THE ENGLISH TEACHER STRATEGIES TO TEACH WRITING THE SECOND GRADE OF SMPN 44
MUARO JAMBI
THESIS
LIA KARUNIA AULIA TE 130 514
ENGLISH EDUCATION DEPARTMENT
FACULTY OF EDUCATION AND TEACHER TRAINING THE STATE ISLAMIC UNIVERSITY OF
SULTHAN THAHA SAIFUDDIN JAMBI
2019
THE ENGLISH TEACHER STRATEGIES TO TEACH WRITING THE SECOND GRADE OF SMPN 44
MUARO JAMBI
THESIS
Submitted as Partial Fulfillment of Requirements to get Undergraduate Degree (S.1) in English Education
LIA KARUNIA AULIA TE 130 514
ENGLISH EDUCATION DEPARTMENT
FACULTY OF EDUCATION AND TEACHER TRAINING THE STATE ISLAMIC UNIVERSITY OF
SULTHAN THAHA SAIFUDDIN JAMBI
2019
DEDICATION
ر لله دمحلا نيمل اعلا ّب
Thanks to Allah SWT I dedicated this thesis especially for:
My beloved parents, there are my beloved mother ( Suratmi ) and my beloved father ( H. Mahmud Panut ), thanks for your love, material, advices, best support,
motivation, care and prayer for me, I really love you.
My friend in every situation, my Sister ( Nur Faizzah Ilhami) and My brother ( Ahmad Faizzin Ilham), thanks for support and love, I always love you.
All of My family
All of my friends and especially my classmates EMCB ( English Member Class of B ), who can’t mentioned one by one thank you for being my friend and giving support
to me, Good luck and success for us
MOTTO
ةرقبلا ) ۲۵۱ :
(
There for remember Me, I will remember you. Give thanks to Me, and reject not Me.
( Al – Baqarah : 152 )
ACKNOWLEDGMENT
ّرلا للها مس
ّرلا نمح ميح
All prise to be Allah SWT, lord of the world, king of the king, for the health and strenght that Allah given to the writer in writing the thesis. Peace be ubpon to propeth Muhammad SAW, his family, and his companions. The goal of this script is a partial requirement for undergraduate degree (S1) in English Education Study Program Faculty of Education and Teacher Training the State Islamic University Sultan Thaha Saifuddin Jambi by presenting qualitatif research script entitled : The Teacher Strategies to Teach Writing the Second Grade of SMPN 44 Muaro Jambi. The writer relizes that the script would not be finished without helping and supporting from everyone. In this occasion, the writer would like to express thank you so much to the following :
1. Prof. Dr. H. Su‟aidi, MA.,PhD as a Rector of State Islamic University Sultan Thaha Saifuddin Jambi
2. Dr. H. Hidayat, M.Pd as a second assistant of Rector 3. Dr. Hj. Fadlilah, M.Pd as third assistant of Rector
4. Dr. Hj. Armida, M.Pd as the Dean Faculty of Education and Teacher Training the State Islamic University of Sulthan Thaha Saifuddin Jambi 5. Dean assistant I, II, III of the dean of Faculty of Education and Teacher
Training the State Islamic University of Sulthan Thaha Saifuddin Jambi 6. Amalia Nurhasanah S.pd. M.Hum as chief of English Education Study
Program
7. Drs. Habibuddin Ritonga, MA as a first advisor 8. Dr. Faurina Anastasia M,Hum As a second advisor
9. All lecturers in Faculty of Education and Teacher Training who have given the writer knowledge and advice
10. Nazaruddin S.pd. as the head master of SMPN 44 Muaro Jambi 11. The teacher of SMPN 44 Muaro Jambi
12. All the administration staffs of Education and Teacher Training.
13. My parents 14. All of my family 15. All of my friends
Finally the writer hopes that this research papper is still far from perfect. Therefor, more constructive criticsm and sugestion and also highly expect of its perfection.
May Allah SWT the almigty always bless and reward the whole of us for all good things that we have done, Aaminn.
Jambi, July 7 2019 The Writer
Lia Karunia Aulia
ABSTRAK
Nama : Lia Karunia Aulia
Jurusan : Pendidikan Bahasa Inggris
Judul : The Teacher Strategies to Teach Writing the Second Grade of
SMPN 44 Muaro Jambi
Skripsi ini membahas tentang penggunaan strategi guru dalam pembelajaran bahasa inggris dalam bidang writing. Strategi seorang guru merupakan bagian yang sangat penting dalam pengajaran dan pembelajaran.
Bagaimana seorang guru aktif dan kreatif dalam pembelajaran dan pengajaran agar materi pelajaran mudah diterima oleh peserta didik.
Desain penelitian yang digunakan dalam penelitian ini adalah kualitatif.
Tehnik pengumpulan data berupa observasi, wawancara dan dokumentasi.
Berdasarkan penelitian yang telah dilakukan bahwa guru menggunakan beberapa strategi dalam proses belajar mengajar seperti mind mapping dan group discussion dan penggunaan strategi dalam belajar memberikan dampak baik dalam peningkatan hail belajar siswa, siswa lebih antusias dalam mengikuti materi pembelajaran yang diberikan oleh guru.
Kata kunci : Strategi guru, penulisan, hasil belajar.
ABSTRAC Name : Lia Karunia Aulia
Department : English Education Study Program
Title : The Teacher Strategies to Teach Writing the Second Grade of
SMPN 44 Muaro Jambi
This thesis discusses the use of teacher strategies in learning English in the field of writing. A teacher's strategy is a very important part of teaching and learning. How is an active and creative teacher in learning and teaching so that subject matter is easily accepted by students.
