AN ANALYSIS ON TEACHING TECHNIQUES USED BY THE TEACHER IN TEACHING WRITING AT THE 1ST YEAR OF
SMP 8 MUHAMMADIYAH BATU
THESIS
By:
ALISSA HERMILAH 201110100311032
ENGLISH LANGUAGE EDUCATION DEPARTMENT FACULTY OF TEACHER TRAINING AND EDUCATION
AN ANALYSIS ON TEACHING TECHNIQUES USED BY THE TEACHER IN TEACHING WRITING AT THE 1ST YEAR OF
SMP 8 MUHAMMADIYAH BATU
THESIS
This thesis is submitted to meet one of the requirements to achieve Sarjana Degree in English Language Education
By:
ALISSA HERMILAH 201110100311032
ENGLISH LANGUAGE EDUCATION DEPARTMENT FACULTY OF TEACHER TRAINING AND EDUCATION
This thesis written by Alissa Hermilah was approved on 4th May 2016
by:
Advisor II, Advisor I,
This thesis was defended in front of the examiners of the Faculty of Teacher Training and Education of University of Muhammadiyah Malang
and accepted as one of the requirements to achieve Sarjana Degree in English Language Education
on 4th May 2016
Approved by:
Faculty of Teacher Training and Education University of Muhammadiyah Malang
Dean,
Dr.Poncojari Wahyono, M.Kes
Examiners: Signatures:
1. Bayu H. Wicaksono, S.Pd., M.Ed., Ph.D 1. ………...
2. Teguh Hadi Saputro, S.Pd., M.A 2. ………
3. Dr. Hartono, M.Pd 3. ………
ORIGINALITY DECLARATION
The undersigned:
Name : Alissa Hermilah
Student ID Number : 201110100311032
Program of Study : English Department
Faculty : Teacher Training and Education
I declare that the work presentedin this thesis was carried out by myself and do not incorporate without acknowledgements any material previously submitted for a degree or diploma in any university. To the best of my knowledge this thesis does not contain any material previously published or written by another people except where due reference is made in text.
Malang, May 4th, 2016
MOTTO AND DEDICATION
) ﺮ ﺼﻟ ﻊﻣ ﷲ ﺇ ﻼﺼﻟ ﺮْ ﺼﻟ ﻨ ﻌﺘْﺳ ﻨﻣﺁ ﺬﻟ ﺃ ١٥٣)
“Hai orang-orang yang beriman, jadikanlah sabar dan shalat sebagai penolongmu,
sesungguhnya Allah beserta orang-orang yang sabar.” (Qs.Al Baqarah : 153)
This thesis is dedicated to: My beloved parents
ACKNOWLEDGEMENTS
Alhamdulillah, all praise is to Allah SWT, the merciful and charitable because of his guidance, blessing, and affection, the writer can finish this thesis. The writer would like to express his great appreciation to many people who had been involved finishing this thesis. The writer thanks to:
1. My beloved mom, Rahmah Mansur and dad Mulzafri BA (Alm.) Who gives me support and care about me.
2. Advisor 1 Dr.Hartono,M.Pd and advisor 2 Dra.Thathit M.Andini,M.Hum.
3. The headmaster Drs.Agus Setiawan and English teacher Supriyati,S.Pd at SMP 8 Muhammadiyah Batu.
4. My beloved brothers and sister: Ahmad Fuady, Ahmad Faruqi, Annisa Melisa, and Ahmad fikri who always with me and gives me support.
5. My dear friends Rury Erma Diana, Afni Zuroida, Devi Arie Yunita, Luki Widyastutik, Catur Puspita Rini, Erna Juliawati and Kusmanik Anjasiwi.
Malang, May 4th, 2016
The writer
TABLE OF CONTENTS
APPROVAL ... i
LEGALIZATION ... ii
MOTTO AND DEDICATION... iii
ACKNOWLEDGEMENTS ... iv
ABSTRACT ... v
TABLE OF CONTENTS ... vi
CHAPTER I INTRODUCTION ... 1
Background of the study ... 1
Statement of the problems ... 4
Purposes of the study ... 4
Significance of the study ... 4
Scope and limitation ... 5
Definition of key terms ... 5
CHAPTER II REVIEW RELATED OF LITERATURE ... 7
Nature of writing ... 7
Teaching writing ... 8
Techniques in teaching writing ... 9
Techniques in using picture ... 9
Techniques in using reading ... 10
Techniques in using all language skills ... 11
Techniques in using controlled writing ... 13
Techniques in teaching organization ... 14
Students’ response ... 15
CHAPTER III RESEARCH METHODOLOGY ... 17
Research design ... 17
Setting and subject of research ... 18
Research instruments ... 18
Observation ... 18
Interview ... 19
Questionnaire ... 20
Data analysis ... 22
CHAPTER IV FINDING AND DISCUSSION ... 24
Research Finding ... 24
The Techniques Used by The Teachers in Teaching Writing ... 24
Techniques in Using Pictures ... 24
Techniques in Using Controlled Writing ... 26
The Techniques Applied by The Teacher in Teaching Writing ... 27
Techniques in Using Pictures ... 27
Techniques in Using Controlled Writing ... 28
The Students’ Response Toward Teaching Techniques Used by The Teachers ... 29
Discussion ... 30
CHAPTER V CONCLUSIONS AND SUGGESTIONS ... 32
Conclutions ... 32
Suggestions ... 33
Suggestions for English Teacher ... 33
Suggestions for Students’ ... 33
Suggestions for Next Researcher ... 34
REFERENCE ... 35
TABLE OF APPENDIX
Table of Student’s Score ... 38
Student’s Score ... 39
Table Category of Student’s Response ... 41
The Percentage of Student’s Based on Their Selected Answer ... 42
Interview Guideline ... 43
Field Note ... 46
Observation Checklist and Procedures ... 49
REFERENCES
Anastasio, Cheryl. 2016. Writing Through Reading. 14-02-2016. http://www.yale.edu.
