Contessa, Muhammad Nang Al-Kodri ........................ 272
47. Making And Using Learning Media Of Canva Based Digital Comic For Teaching And Learning English Yulia Isratul Aini ....................................................................................................... 272
48. Teaching Through Memes To Help Audience Understand The Concept (A pragmatic-Semiotic Study) Yuliana Kristianti ...................................................................................................... 369
49. Improving Students Writing Skills By Using Tidy Page (TIPA) (A Study At the First Year Of SMPN 1 Kota Bengkulu 2021-2022) Yenti Priani................................................................................................................ 369
50. An Analysis Of Maya Angelou’s Poetry Entitled “Stil I Rise” Arin Nurzalinda ......................................................................................................... .379
51. Moral Values Found in Short Story of Junior High School English Textbook Evi Sastra .................................................................................................................. 392
52. Analyzing the Figure of Speech Found in 5 Poems by Famous Poets Heryanti Novitasari ................................................................................................... 400
53. Teachers’ Perceptions Toward Integrating ICT into Language Teaching Activities Oktariza Mardatillah ................................................................................................. 409
Proceeding of 2ndInternational Conference on the Teaching of English and Literature Bengkulu, Indonesia, November 6th, 2021
ISBN: xxxx-xxxx
Page xxx
Moral Values of Narrative Texts in Senior High School
Yuria Kasmita
University of Bengkulu yuriakasmita@gmail.com
Abstract
Moral values become the main issue in education. Every element in school has the responsibility to
impart moral values to the students in order to build good characters. In the teaching-learning process,
the teachers can teach moral values through texts, mainly in narrative texts. In this research, the
researcher tries to find out the moral values in four narrative texts in senior high school textbooks,
titled English Zone for Senior High School Students Year XII. The title of the narrative texts are
Bawang Merah and Bawang Putih, Seeking at The Great Wall, and the Pied Piper of Hamelin. This
research used a qualitative research design with descriptive analysis to analyse the texts deeply. The
data in this research comes from the text which are available in the textbook. The results indicate that
every text has, at least, a moral value in its narrative, among others: The wickedness will be destroyed,
the kindness and patience will bring to the happiness, sacrifice for love, dishonesty will bring
difficulties or Breaking the promise bring the difficulties.
Keywords: moral values; narrative texts; textbook.
Introduction
The objective of learning English is to acquire four language skills. They are listening,
speaking, reading and writing. To achieve this goal, there are some things which must be
considered.one of them is teaching materials. In English, the teaching materials are developed based
on the syllabus. Before deciding the teaching materials which will be used, the materials developer
must consider these things: First, the objective. What is the learners‟ objective in learning English?
Because different learning objective will determine different teaching materials. For example, learners
who want to study English for academic purpose will be different from those who learn English for
specific purpose.
Second, the level of teaching materials difficulty. The teaching materials must be designed
based on the level of the learners. For example, learners who are in beginner level will be different
from those who are in intermediate or advanced level. Third, Vary. The teaching materials must be
various. It‟s very important to develop good atmosphere in teaching English. The various teaching
materials can help the teaching learning process will be more enjoyable and more interesting. It also
can prevent students from feeling bored and can increase their motivation to learn English. The
variation can be conveyed through stories. Actually, stories are very interesting for most of the
students. The stories can attract the learners to read the text given. Besides that through stories, the
Kasmita, Y. Moral Values of Narrative Texts in Senior High School
learners can learn the moral values which are available in the texts. And the kind of this text is
narrative text.
Narrative texts are taught in Junior High School and in Senior High School. There are moral
values are in the narrative texts. There are some researches related to narrative text to find out the
moral values in the texts. Bartens in Abrar, M. (2016) asserted that moral values are the basic
principle in life. Moral values can become a guide for people to do good things or bad things. It shows
that moral values are the guidelines for our daily life. Through reading narrative texts, it‟s hoped that
the students can get the moral values that can be implemented in their life. Susanti (2016) investigated
the moral values of narrative texts which are provided in the English Junior High School textbook.
She stated that there were sixteen moral values that existed in twenty narrative texts which were
analyzed. They are sincere, honest, humble, affectionate, disciplined, economize, no surrender,
justice, positive thinking, independence, peacefulness, tolerance, emotional control, responsibility,
creativity, hard work, and collaboration.
While Abrar, M (2016) analyzed the three selected English stories on Primary and Junior
High School. He stated that the moral values of those three stories are never underestimated the
weakest opponent, Never giving up is the key to success, Look before your leap, Being smart helps
better in life and trust is the basis of the relationship. Setiawan, I., and Fahriani (2017) asserted that
the narrative texts were dominated by the value of kindness, while fairness was included least
explicitly in the stories. The findings were also supported by the teacher‟s and students‟ views related
to the texts. Based on the researches previously, the researcher will investigate the mora values of
narrative text in Senior High School Textbook.