The research design used in this study is qualitative. Data collection techniques in the form of observation, interviews and documentation.
Based on research that has been done that the teacher uses several strategies in the teaching and learning process such as mind mapping and group discussion and the use of strategies in learning has a good impact in increasing student learning outcomes, students are more enthusiastic in following the learning material provided by the teacher.
Keywords: Teacher strategy, writing, learning outcomes.
TABLE OF CONTENTS
OFFICIAL NOTE ... i
STATEMENT OF ORIGINALITY ...ii
DEDICATION ...iii
MOTTO ...iv
ACKNOWLEDGEMENT...v
ABSTRACT ...vii
ABSTRAK ...viii
TABLE OF CONTENTS ...ix
LIST OF APPENDICES ...x
CHAPTER I INTRODUCTION A. Background of the study ...1
B. Formulation of the study ...3
C. Limitation of the study ...3
D. Purpose of the study ...3
E. Significance of the study ...4
CHAPTER II REVIEW OF LITERATURE A. Teoritical review ...5
Teaching and learning english ...5
B. Writing ...8
1. Types of writing ...8
2. The nature of writing ...9
3. The writing process ...11
C. Definition of strategy ...11
CHAPTER III RESEARCH METHOD A. Source and kind of data ...20
B. Setting and the subject of the research ...21
C. Data collection technique ...21
D. The technique of data analysis ...22
CHAPTER IV
A. Finding ...24 B. Discussion ...30
CHAPTER V
A. Conclusion ...33 B. Suggestion ...33 REFERENCES
APPENDICES
CURICULUM VITAE
CHAPTER I INTRODUCTION
A. Background of the Study
In the context of English Language Teaching (ELT), teachers need to teach English which is relevant to the student‟s current situation and the teachers should find good strategies in teaching in the class. Experts believe that writing is as an important skill in the EFL setting. It helps learners to acquire English language because the activity stimulates thinking and facilitates them to develop some language skills simultaneously. According to Bello (1997). writing, as a productive language skill, plays an essential role in promoting language acquisition as learners experiment with words, sentences, and large chunks of writing to communicate their ideas effectively and to reinforce the grammar and vocabulary they learn in class. However, the teaching of writing in our educational setting is slightly neglected for many years, since more communicative teaching methods emphasize speaking rather than writing.
Besides, the writing culture in Indonesia is in fact still poor. Nowadays, the demand for writing in academic areas is increasing due to the impact of globalization. Students become more motivated to be able to write well in order to continue their education, participate in the academic world, and apply job.
Writing is not a skill that can be acquired by people naturally. Lenneberg (in Brown 2001: 334) states that human beings universally learn to walk and to talk, but that swimming or writing are culturally specific, learned behaviours. We learn to write if we are members of a literate society, and usually only if someone teach us. Besides, writing is also considered as a very complicated skill to learn. It involves a complex cognitive activity in which the writer should be able to organize some specialized skills at the same time, such as content, format, sentence structure, vocabulary, punctuation, spelling, and letter formation.
Therefore, there is no doubt that students find writing as a difficult skill to master because the process demands them to use many cognitive and linguistic strategies.
Not everyone can be an excellent writer, even in their own native language.
Blanchard and Root (2003: 1). say that writing in a new language can be more difficult. Regarding the teaching writing in setting, there are many differences between the first language writing and the target language writing, such as differences in using appropriate grammatical and rhetorical conventions and lexical variety. With so many issues around, the learning writing in English can be an intimidating task for students. Consequently, the writing instruction in the classroom should provide students with a series of planned learning experiences to help them understand the nature of writing process.
Writing is how to produce a written product. It is a process of transforming ideas coherently and cohesively into written text. Written text is often resulted by a series of thinking activity but it requires skills that not naturally acquired. The good news is that writing involves skills that can be learned, practiced, and mastered. Teachers are demanded to plan appropriate classroom activities that support the learning of specific writing skills effectively at every stage planning, drafting, revising, and editing. At least, the teacher uses generate ideas through such activities as brainstorming, clustering, and rapid free writing to help students writing. The teacher also provides the students with appropriate materials and activities to encourage the students‟ learning.
There are three stages in writing. They are prewriting, drafting, and revising. For each stage, students should be provided with suggestions of the kinds of classroom activities that support the learning of specific writing skill. In planning (prewriting) stage, teachers can help students generate ideas through such activities as brainstorming, clustering, and rapid free writing. Brainstorming technique provides a classroom activity to support the planning stage of writing process. The purpose is to help students to generate ideas and organize their thought on a topic to write about by making a list of ideas that come to minds without any pressure to be “brilliant”.
SMPN 44 Muaro jambi is a school located in a remote village. however, this does not reduce the enthusiasm of students to learn. the media or supporting tools owned by the school are very minimal. This certainly makes the teachers have to work harder to create an interesting and not boring teaching and learning process for students.
Students of SMPN 44 Muaro Jambi are active in writing English, both making short stories, stories, and fables. They often share students' writing in school wall magazines and are enjoyed by other students. The activity of students in writing English is certainly inseparable from the role of the English teacherhow the teacher teaches and what strategies the teacher uses.
In line with the problem discussed in the paragraph before, it is very interesting to seek what strategy is good for teaching writing. Moreover, in this research, the researcher tries to find out the strategy applied by the teacher and the impact on teaching writing in descriptive texts for grade VIII at SMP N 44 Muaro Jambi.