Ary, Donald. 2010. Introduction to Research in Education Eight Edition. Belmont: Wadsworth Cengage Learning.
Brown, Douglas H. 2004. Language Assessment Principle and Classroom Practic. New York: Longman.Inc.
Brown, Douglas H. 2000. Principle of Language Learning and Teaching Fourth Edition. New York: Longman.Inc.
Bruff, Derek. 2009. Teaching with Classroom Response Systems. San Francisco: Jossey Bass.
Cali, Kathleen. 2003. Organization. 16-03-2016. http://www.learnnc.org.
Defazio, Joseph; Josette Jones; Felisa Tennan; Sara Anne Hook. 2010. “Academic Literacy:The Importance and Impact of Writing Across the Curriculum-A Case Study”. Journal of the Scholarship of Teaching and Learning. vol.10, no.2, June 2010, pp.34-47.
Dokumen kurikulum 2013. Kementrian Pendidikan dan Kebudayaan Desember 2012. 15-01-2016. http://Kangmartho.com.
Easwaramoorthy, M; Fataneh Zarinpoush. 2006. Interviewing for Research. 01-02-2016. http://www.imaginecanada.ca.
Elturki, Eman. 2013. “Controlled Writing: An Effective Traditional Practice for Developing ELLs’ Composition”. Journal of the Humanishing Language Teaching. Year 15; Issues 2; April 2013, ISSN 1755-9715.
Flick, Uwe. 2007. Design Qualitative Research. California: Sage Publications Inc.
Gupta, Madan L. 2010. Interactive Teaching and Learning by Using Student Response Systems. 20-02-2016. http://www.science.uq.edu.au.
Lingenfelter, Michael. 2013. Using Picture Books to Elicit Creative Writing. 16-09-2015. http://www.cpalms.org.
Martyn, Margie. 2007. “Clickers in the Classroom: An Active Learning Approach”. Journal of Educause Quarterly. Number 2, 2007.
Megawati, Anastasia. 2014. Student’s Response Toward Teaching Techniques Used by Teacher in Teaching Writing to the 8th Grade Class of SMPN 01 Kepanjen.
Phillips, Lee M. 2002. Neuroscience for Kids Consultant. 10-11-2015. http://faculty.washington.edu.
Powell, A R; P.Lynee Honey; Dianne G.Symbaluk. 2013. Introduction to Learning and Behavior Fourth Edition. Belmont: Wadsworth Cengage Learning.
Rahman, Arief. 2012. A Study on Techniques in Teaching Writing at SMA Kertanegara Malang.
Rajasekar, S; P.Philominathan; V.Chinnathambi. 2013. Research Methodology. 19-12-2015. http://www.physics.edu.
Siahaan, Junita. 2013. An Analysis of Students’ Ability and Difficulties in Writing Descriptive Texts.
Suresh, K; P.Srinivasan. 20104 “Effective Teaching Makes Successful Teacher”. EPRA International Journal Economic and Business Review. vol.2, Issue.11, November 2014.
Thibaut, Francois. 2005. Learning a Second Language at an Early Age. 13-11-2015. http://www.newsforparents.org.
Vlack, Van S. 2007. Techniques in Using All Language Skills. 10-02-2016. https://books.google.co.id.
1
CHAPTER I
INTRODUCTION
In this chapter, the researcher presents background of the study, statement of the problems, purposes of the study, significance of the study, scope and limitation,
and definition of the key terms.
1.1Background of the Study
English is considered as foreign language in Indonesia. Some experts believe
that it is more effectively taught in younger age. According to Phillips (2002), learning a second (or a third) language is easier for young children, and some evidence indicates certain brain areas that might be involved in this learning. Junior
high school is the best period to learn a new language. According to Thibaut (2005), around age 12 or 13, children have their greatest potential to absorb and retain
language skills.