Research Methodology
This research uses descriptive qualitative research which deals with non-numerical data.
Miles and Huberman, (1994) as well as Croker, (2009) define the descriptive qualitative method as
collecting textual data by using interpretative analysis rather than statistical methods. Because of that,
this research deals with analyzing narrative texts and interpreting the text rather than analyzing the
number. This research employs four narrative texts Bawang Merah and Bawang Putih, Seeking at The
Great Wall, and The Pied Piper of Hamelin. The main focuses of the research are analyzing the
elements of texts and interpreting them to get the character moral values conveyed. The data are
collected through the steps: first, reading the texts several times. Second, interpreting the word
conveyed by the text according to the character moral values analyzed. Third, interpreting the moral
values from the text according to the curricula (Miles, 1994)
Findings and Discussion,
Findings
BAWANG PUTIH AND BAWANG MERAH
Kasmita, Y. Moral Values of Narrative Texts in Senior High School
After reading several times and did the analysis to this narrative text, the researcher concluded
that this story has two moral values. The first is that wickedness will be destroyed. The second is that
kindness and patience will bring happiness. This conclusion was taken after reading the text several
times. The wickedness can be seen in Bawang Putih‟s stepmother and Bawang Merah‟s bad character.
Their bad characters can be found in:
Paragraph 2
Both Bawang Merah and her mother were jealous of Bawang Putih’s beauty though in front
of the father, they always treated her nicely. But since Bawang Putih’s father was a merchant, he
travelled a lot and often left her at home with her stepmother and stepsister. When the father was not
around, Bawang Merah and her mother would treat Bawang Putih cruelly. Bawang Putih loved her
father so dearly that she kept all her stepmother and stepsister’s bad treatment bad treatment inside
her heart.
Based on the text above, we can conclude that Bawang Putih‟s stepmother and Bawang
Merah have bad characters especially to Bawang Putih. The word jealous of Bawang Putih‟s beauty
means that they disliked to Bawang Putih. While the sentence „treat Bawang Putih Cruelly’ mean that
they used to do bad things to Bawang Putih.
Paragraph 3
As the days went by, the hatred of Bawang Merah and her mother towards Bawang Putih grew.
That morning, Bawang Merah asked her mother to cook her delicious food. The mother asked
Bawang Putih to buy all the ingredients at the market without giving her money. She even threatened
her that if she could not get what she wanted, Bawang Putih was not allowed to return home.
After reading this paragraph, we found the words „..., the hatred of Bawang merah and her
mother towards Bawang Putih grew.‟ This part of the sentence described that Bawang putih‟s
stepmother and Bawang Merah‟s hate to Bawang Putih increased day by day. They never happy with
Bawang Putih. So, they instructed many unlogical tasks to Bawang Putih, such as asking her to cook
delicious food without giving money to buy the ingredients needed.
Paragraph 5
When Bawang Putih came home, her stepmother and stepsister were disappointed to see
that Bawang putih had gotten everything that they had asked. The next morning, Bawang putih’s
stepmother asked her to do the same thing again: shopping without any money.
This sentence showed that Bawang Merah and her mother didn‟t want to see Bawang Putih
happy. After succeeding to provide delicious food to them, they asked Bawang Putih to do the same
thing again without giving any money. In this case, we could see how Bawang Putih‟s stepmother and
Bawang Merah wanted to torment Bawang Putih with unlogically task.
Paragraph 7
The next morning, the stepmother asked Bawang Putih to catch a big goldfish in the river. She
wanted to cook it for her daughter, Bawang Merah.
Kasmita, Y. Moral Values of Narrative Texts in Senior High School
Discussion
When Bawang Putih‟s stepmother and Bawang Merah knew that a goldfish had helped Bawang Putih,
they wanted to kill it because thay didn‟t want the goldfish helped Bawang Putih. It showed how cruel
Bawang Puth‟s step mother and Bawang Merah to her.
We could see the bad characters of Bawang Putih‟s stepmother and Bawang Merah in paragraph two,
paragraph three, paragraph five and paragraph seven. After reading these paragraphs we could
conclude that how cruell they are. Until they got the punishment when they tried to pick up the gold
fruit from the three which grew above the grave of goldfish which killed by Bawang Putih‟s
stepmother. They were bit by the giant snake and died. We could read in paragraph ten.
„. . . . But just when Bawang Merah and her mother climbed the tree, a giant snake suddenly
appeared and bit them righ on their ankles. Within second, they both fell to the ground and died
because of their own greed.’
Finally, the cruelty will be ended by the death of Bawang Putih‟s stepmother and Bawang
Merah. While the second moral value of this story is that kindness and patience will be ended happily.