The study is an attempt to improve student‟s ability in writing descriptive text the second grade students of SMPN 44. Based on the reasons above, the researcher analyzes this thesis proposal entitled “English Teacher’s Strategies to Teach Writing the Second Grade Students of SMPN 44 Muaro Jambi”.
B. Formulation of The Study
The researcher decides to focus on relevant question to address for the purpose of this study is formulated as follow:
What strategy applied by the teacher to teach writing?
C. Limitation of the Study
The research only focused on teaching writing strategy.
D. Purpose of the Study
The purpose of this study to find out the teacher‟s strategy in teaching writing of the second grade students of SMPN 44 Muaro Jambi. Therefore, the purpose of this study is formulated as follow:
1. To find out the strategy applied by the English teacher to teach writing.
E. Significance of the Study 1. For the Teacher
The reasearch is expected to give suggestion for the English teacher in improving strategy in teaching writing.
2. For the Students
The research is doing to elaborate some strategies in learning English.
CHAPTER II
REVIEW OF LITERATURE
A. Theoretical Review
1. Teaching and Learning English
The definition of teaching cannot be separated from the definition of learning. The understanding towards the concepts of teaching and learning may underlie the success of language teaching and learning process. Therefore, the following presents a discussion on the notion of teaching and learning. Harsono (2007:173) states that learning is normally considered to be a conscious process which consists of the committing to memory of information relevant to what is being learned. It means that learning is a process that brings together cognitive, emotional, and environmental influences for the purpose of making changes in one‟s knowledge, skills, values, and worldviews. Learning also refers to a relatively permanent change in behavior as a result of practice or experience.
Similarly, Wulandari (2010:24) proposes that learning is acquisition or getting information and skill which imply storage systems, memory, and cognitive system. Based on the above definition, Brown (2000) in Wulandari (2010:27) breaks down the components of the definition of learning as follows.
a. Learning is acquisition or getting
b. Learning is retention of information or skill
c. Retention implies storage system, memory, and cognitive organization.
d. Learning involves active, conscious focus or and acting upon events outside or inside the organism
e. Learning is relatively permanent but subject to forgetting
f. Learning involves some form of practice, perhaps reinforced practice.
g. Learning is a change in behavior
In relation to English teaching learning, Harmer (2001:24) suggests that the natural language acquisition can be difficult to replicate in the classroom, but there are elements which can help the students learn effectively. The elements are engaged, study, and activate. “Engage” is related to a teaching sequence where teachers try to arouse student‟s interest by involving their emotion. Meanwhile, the concept of “study” focuses on the language and how the language is constructed. The last element is “activate”. This term refers to the exercise and activities which are designed to get the students using language as freely and communicatively as they can. In fact, teaching and learning are related to each other. Language learning cannot be separated from language teaching. To learn is to know something while to teach is to let learners know something. Wulandari (2010:24) defines the concept of teaching. He explains that teaching is guiding and facilitating learning encouraging the learners to learn, and setting the condition for learning.
Supporting the above definition, Talis (2009:9) processes that an effective teaching considers some crucial aspects. It includes well-planned curriculum, efficient classroom activities, focused teacher, and the like.
With regard to the above aspects, teaching is not only a matter of transferring knowledge. Many aspects are involved in the process of teaching which determine in effectiveness of teaching process. Those important aspects of teaching can be some guidance to create an effective teaching in the English teaching and learning process. According to Aajmc (2010:13) there are ten tips teaching English in the classroom such as:
1) Concentrate on building a community first, content second. Establish norms with students and giving them a stake in their own learning and education.
2) Revisit class norms throughout the quarter or semester. This is an excellent opportunity to reflect and remind the class of its purpose and evaluate if they have maintained the expectations established at the beginning of class.
3) Allow for multiple forms of representation. Writing is not the only means to demonstrate mastery over content. Provide opportunities for projects that can access a variety of mediums and student strengths.
4) Try one new thing every quarter or semester. Whether that be a new technology, resource, reading, or project.
5) Do not talk too much. Powerful learning can happen when teachers let students verbalize the thoughts and ideas for the teachers.
6) Make time for reflection. Reading excellent opportunities to make connections and continue the learning even after class is dismissed.
7) Do not let the reflections go unnoticed. Allow opportunities for students to comment on and read their peers reflections and make sure to reference them in class discussion. Affirmation does wonders for confidence and learning.
8) If teachers need help, just ask. A community relies on all of its members to run efficiently. Access the knowledge and expertise that exists right in front of them.
9) Be respectful of time, stress, and workload of students but do not sacrifice the rigor or course expectations.
10) Make advising a priority. Many students seek guidance but do not know how to ask for help or advice. Make connections to advisees by investing some time in them. Discover their passions and interests and help them to make connections within and outside the school.
Teaching and learning are very important in learning process because it can help the students to get knowledge that teacher has given.
So, teachers should have strategies to make their students are enjoy in learning because teaching strategies is to make it easier to implement a variety of teaching strategies or techniques and also help students take more responsibility for their own learning andenhance the process of teaching for learning. The key is to create learning environments that are more interactive, to integrate technology where applicable into the
learning experience, and to use collaborative learning strategies when appropriat.
B. Writing
1. Types of Writing
There are three types of written text:
1) The Informative Text Type
The informative text type is such narration which is the telling of a story, the succession of events is given in chronological order. The main purpose of a narrative is to entertain, to gain and hold a readers' interest.