The purpose of teaching English in junior high schools is to enhance the nation’s competitiveness in global society. That is why English becomes important
subject and this subject can affect students’ grade too. According to curriculum 2012, English becomes main subject in junior high schools; also this subject gives more
competence orientation contributes to the intellectual aspects and effective.
Writing is the one of the language skills that must be taught in junior high schools because it helps to develop students’ understanding and ability to use
2
Defazio et al. (2010), writing is a skill that is grounded in the cognitive domain. It involves learning, comprehension, application and synthesis of new knowledge.
Writing also encompasses creative inspiration, problem-solving, reflection and revision that results in a completed manuscript. This means writing is a skill that
mostly uses brain power such as knowledge, comprehension, synthesis, and evaluation that combined with creativity in order to make a manuscript.
According to Siahaan, students in junior high schools still had low
achievement, and they were still confused in identifying the schematic structure of text. Moreover, the low achievers seemed to have less sense about English grammar.
They made a lot of mistakes in the text they wrote (2013). That is why for the students, writing is considered as a difficult skill because it needs a productive ability to create a kind of text that should be coherent and cohesive. Besides, the writer
(students) has to pay attention to the grammar, punctuation, etc.
Teaching English in junior high school is a challenge by an English teacher,
according to Amidon (in Suresh and Srinivasan 2014:2) teaching is an interactive process, primarily involving classroom talk which takes place between the teacher and pupils and occurs during definable activities. Teaching English in this junior high
school is not easy task, because almost the students find difficulties in learning this new language. Here, teacher have important role in the classroom because they have
3
According to Brown (2000), technique refers to the specific activities manifested in the classroom that are consistent with the method and, therefore are in
harmony with the approach as well. Here, techniques in teaching can help students easier in writing and helps students how to write correctly. Above all, the teacher can
make the class livelier.
There are many kind of technique that can be used to teach writing. According to Reimes there are five techniques used in the teaching of writing skill. Namely
technique in using picture, technique in using reading, technique in using all
language skill, technique in using controlled writing and technique in teaching organization (in Rahman 2012:9). In other words, in teaching writing, the teacher can
use these techniques by choosing the right one depending on students’ circumstances. Some previous studies concerning the techniques used by the teacher in
teaching writing have been reported. Rahman (2012) found out that there were two kinds of techniques used in teaching writing, namely the technique in using pictures
and the technique in using reading. The teacher applied those techniques effectively in the teaching and learning of writing. Also, Megawati (2014) found that the technique in using pictures used by the teacher was effective to improve students’
ability in writing descriptive text.
Based on phenomena above, the researcher is interested in analyzing the
4
that school. Besides that the researcher want to know how the students’ respond toward the techniques in teaching writing that used by the teacher.
1.2Statement of the Problems
Based on the background of the study above, the researcher formulates three
problems:
1. What techniques does the teacher use in teaching writing at the 1styear of SMP 8 Muhammadiyah Batu?
2. How does the teacher apply thetechniques used in teaching writing at the 1styear of SMP 8 Muhammadiyah Batu?
3. How do the students respond to thetechniques used by the teacher in teaching
writing at the 1styear of SMP 8 Muhammadiyah Batu?
1.3Purposes of the Study
Based on the statement of the problems above, the purposes of this study are stated as follows:
1. To describe the kinds of techniquesused by the teacher in teaching writing at
the 1styear of SMP 8 Muhammadiyah Batu.
2. To describe the way the teacher uses the technique in teaching writing at the
1st year of SMP 8 Muhammadiyah Batu.
5
1.4Significance of the Study
The result of this study is expected to give some contribution to English
teachers, students, and next researchers. As for English teacher, the results of this study are expected to give practical contribution concerning various techniques which can be used to teach writing. For the result of this study is expected to give
information about student’s 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. Also, for next researchers this study is expected to provide them with a reference conducting research on teaching
techniques.
1.5Scope and Limitation
The scope of this study is the techniques used by the English teacher,
especially in teaching writing. This study is only limited to the techniques used by English teacher who teaches the1stgrade students of SMP 8 Muhammadiyah Batu, VII-2 class with total number of students 30.
1.6 Definition of the Key Terms
To avoid misinterpretation of the key terms used in this study, it is necessary
to define them as follows:
1.Teaching is an interactive process, primarily involving classroom talk which takes
place between the teacher and pupils and occurs during definable activities
6
2.Technique refers to the specific activities manifested in the classroom that are
consistent with the method and therefore are in harmony with the approach as well
(Brown: 2000)
3. Writing is a skill that is grounded in the cognitive domain. It involves learning,
comprehension, application and synthesis of new knowledge. Writing also
encompasses creative inspiration, problem-solving, reflection and revision that results in a completed manuscript (Defazio et al.: 2010). In this study, writing is a
skill that mostly uses brain power such as knowledge, comprehension, synthesis, and evaluation that combined with creativity in order to make a manuscript.
4. SMP 8 Muhammadiyah Batu is the one of private junior high schools in Batu
