STUDENTS’ RESPONSE TOWARD TEACHING TECHNIQUE USED BY TEACHER IN TEACHING WRITING TO THE EIGHTH GRADE CLASS
OF SMP NEGERI 1 KEPANJEN
THESIS
By:
ANASTASIA MEGAWATI (09360255)
UNIVERSITY OF MUHAMMADIYAH MALANG FACULTY OF TEACHER TRAINING AND EDUCATION
STUDENTS’ RESPONSE TOWARD TEACHING TECHNIQUE USED BY TEACHER IN TEACHING WRITING TO THE EIGHTH GRADE CLASS
OF SMP NEGERI 1 KEPANJEN
THESIS
By:
ANASTASIA MEGAWATI
UNIVERSITY OF MUHAMMADIYAH MALANG FACULTY OF TEACHER TRAINING AND EDUCATION
STUDENTS’ RESPONSE TOWARD TEACHING TECHNIQUE USED BY TEACHER IN TEACHING WRITING TO THE EIGHTH GRADE CLASS
OF SMP NEGERI 1 KEPANJEN
THESIS
This thesis is submitted to fulfill one of the requirements To achieve Sarjana Degree in English Education
By:
ANASTASIA MEGAWATI 09360255
UNIVERSITY OF MUHAMMADIYAH MALANG FACULTY OF TEACHER TRAINING AND EDUCATION
vi
MOTTO AND DEDICATION
“ 5. K a r en a sesu n ggu h n y a sesu d a h k esu l i t a n i t u a d a k em u d a h a n ”
“ 6. Sesu n ggu h n y a sesu d a h k esu l i t a n i t u a d a k em u d a h a n .” (Qu r ’a n ; A l a m N a sy r a h : 5-6)
" 11. I n n a l la h a l a a y u gh a y y i r u m a a bi qou m i n , h a t t a y u gh oy y i r u m a a bi a n f u si h i m ..." "Sesu n ggu h n y a A l l a h t i d a k a k a n m en gu ba h k ea d a a n su a t u k a u m , sebel u m m er ek a m en gu ba h k ea d a a n m er ek a sen d i r i ".
(Qu r ’a n ; A r -R a 'd : 11)
“ If opportunity doesn’t knock, build a door” .
-M ilton
This thesis is dedicated to:
M y beloved M other and Father
for the love, prayers, patience, and support. You’re
vii
STUDENTS’ RESPONSE TOWARD TEACHING TECHNIQUE USED BY TEACHER IN TEACHING WRITING TO THE EIGHTH
GRADE CLASS OF SMP NEGERI 1 KEPANJEN ABSTRACT
Teachers have important roles in the classroom. Therefore, they must create a conducive class and prepare materials that will be delivered to students and use method, strategy, and technique effectively. Related to the statements above, there were two problems analyzed by the researcher: 1) What are the teaching techniques used by the teacher in teaching writing to the eighth grade class of SMP Negeri 1 Kepanjen? 2)How is the students’ response toward teaching technique used by teacher in teaching writing to the eighth grade class of SMP Negeri 1 Kepanjen?
The research design used in this study was descriptive quantitative, the subject of this study was one teacher who taught English in eighth grade students at SMP Negeri 1 Kepanjen, and VIII D class students. In collecting the data, the researcher used an interview, classroom observation, and questionnaire. The interview was given to the teacher who taught English in the VIII D class. The non-participant observation was used to get the data on the implementation of techniques of teaching English. Meanwhile, the questionnaire (Likert scales) was used to obtain the data on the students’ response toward the techniques used in teaching writing descriptive text.
In this research, the researcher found that the teacher used some techniques in teaching writing. Based on the observation and interview with teacher, the researcher found that there were two techniques used by teacher, those were techniques using picture and reading. The students generally had positive response toward the teaching technique used by teacher. The students generally had positive response toward the teaching technique used by teacher. The teaching techniques used by the teacher were effective to improve writing descriptive text ability. The students became easier to write descriptive text because by using pictures as media, they could develop their ideas and become more focus on the topic and also could add more vocabularies.
Key Words: teaching technique, writing, response.
Malang, January 20 , 2014
Advisor I The writer
viii
ACKNOWLEDGEMENT
Alhamdulillah, the writer would like to convey her grateful praise and worship to the Almighty God, Allah SWT because of His guidance, blessing and affection that she could finally finish this thesis. I would like to show my sincere gratitude to all people who have supported me to finish my thesis. My appreciation and thanks are to:
1. Her first and second advisor; Drs. Mas’udi, M.Ed and Dian Arsitades, M.Pd for giving her patience, advice and guidance to accomplish this thesis. Thanks are also due to the lecturers of the English Department who have given her a lot of knowledge.