There are many types of narrative. They can be imaginary, factual or a combination of both. They may include fairy stories, mysteries, science fiction, romances, horror stories, adventure stories, fables, myths and legends, historical narratives, ballads, slice of life, personal experience and of course, fantasy stories.
2) The Expository Text Type
It aims at explanation, i.e. the cognitive analysis and subsequent syntheses of complex facts.
3) The Argumentative Text Type
This kind of text is based on the evaluation and the subsequent subjective judgment in answer to a problem. It refers to the reasons advanced for or against a matter, such as essays, articles, etc.
Other types that are based on generic structures and language features dominantly used, texts are divided into several types. They are narrative, recount, descriptive, report, explanation, analytical exposition, hortatory exposition, procedure, discussion, review, anecdote, spoof, and news item.
These variations are known as genres.
2. The Nature of Writing
There are four basic skills of the English language learning, i.e.
listening, speaking, reading, writing. Those skills are divided into receptive skills and productive skills. The receptive skills are reading and listening, because learners do not need to produce language to do these, they receive and understand it. They can be contrasted with the productive skills of speaking and writing. In the process of learning new language, learners begin with receptive understanding of the new items, then later move on to productive use. Learners usually learn to listen first, then to speak, then to read, and finally to write.
Writing is an important skill to be mastered in learning English as a foreign language. Bello (1997) states that writing enhances language acquisition as learners experiment with words, sentences, and other elements of writing to communicate their idea effectively, and to reinforce the grammar and vocabulary they are learning in class. It means that writing is not only a means of 10 communication where students can share their views and thoughts, it is actually a pre requist to master other language skills.
There are some definitions of writing stated by experts. According to Nunan (2003: 88), writing can be defined by a series of contrast. The first, writing is both a physical and a mental act. At the most basic level, writing is the physical act of commiting words or ideas to some medium. On the other hand, writing is the mental work of investing ideas, thinking about how to express them, and organizing them into statements and paragraphs that will
be clear to a reader. The second, its purpose is both to express and impress.
Writers typically serve two masters: themselves, and their own desires to express an idea or feeling, and readers also called the audience, who need to have ideas expressed in certain ways. Writers must then choose the best form for their writing, depending on its purpose. The third, it is both a process and a product. The writer imagines, organizes, drafts, edits, reads, and rereads.
This process of writing often cyclical, and sometimes disorderly. Ultimately, what the audience sees, whether it is an instructor or a wider audience, is a product.
Writing is how to produce a written product. The process involves a series of thinking activities in which the writers have to transform their ideas coherently and cohesively into written text. According to Elbow (in Brown 2001: 337), writing is a transaction with words whereby you free yourself from what you presently think, feel, and perceive. Writers are not only required to transmit a message but also to grow and cook a message Writing is a complex process that allows writers to explore thoughts and ideas, and make them visible and concrete (Ghaith, 2002). It is an activity that encourages thinking and learning for it motivates communication and makes thought available for reflection. When thought is written down, ideas can be examined, reconsidered, added to, rearranged, and changed.
From the description about, it can be concluded that writing is a procces of organizing ideas in which the writer is demanded to perform creativity in using the language skills to produce a written text.
3. The Writing Process
Writing is a complex cognitive activity in which the writer is required to demonstrate control of a number of variables simultaneously. At the sentence level those include control of content, format, sentence structure, vocabulary, punctuation, spelling, and letter formation. Beyond the sentence, the writer must be able to structure and integrate information into cohesive
and coherent paragraphs and texts. Richard and Renandya (2002: 303) state that the skills involved in writing are highly complex. L2 writers have to pay attention to higher level of skills of planning and organizing as well as lower level skills of spelling, punctuation, word choice, and so on.
In addition, Ghaith (2002) states that writing is most likely to encourage thinking and learning when students view writing as a process.
Teachers need to understand that writing is a recursive process, and that every writer uses the process in a different way, so that students experience less pressure and more willing to experiment, explore, revise, and edit.
According to Rumisek and Zemach (2005: 3), writing process goes through several steps to produce a good written product. There are some sub- activities to be taken in producing the text. It is more than just putting words together to make sentences. The writer should undergo several steps to make sure that what has been written follows the right development of writing process. There is a similar view from Nation (2009:114) which states that one way of focusing on different aspects of writing is to look at writing as a process. It means that writing process contains several sub-processes which are imperatively united as an outline for students to begin and finish their writing.
Writing process, further, incorporates some stages structurally.
Harmer (2007: 326) states that the stages on writing are planning, drafting, revising, and final drafting. Writing process as a classroom activity that incorporates those four basic stages is seen as a recursive process. It has cycle which integrates among stages. It can be seen as a process wheel in which it clearly shows the directions that the writers may take during their process in writing.
C. Definition of Strategy
According to Oxford advanced learner‟ s Dictionary, strategy is a plan that is intended to achieve a particular purpose, the process of planning something
or putting a plan into operation in a skilful way, and the skill of planning the movements of armies in a battle or war; an example of doing this. The term strategy originally used in the military and it is means as the art of
tactics in war, especially related with the movement of army navigation in which position they feel the most advantage to get victorious. Today, the term strategy borrowed by many other sciences and it also educational science2.
Generally, strategy is a guidance to achieve the determined goals. If this term related to the teaching and learning, the strategy can means as describing the teacher and students activity in teaching and learning to achieve determined or specific goal. In education, strategy means a plan, method or series activities designed to achieve a particular educational goal.