We could see the good characters of Bawang Putih in:
Paragraph 2
„. . . . Bawang Putih loved her father so dearly that she kept all her stepmother and stepsister‟s bad
treatment inside her heart.‟
The sentence above showed that Bawang Putih had love and affection to her father. So he hid the bad
treatment of her stepmother and Bawang Merah to her father. She didn‟t want to see her father felt
worry to her when he wasn‟t around her. Besides that Bawang Putih was also very patient doing her
stepmother and Bawang Merah‟s unlogicall instruction. The instruction to cook the delicious food
without giving her money to buy the ingredients. Until a goldfish had helped her by providing the
ingredients needed magically.
Paragraph 8
„. . . . The stepmother quickly cooked and ate it together with Bawang Merah. Bawang Putih
refused to eat her dear helper and friend. When they finished eating the fish, Bawang Putih collected
the fish bones and buried them at the backyard of her house. She was in tears when she said her prayer
and apology for the goldfish.‟
The patience of Bawang Putih was also shown when her stepmother and Bawang Merah
killed and ate the goldfish which had helped her
At the end of the story, Bawang Putih married the King after she succeeded to pick the gold fruit from
the magic tree which grew above the grave of goldfish which had helped Bawang Putih previously.‟
So, we could conclude that the second moral value of Bawang Putih and Bawang Merah story
is that kindness and patience would bring happiness.
SEEKING AT THE GREAT WALL
After reading this text thoroughly, the researcher concluded that the moral value of this
narrative text is sacrifice for love. This story told about big love of Meng Chiang-nu to her husband.
We could find how big her love in:
Paragraph 1
„ . . . . Wan Hsi-liang had a beautiful and virtuous wife, whose name was Meng Chiang-nu.
For a long, long time after her husband was forced to leave her, Meng Chiang-nu had no news of him.
Her hatred of the wicked ruler grew apace with her longing for the husband.’
After reading this paragraph, we knew that Meng Chiang-nu was a very good wife. It could be
seen in a word „virtuos‟. Besides that the sentence „with her longing for the husband‟ showed that she
felt missed her husband. In this case, we can conclude that someone will miss their beloved one.
Paragraph 2
Kasmita, Y. Moral Values of Narrative Texts in Senior High School
‘But even as the seasons changed, there still was no news about Wan Hsi-liang. It was
rumored that the Great Wall was being built somewhere way up north where it was so cold that one
could hardly dare stick one’s hands out of one’s sleeves. When Meng Chiang-nu heard this, she
hurriedly made cotton-padded clothes and shoes for her husband. But who should take these to him
when it was such a long way to the Great Wall? Pondering the matter over and over, she finally
decided she would take the clothes and shoes to Wan Hsi-liang herself.’
Because of her big love, Meng Chiang-nu decided to deliver the cotton-padded clothes and
shoes to her husband by herself. Even though the weather was so cold. Actually, nobody could do this
hard journey if s/he didn‟t have big love. Love made someone want to sacrifice.
Paragraph 3
„ . . . . She dreamed her husband was coming towards her and a feeling of great happiness
enveloped her. But then he told her that he had died and she cried bitterly. When she woke in the
morning, she was overwhelmed by doubts and sadness as she remembered this dream. With curses on
the emperor, Meng Chiang-nu continued on her journey.’
Because of her big love, she then dream her husband came to her. But, then she cried when he said
that he had died.
Paragraph 6
„Her anguish over her husband’s unknown fate increased and she shed many bitter tears as
she continued her search.
Paragraph 7
„. . . . Hearing this tragic news, Meng Chiang-nu fell into a swoon. Some of the builders
tried to revive her, but it was a long while before she regained consciousness. When she did, she burst
into a flood of tears for several days. Many of the toilers wept with her. So bitter was her lament
that, suddenly a length of over two hundred miles of the Great Wall came crumbling down while a
violent storm made the sand and bricks whirl about in the air.
In paragraph 6 and 7, when Meng Chiang-nu knew that nobody where her husband was, she
was very sad. She cried. When he knew that her husband had passed away, he fell into a swoon and
she burst into a flood of tears for several days. Then her lament crumbled the Great Wall. This series
of events showed how big Meng Chiang-nu love to her husband.
THE PIED PIPER OF HAMELIN
This story told that dishonesty will bring difficulties or Breaking the promise bring
difficulties. It can be concluded after reading the text several times. We could conclude after reading
in paragraph one:
“He claimed to be a rat-catcher and he promised for a certain sum of money that he would rid
the city of all mice and rats. The citizen stuck a deal, promising a certain price.”