2. Headmaster of SMP Negeri 1 Kepanjen and Mr. Daman Yudi Raharjo, S.Pd as an English teacher who have permitted her to conduct the observation. 3. Her beloved parents Dra. Hari Sri Wahyuni and Drs. Bagus Karya Wahyudi,
M.Si who always give love, pray, affection, and attention.
4. Her classmates, D2 class of English Department and her best friends (Evika, Tiwi, Ipul, Lingga) who always share the happiness, support, and love.
5. Big family of “Kosan Adinda” (Mbak Ritna, Mbak Dina, Mbak Mey, Mbak Ulfa, Filda, Mbak Minul, Awie, Ima) who always share happiness and love. 6. Her inspiration, Kwon Jiyong (GD) and all Bigbang and EXO members who
always give their inspiring creativity by their lovely songs and their hard work that also really inspire her.
Finally, she also expresses her gratefulness to those who have directly or indirectly given some contribution to her in finishing this thesis.
Malang, 2014
ix
CHAPTER II REVIEW OF RELATED LITERATURE 2.1 The Nature of Writing ... 7
2.1.1 Teaching Writing ... 9
2.2 Descriptive Text ... 10
2.3 Teaching Technique ... 11
2.4 Teaching Writing Technique ………...12
2.4.1 Technique in Using Picture ... 12
x
2.4.2 Teaching in Using Controlled Writing ………...15
2.4.4 Teaching in Teaching Organization... 16
2.5 Definition of Response ... 17
CHAPTER III RESEARCH METHODOLOGY
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION 4.1 Research Findings ... 29
4.1.1 The Result of the Interview with the Teacher of VIII D Class ... 29
4.1.2 The Technique Used by Teachers in Teaching Writing... 30
4.1.3 Students’ Response toward Teaching Technique Used by Teacher ... 31
Table 4.1 ... 32
Table 4.2 ………...……... 34
xi
CHAPTER V CONCLUSIONS AND SUGGESTIONS
5.1 Conclusion ... 39
5.2 Suggestions ... 40
5.2.1 Suggestion for English Teacher ... 40
5.2.2 Suggestion for Students ...41
5.2.3 Suggestion for Further Researcher ...41
BIBLIOGRAPHY
Ary, Donald et. al. 2010. Introduction to Research in Education 8th Edition. Australia: Wadsworth.
Brown, H. Douglas. 2001. Teaching by Principles: An Interactive Approach to Language Pedagogy (2nd edition). New York: pearson Education.
Creswell, John. 2010. Research Design Qualitative and Quantitative Approaches. California: Sage Publications, Inc
Harmer, Jeremy. 2004. How Teach Writing. Pearson Education Limited: England. Herniyawati. 2010. Students’ Response toward Outlining Technique in Writing Class
at English Department Students in University of Muhammadiyah Malang. Unpublished Thesis. Malang: University of Muhammadiyah Malang.
Powell, A Russel et al. 2005. Introduction to Learning and Behaviour. USA: Wadsworth Group.
Pertiwi, Putri. 2013. A Study on The Seventh Grade Students’ Performance in Writing Descriptive Text at Mts. Muhammadiyah 3 Tugu Trenggalek.
Raimes, Ann. 1983. Techniques in Teaching Writing. New York: Oxford University Press.
1 CHAPTER I INTRODUCTION
This chapter discusses the background of the study, statement of the
problems, purpose of the study, significance of the study, scope and
limitation, and definition of key terms.
1.1 Background of the Study
In this globalization era of technology and science, English is known
as an international language and also the world most important language.
Indonesia, as a developing country, also uses English not only to
communicate with foreigners but also to study about economy, science, and
technology. People need to be able to understand English, because some
communication media, such as TV, radio, internet, are using English. English
is such an important role in many activities; English is needed in every
company, business, and foundation because English is an important role of
access to modern technology in Indonesia.
For those reasons, English must be applied early.In Indonesia, English
is taught from junior to high school and it becomes the first foreign language
taught to students. Students are expected to improve their skills and
knowledge so that they can be citizens who are competent in the future and
2
Based on the researcher’s experience, the skill that is considered as
one of the difficult skills is a writing skill. This skill usually becomes a final
product task in the learning process. For the students, this skill is considered
as the difficult skill because this skill needs a productive ability to create a
kind of text that should be coherent and cohesive.