Learning strategy is learning activity that the teacher and students must be done in order to achieve learning objectives effectively and efficiently. Similar with the above opinion, Dirk and Carrey also said that learning strategy is a set learning material and procedures that are used together to increase result of students‟ learning.
There are two things we must understand from the definition above, the first that the learning strategy is a plan of action including the use of methods and power in learning. Second that strategy designed to achieve the determined or specific goals. So, we can understand that the learning strategy is a plan of activities and methods that designed to achieve the determined goals.
D. Teaching Strategy
Teaching is also an activity, which is integrated one to each other. Teaching gives support to learning activities. According to Brown (2000:7) teaching is
“showing or helping someone to lern how to do something, giving instructions, guiding in the study of something, providing with knowledge, causing to know or understand.” Our understanding of how the learner will determine our philosophy of education, teaching style, approch, method, and classroom technique.
Teaching strategies are procedures used by the teacher which serveas a way of teaching a goal. To reach the goal, teacher has the important role in the teaching and learning process because most of the output of students was determined by the teachers (Jarolimek and Faster, 1989)
According to Hamzah B. Uno, the notion of learning strategies is: "Ways that will be used by the teacher to choose learning activities that will be used during the learning process. This selection is done by considering the situation and conditions, learning resources, the needs and characteristics of students who are challenging in order to achieve certain learning goals ". The use of learning strategies requires consideration of many things, because the effectiveness of the strategy used will be very influential, if the strategy used does not pay attention to various aspects, the strategy used will not provide effective results.
A competence teacher will be able to creat an effective learning environment and will be able to manage the process of teaching and learning so that students can achive an optimal result. To be able to manage the process of teaching, the teachers must have the strategies to do that.
1. Group Discussion
In group discussion the student will be expected to actively participate in the activities in writing. Small group discussion activities can be writing and discussion other friends.
According to A. Surjadi, the purpose of small group discussions is to express opinions and obtain information about topics of concern; learn from group members. The small group discussion method may not be effective for presenting new information where students are automatically motivated. But the discussion seems very suitable when the teacher wants to do the following:
1). Helping students learn to think from the point of view of a subject discussion by giving them the practice of thinking.
2). Helping students evaluate logic and evidence for their position or other positions.
3). Give opportunities to students to formulate the application of a principle.
4). Helping students realize a problem and formulate it using information obtained from reading or lecturing.
5). Using materials from other members in the group.
6). Obtain acceptance for information or theories that comedy the folklore or the beliefs of previous students
7). Develop motivation to learn more
8.) Obtain quick feedback about how far a goal is achieved
Group discussions make students more likely to participate actively, dialogue with group friends, exchange ideas.
The purpose of Group discussion is for students to actively participate without them knowing it.
a). Kind of Group Discussion
There are various kinds of discussions, there are:
Buzz Group, is a small group discussion consisting of 3-6 people.
Seating is arranged so students can face each other.
Whole Group,is a big discussion.
Syndicate Group, is a form of discussion by dividing the class into small groups, consisting of 3-6 people then each member has a different task.
2. Mind Mapping
Mind map is the easiest way to put information into the brain and take information out of the brain, mind maps are a way of recording creatively, effectively, and literally mapping our thoughts. Mind map is also very simple.
With mind maps, a long list of contents that can be transferred into colorful, highly organized, and easy to remember diagrams that work
in harmony and the natural way of working the brain in doing various things. (Tony Buzan, 1970).
a). mind map elements, namely:
1) Center of mind maps
This mind map center is the main idea or idea. Center for mind maps can be in the form of text or an image
2) Main branch
The main branch is the first level branch that emanates directly from the center of the mind map. This main branch can be in the chapters of the subject matter. The lines in the main branch are drawn attractively with various styles.
3) Branch
Branch is a beam from the main branch, can write it in all directions and try to bend not just a straight line. The length corresponds to the keyword and the color of the branch should be the same as the color of the main branch.
4) Words
Each branch contains one keyword (keyword), written above the branch
5) Picture
According to Buzan mind mapping can help us for many things such as :
• Plan
• Communicate
• Become more creative
• Solve the problem
• Focus attention
• Arrange and explain thoughts
• Remember well
• Learn faster and more efficiently
• Train "whole picture"
In writing learning the teacher can use it like descriptive text learning and each branch the teacher can write a keynote definition, generic structure etc, students will feel eager to listen and pay attention to the teacher's explanation using mind mapping, and students will more easily receive keynote lessons which is easier to understand will also lead to a comfortable and not boring atmosphere.
2. The Quality of Teaching and Learning
The quality of teaching learning process in junior high school should be effective in order to gain the learning objective. There are some components which affect the quality of English teaching and learning process. They are listed as follows.
a. Teacher
Teacher plays a very important role in bringing the class to get a good quality of learning. Teacher has some roles in the classroom activities.
Harmer (2001:27) proposes the roles of a teacher during the teaching and learning process. The following presents a discussion about the roles of a teacher.
1) Controller: when teachers act as controllers, they are in charge of the class and of the activity-taking place and are often leading from the front.
2) Prompter: in this stage, the teacher often gives a prompt or takes charge in order to encourage the students to be active during the lesson.
3) Participant: teacher sometimes wants to join the activity done in the teaching and learning process. In this stage, the teachers are expected to take part during the classroom activities.
4) Resource: in this stage, the teacher can be one of the most important resources in the teaching and learning process. She / he can provides all information needed by students.