In this sentence, the citizen promised to pay The Pied Piper if he could free the city from the
mice and rats which disturbed the citizen‟s life. But after The Pied Piper has succeeded to rid the city
of all mice and rats, the citizen refused to give a sum of money to him. From these sentences, we
could see that the citizen had broken the promise
Kasmita, Y. Moral Values of Narrative Texts in Senior High School
Paragraph 2
„He sounded his fife in the streets, but this time it wasn‟t rats and mice that came to him, but
rather children: a great number of boys and girls from their fourth year on.
The Pied Piper was very disappointed that the citizen didn‟t keep their promise. Then, he went
away. But one day, he came again to the city. But, now, he didn‟t want to free the city from the
plagues. Now he brought all the kids in the city with him. And nobody could find the missing kids.
As a result of breaking the promise, the citizen must lose their kids. Breaking the promise bring the
difficulties.
Paragraph 3
„Within hours, messengers were sent everywhere by water and by land inquiring if the
children – or any of them – had been seen, but it was all for naught.‟
The Pied Piper who had a rat catcher wanted to help the people in the city to free it from rats
if the people gave him sum of money. But, after the Pied Piper did his task, the people refused to pay
him. The Pied Piper was angry, went away. But the next days, he came again and brought all the kids
in the city away with him and nobody could find where they were.
Then, the people regretted that they didn‟t keep their promise to Pied Piper. As a result, they must lose
their beloved kids.
Conclusion and Suggestion
After comprehending and analyzing the stories of Bawang Putih and Bawang Merah, Seeking
the Great Wall, and The Pied Piper, the researcher concludes that every story has different moral
values. The moral value of Bawang Putih and Bawang Merah is the first is the wickedness will be
destroyed. The second is that kindness and patience will bring happiness. While the moral value of
Seeking the Great Wall is Sacrifice for Love. And the story of The Pied Piper has moral value,
dishonesty will bring difficulties, or breaking the promise bring difficulties. This study has been done
only for three narrative texts in the book, So, It still can do the same research on different narrative
texts.
References
Abrar, M. (2016). Learning from Fables: Moral Values in Three Selected English Stories. DINAMIKA
ILMU, (16), 41-58.
Alsahafi, M. (2020). A Narrative Discourse Analysis of Poe‟s Short Story “The Tell-Tale Heart”:
Implication for Language Teaching. English Language Teaching,13 (1).
Astuti, E.M. (2010). English Zone for Senior High School Students Year XII. Jakarta: Erlangga
Aydin, I. (2019). A Corpus on Narrative Texts in Turkish Language. International Journal of
Progressive Education,15 (4).
Burns, D.P. and Rathbone, A. (2010). The Relationship of Narrative, Virtue Education, and an Ethic
of Care in Teaching Practice. Available at
https://www.researchgate.net/publication/48604019_The_Relationship_of_Narrative_Virtue_
Education_and_an_Ethic_of_Care_in_Teaching_Practice
Choudhary, S. (2016). A Literary Approach to Teaching English Language in a Multicultural
Classroom. High.Learn. Res. Commun, 6.
Departemen Pendidikan Nasional. (2005). Materi Pelatihan Terintegrasi Bahasa Inggris. Jakarta.
Janit, A. (2011). The Power of Fiction: Reading Stories in Abnormal Psychology. international
journal Scholarship of Teaching and Learning (ijSOTL), 5 (1), 1-12.
Kasmita, Y. Moral Values of Narrative Texts in Senior High School
Jury, C. (2011). Narrative and Moral Meaning. The International Journal of the Arts in Society, 6( 4),
27-39.
Safder, M. And Hussain, A. (2018). Relationship between Moral Athmosphere of School and Moral
Development of Secondary School Students. Bulletin of Education and Research, 40 (3), 63-
70.
Sallabas, M.E., (2013). Analysis of Narrative Texts in Secondary School Textbooks in terms of
Values Education. Academic Journal, 8 (8), 361-366.
Sari, M.D., An analysis of the Students‟ Abilities in Understanding Moral Values on Narrative Text:
A Case Study at Second Grade Students of SMKN 1 Kuripan.
Schaps, E. And Lewis, C. (1996). Eleven Principles of Effective Character Education.
Susanti, A. (2016). Common Moral Values Found in Narrative Passages of English Textbooks of
Junior High School and Teacher Strategies in Implementing Them. Postgraduate Program of
English Education Department of Teaching and Art Faculty of Teacher Training and
Education Bengkulu University.
Wahyuni, Y. (2019). An Analysis of Moral values of Edensor Novel (English Version) Written By
Andrea Hirata. Tarbiyah and Teacher Training Faculty Raden Intan State Islamic University
Lampung.
Walker, D.I and Thoma. S.,(2017). Moral and Character Building. Available at:
https://www.researchgate.net/publication/303177776_Moral-character_education
Yuksel, K. And Karagul, B.I. (2015). The Place of Literature in an English Language Teaching
Program: What Do Students Think About It?