As a productive skill, writing should produce the written language,
which is called a text. In addition, Brown (2001) says that text is the result of
thinking, drafting, and revising procedures that require specialized skills.
Those procedures include generating the ideas, organizing the idea coherently,
using discourse markers and rhetorical conventions, revising text for clearer
meaning, editing the text for appropriate grammar and producing a final
product (Brown, 2001).
Teachers have an important role in the classroom. Therefore, they
must create a conducive class and prepare materials that will be delivered to
students and use the method, strategy, and technique effectively. Teachers
must be able to apply the technique used in the classroom and choose a
variety of techniques so that students will keep interested to learn English
English teaching and learning process need modification, in order to
make students more excited and interested in learning English. Teaching is
showing or helping someone to do something, giving instruction, guiding in
the study of something, providing with knowledge, causing to know or
understand (Brown, 2000). Therefore, the application of the teaching
3
would not feel bored with variety activities in the classroom, so that teaching
learning process can run well and teaching goals will be achieved.
According to Powell (2002:48), a stimulus is any event that can
potentially influence behavior, while a response is a particular instance of a
behavior, the response of one organism can act as a stimulus that influences
the response of another organism. Based on that statement, the researcher
would like to identify the behaviors in the teaching and learning process, what
kind of teaching technique used by the teacher, because the teaching
technique that used in the class will determine how students’ responses would
be during teaching and learning process.
Based on previous study, there were also some techniques used by
teacher related to writing. Herniyawati (2010) conducted a research about
technique of teaching writing to the fifth semester students of English
Department at University of Muhammadiyah Malang. Outlining technique
was appropriate with students’ understanding in the teaching and learning
process. The researcher finds a problem faced by teacher; students are still
having a low motivation to writing. It is essential for teachers to create
favorable situations and activities which are exciting and stimulate students’
4
Considering the statement above, the researcher wants to know
whether other schools use the same techniques in teaching writing or not.
Because, by doing this research, the researcher can understand more about the
techniques that are efficient and effective in teaching writing.
The researcher is interested in conducting research about “Students ’
Response toward Teaching Technique Used by Teacher in Teaching
Writing to the Eighth Grade Class of SMP Negeri 1 Kepanjen”.
1.2 Statement of the Problems
Based on the background of the study stated above, the researcher
formulates the research questions as follows:
1. What are the teaching techniques used by the teacher in teaching writing
to the eighth grade class of SMP Negeri 1 Kepanjen?
2. How is the students’ response toward teaching technique used by teacher
in teaching writing to the eighth grade class of SMP Negeri 1 Kepanjen?
1.3Purpose of Study
This study is conducted to get the answers of research questions. The
purposes of this study are:
1. To describe the teaching technique used by teacher in teaching writing to
5
2. To investigates the students’ response toward teaching technique used by
teacher in teaching writing to the eighth grade class of SMP Negeri 1
Kepanjen.
1.4 Significance of Study
The result of this study is expected to be useful for the English
teachers. It is hoped that this research can contribute some ideas, concepts or
information, especially the teaching techniques used by English teacher at
SMP Negeri 1 Kepanjen.
This study is also expected to give information about students’
response toward teaching technique in English class, so teacher can recognize
each student’s response and make their teaching technique more efficiently
and better than before.
The result of the study can be used for the next researchers to increase
and enlarge the researchers’ understanding about teaching technique and able
to choose the appropriate technique for the students.
1.5 Scope and Limitation
The scope of this study is focused on teaching techniques used by
English teacher at SMP Negeri 1 Kepanjen in teaching writing and analyzing
the students’ response toward the teaching technique used by English teacher.
Meanwhile, the limitation of this research focused on the descriptive
6 1.6 Definition of Key Terms
1. Technique is any of a wide variety of exercise, activities, or devices, used in language classroom for realizing lesson objectives (Brown,
2000:171). It means that technique is the way how the teacher delivers
the material through the classroom activities in order to reach the
learning goal.
2. Teaching is showing or helping someone to learn how to do something, giving instruction, guiding in the study of something,
providing with knowledge, causing to know understanding (Brown,
2000 : 7).
3. Writing is a process of putting ideas down on paper to transform thought into words, to sharp main ideas and to give structure and
coherent organization into writing (Brown : 2000).
4. Descriptive text is the form of writing that used to describe person, place, even of units of time, such as days, times of day, or season
(Wishon, Burks : 1980)