5) Tutor: acting as tutor, the teacher can combine both prompter and resource role during the teaching and learning process.
The role of the teacher during the teaching and learning process is dependent, based on what the students need to achieve. The teacher needs to be able to switch between those various roles. The teacher should know the role based on the needs of the teaching and learning process. It can be concluded that teacher as one of essential components to the quality of teaching and learning process should consider many aspects in order to be an ideal teacher for the learners. The teacher should know well how to control the class. A good teacher also needs to have a good classroom management.
b. Student
Another essential component in the teaching and learning is students or learners. Students or learners are all very different. They differ in obvious ways such as age, gender, nationality, language level and personality. The student‟s attitudes in the classroom are affected by their motivation, needs, educational and cultural background, and learning styles and personalities (Branch 2005:3).
In English teaching and learning process, the students should be given an equal opportunity in using English during the classroom activities. In other words, the students have to actively involved in every stages of
teaching and learning, so that the teaching and learning activities run well.
However, student‟s active involvement does not go far from active learning.
Bonwell and Shapes (2003:292) define active learning as that which involve students in doing things and thinking about the things they are doing. They list the following general characteristics of strategies that utilize active learning in the classroom.
1) Students are involved in more than listening.
2) Less emphasis is placed on transmitting information and more on developing student‟s skill.
3) Students are involved in higher-order thinking (analysis, synthesis, evaluation).
4) Students are engaged in activities (e.g. discussing, writing, reading) Related to the quality of teaching and learning.
Mulyasa (2004:174) defines that the quality of teaching and learning process can be seen from two aspects:process and products. From the process, it can be said that the quality of teaching and learning is effective if all of the students get actively involved physically, mentally, and socially in teaching and learning process. From the product, it can be said that the quality of teaching and learning is effective if all of the students have positive changes towards their behavior.
E. Previous Study
In this study, the researcher will do the research about the english teacher‟s strategy to teach writing the second grade students of SMPN 44 Muaro Jambi. There are some previous, There are :
First, the student from Muhammadiyah University of Surakarta named Fadholi Ikhsan Raharjanto (2016:5) by thesis entitled “Teacher‟s Strategies in Teaching Writing Descriptive Text at MTS N Sukoharjo in 2015/2016 Academic Year” this research was discussed about teacher‟s strategies in teaching writing descriptive text at MTs N Sukoharjo in 2015//2016 academic
year. There are three components of teaching learning process that the writer analysis,namely: 1) the teacher‟s strategies in teaching writing descriptive text, 2) the application of strategies, and 3) the problems face by the teacher‟s in teaching writing descriptive text. This study is descriptive qualitative research. The data are taken from observation, interview, and document. In collecting the data, the writer employs observation and interview. The technique for analyzing data is data reduction, data display, and conclusion and verification.The results of this study are the strategies used by the teacher in teaching writing descriptive text are applying cooperative learning, and discussion, by making a group, and analyzing the picture. There are three problems faced by the students, namely: vocabulary problem, structure problem, and generic structure problem.
Second, the student from the state institute for islamic studies sulthan thaha saifuddin named Budi Utomo (2013:5) by thesis entitled “Teacher‟s Strategies in Teaching English at Al-Azhar Junior High School Grade VIII Jambi in Academic Year 2012” this research discussed about teacher‟s strategy in reading, and the researcher focused on teaching reading strategy in form silent reading and limited only on several comprehension indicators, namely : finding, main idea, finding detail information and finding word meaning.
Third, the student from Semarang university named Trisanti (2010:7 ) by the thesis entitled “A Strategy Writing Workshop to Improve the Ability to Write Paragraphs in English Language and Literature Majors” this research was discussed use writing workshop as a strategy in paragraph based writing (PBW) class to improve student‟s ability in writing a paragraph.
Fourth, student from Madura Islamic University named named Samsi Rijal (2018:4), by the thesis entitle “ Teaching Descriptive Writing Using Think Talk and Writing (TTW) at English Education Department Teacher Training and Education Faculty Madura Islamic University”, this research discussed of process of theacing descriptive writing skillby using think talk and write (TTW) at second semester of English Education Program.
The different between the previous researches with this research is focused on teaching writing strategy and the impact of teaching writing strategy used by the English tea
CHAPTER III RESEARCH METHOD
A. Research Design
Methodology is defined as the process, principal, and procedure used to approach the problem and to find out the answer. In oher word methodology is common approach to investigate the topic problem.
The design of the research that used in this research is qualitative, the data would be in form of statement, suggestion, comment, critis, etc. Throught this qualitative researchthe writer try to understand and interpret the collected data from the behavior of human interaction their perception without a formal measurement (Lexy,2005:53)
B. Source and Kind of Data 1. Source of Data
The researcher get the source of data to this research by some people they are :
a. The English Teachers of SMPN 44 Muaro Jambi Class VII 2. Kinds of Data
a. Primary Data
Primary data are data that taken by the researcher from respondent and informant, primary data is also consist of the information data about all problems that was researched. Primary data are the data obtained by the researcher from respondents and informant or some fact that observed, also the primer data are the data taken directly by the researcher from the respondents without mediator (M.Subana,2000:20).
In this research, the writer get the primey data the English teacher and several students of SMPN 44 Muaro Jambi.
b. Secondary Data
Secondary data is a data taken from the sources as documents, opinions, facilities, and structure organization and geograpical place of the research object. In this point the writer take the data from the physical condition of the school and students environment.
