Abstract:
It cannot be denied that character and moral educations is a must for Indonesian young generation nowadays. mOne of effective ways to do it is by integrating character traits and moral values in curriculum for every course includes English. According to content standard (in school level-based curriculum) or main competency (in 2013 curriculum), narrative text is the best teaching material to instill character traits and moral value to the students. The implementation of the integration of moral and character education in narrative text will work well if the teacher use the combination of integrative approach (Savvidou, 2004; Divsar, 2009) and reflecyive approach (Wang, 2003) as recommended model. The phases of teaching English narrative text follow four stages, namely: (1) the preliminary phase: to provide students with linguistic analysis and aims at building students’ comprehension; (2) the content-cultural phase: providig students with certain aspects of culture and literature; (3) synthesis phase:providing an overall evaluation of the text and includes expression and exchange of students’ reactions to the literary text and their understanding as well; and (4) reflective phase: involving students with real-life situation in the narrative text. This can be done by asking students to do role-play, debate, writing “if-then” essay or playing game. By using this model, literature helps students develop linguistic competence, communicative skills as well as their knowledge of language accross discourse type, besides develop students’ character traits and moral values.
