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?