C. Setting and Subject of the Research
The research will be conducted at SMPN 44 Muaro Jambi. The subjects of the reserach are English teacher of SMPN 44 Muaro Jambi.
D. Data Collection Technique
In this research, the data are collected using the methods as follows : 1. Observation
In this research, observation used to see. To collecting this data the researcher used observation guide (check list) and key instruments.
Observation guide is kind of activities list that may be appear and will be observed in observation process, the observer just give a sign (check) in coloumn to appearing problem.
2. Interview
Interview is a method to collect the data by asking direct question to an informer (Keraf,1997:161), the researcher will use it to get information through oral system about the problems. In collecting this data, the script writer will use interview guide.
3. Documentation
The documentation is notes of incident which had last likes is write, draw, or works monumental from some one (Sugiyono,2008:82). The documentation is method to look for data about history, geographical, the
teachers condition, school facilities, and report students that includes as sample.
E. The Technique of Data Analysis
According to Sugiyono “The Qualitative data analysis by miles and Huberman in Sugiyono had done interactively through the process of data reduction, data display, and verification.”
1. Data Reduction
According to (Sugiyosno,2012) “The data obtained from the field is quite a lot, becouse of it, and the it should be noted in a through and detailed. As has been stated, the longer researcher into the field, then the amount of data will be more and more, complex and complicated, Therefore, three should be reduction of data. To resume namely data reduction, selecting based things, focus on important things, sought a theme and pattern. In reducing the data the researcher will focus on the teaching strategy, students‟ respoonses, styles, and school environments. A researcher is required to have the ability to think sensitively with the highest intelligence, breadth and depth of insight. Based on this ability researchers can carry out data reduction activities independently to obtain data that is able to answer research questions.
2. Data Display
In Qualitative research display data can be done in chart,and the connection inter categories, flowchart and another.
Miles and Hubermen (1984) stated: "the most frequent form of displaying data for qualitative research data in the post has been narrative text "which is most often used to present data in qualitative research is narrative text. Miles and Huberman help qualitative researchers with models of data presentation that are analogous to models of static
quantitative data presentation, using tables, graphs, metrics and the like;
not filled with numbers but with words or verbal phases.
3. Data Verification
According to Miles and Huberman in Sugiyonon “Third step after concluding that displayes data or verification. A conclusion in the qualitative research is a new finding which has not perviously existed.
Finding may include a description of what is being inestigated”.
The verification step carried out by the researcher should still remain open to receive data input, even though the data is classified as meaningless. However, researchers at this stage should have decided on the data that has meaning with data that is not needed or not meaningful.
Data that can be processed in further analysis such as validity, weight, and strength while other data that does not support, are weak, and deviate far from the habit must be separated.
CHAPTER IV
FINDING AND DISCUSSION
This chapter present result of research and discussion teacher strategy in teaching writing at the second grade of SMP N 44 Muaro Jambi.The data getting from observation activities teaching learning proess. The metod of collecting data are observation, interview and documentation.
A. Finding
Based on result of interview and observation to the english teacher in the study, the researcher present the finding. The finding are 1). The teacher strategy in teaching writing in second grade of SMP N 44 Muaro Jambi
After doing interview to english teacher and the students‟ and observation in the class, the finding are as follow :
1. The teacher strategies in teaching writing
After observation in the class and interview, the researcher know what the teacher strategy used to teach writing. Befor teaching and learning process the teacher prepared lesson plan, especialy the strategy. There are the strategies used by the teacher :
a. Group Discussion
The first strategy used by teacher to teach writing is group discussion, In this strategy, first the teacher instruction to student for make group, one group 3 until 4 members, after that the teacher giving explanation to the students‟. After finish teacher explanation the teacher instruction the students‟ to write. All of member cooperate to make english writing.
b. Mind Mapping
The second strategy is mind mapping. Mind mapping is creative and efective note. The teacher explain about english writing use mind mapping, in front class teacher explain and make mind mapping in whiteboard, the teacher explain and be creative to create mind mapping, like the human brine mind mapping has various branches and each branch contains points from what the teacher explained. In mind mapping teacher write on poin.
c. Look Dictionary
In this strategy every students‟ must bring dictionary, the teacher always suggest student for bring dictionary, because the teacher want the student be active, searching unknow meaning and see dictionaries more often. When the teacher give writing assigment like making paragraph, the student can look up on dictionary what the uknow meaning . This strategy can help the student for enrich their dictionary.
2. Applying the strategy
The teacher has lesson plan before teaching,, in the lesson plan there are strategy in learning, “Learning strategies determine the approach choosen by the teacher to achive the learning objective” (Abdullah Sani, Ridwan:
2019).
a. Group Discussion
In this strategy, the teacher instructs students to make discussion group, and than the teacher explains to students the material about description text, the teacher explains in front of the class about the definition of text description, generic structure, characteristics, and provides examples of description text. After the explaination is complete the teacher assigns the task for students to write of description text in a group discussion. In the group discussion, students are understand what the description text, with all the rules and characteristics of the description text writing of description text with generic structure, in group discussion the students work together and
help each other, if one of his friends doesn't understand then the other friend will try to explain again and the teacher will give direction to students. In group discussion students look more active and enthusiastic, they feel the assignments given are easier because they are done together and they are easier to understand the lesson
Figure 1.1.
Base on interview with teacher, Miss A :
“Group discussion makes learning more fun and easy, because students feeling easy in doing the task and can ask again and again to their friends without shy”.
Sometimes there are students who feel ashamed to ask their teacher, they do not understand what the teacher explained but they are embarrassed to ask, in the group discussion the student will not feel ashamed to ask with his fellow friends.
Group discussion make students more active and anthusias, because the atmosphere created will be comfortable and the work done together makes them motivated.
Based on interview with student “ S” “:
“In learning with the Group discussion strategy, I feel more happy and the burden of learning becomes felt”.
Group discussion strategy, has a positive impact on learning, students become more enthusiastic in teaching and learning process and the students more easily understand the lesson because they can discuss with each other without feeling ashamed to ask questions. When students feel comfortable in learning and teaching process, the material delivered by the teacher will be easily accepted. In the group discussion students will be motivated by the spirit of learning other friends, so that they will feel the same energy in the teaching process.
b. Mind Mapping
Second is mind mapping strategy, in the mind mapping it takes creativity to the teacher, when the teacher explains using mind mapping the teacher will use expertise and creativity to make mind mapping as attractive as possible. Mind mapping consists of branches that contain an explanation of the material that the teacher conveyed, but in mind mapping not all are written in each branch broadly and long, but in mind mapping the teacher will use keywords that explain the whole.
Mind mapping makes it easy to remember, speed up the recording process, and makes it easier for students to get information or material delivered by the teacher.
Mind mapping can be created in the whiteboard, the teacher will explain the material through mind mapping strategy, draw with its abilities and pour key words into mind mapping branches. Key word is used to make it easier for students to remember the material provided by the teacher. Mind mapping can also be poured in a paper or carton, according to the creativity of the teacher, the teacher can use a tree
image and each branch loads part of the teacher's explanation, or the teacher can use other images, such as animals, clouds etc. The teacher can also add various colors in her mind mapping, to make them look interesting.
Figure 1.2.
On observation, the teacher used mind mapping in the report text material, as usual the teacher started the lesson with enthusiasm, then the teacher began making mind mapping on whiteboard. And write down the key note on each branch that is made, each branch contains definition, generic structure and language features. Then the teacher will conduct a question and answer session to ensure that students can receive the material well, the results students can easily receive information or material about the report text.
Based on interview with Miss A:
"The student prefers the use of mind mapping strategy, because it is easier to understand the report text and the parts in the recount text."
The teacher also feels that the use of mind mapping is very good for delivering learning material, because students are easier to understand, because the explanation is not at length.
The teacher then assigns assignments to students for writing of recount text, even though students don't write too much in paragraphs but students are able to write the recount text properly.
Based on interview with student "K":
"Using mind mapping makes it easy for me to understand what is conveyed by the teacher, mind mapping is also very interesting".
Proven use of mind mapping makes students more interested in listening to the explanations from the teacher and makes it easier for students to receive lessons.
c. Look Dictionary
Miss A always reminds her students to always carry a dictionary for each subject, Miss A said in an interview:
"I always ask students to bring dictionaries to every English subject, because with dictionaries students can be trained to look for unknown meanings and make them more active in searching for dictionaries".
In the process of observation in learning and teaching, students often ask the meaning of uknow to their teacher and it is anticipated by Miss A so that students bring a dictionary and are advised to be more active in searching in the dictionary.
Based on interview with student “B”:
“Miss A always recommends to bring a dictionary, I get used to looking for vocabulary that I don't know”.
Miss A wants her students to be more active in searching for English meaning in the dictionary because it will stimulate students to more often open dictionaries and vocabulary.
3. Teacher Strategy Contributes to students in Writing
Based on the results of interviews and observations, the teacher's strategy makes students like to write, not feel bored in the classroom and easier to accept the lessons given. The strategy to use for active students is easy and useful in teaching writing. Students will feel comfortable, prolonged discomfort makes students turn their attention to other things, they will make the atmosphere in the classroom when the lesson is not conducive, a comfortable atmosphere can make students focus more on learning.
The strategies used by teachers in learning can make students more focused, divert attention and make students focus on understanding writing lessons, strategies for making students active, activeness of students in the learning process can affect their learning outcomes.
The strategy makes students feel about doing and trying what the teacher teaches. Students take advantage of strategies and enthusiasm for teacher explanation.
B. Discussion
From the finding in interview and observation, the researcher present discussion.
The subject of research are student of second grade, English teacher second grade.The research only on second grade focused.
Writing is an important skill to be mastered in learning English as a foreign language. Bello (1997) states that writing enhances language acquisition as learners experiment with words, sentences, and other elements of writing to communicate
their idea effectively, and to reinforce the grammar and vocabulary they are learning in class.
Based interview with Miss A, she said : “Writing is important skill, in teaching writing needed lesson plan,strategy needed to can make students more focused, divert attention and make students focus on understanding writing lessons, the strategy make the student be active”.
The researcher collecting data with observation technique, the researcher as observer in English subject (writing).
The first teacher strategy is discussion group, discussion group strategy make the student be spirit to study, active in they activities. In discussion strategy the student can ask to other friends‟ without feeling shy to teacher for ask, sometimes student shy for ask what their unknow in learning. Discussion strategy make the student spirit, becouse they can cooperate with friends‟.
The second strategy is mind mapping, mind mapping is creative and efective note. The teacher explanation about writing matery with drawing in whiteboard. like the human brine mind mapping has various branches and each branch contains points from what the teacher explained, teacher explain detail but on point like summary.
Mind mapping can esier the student to understand writing subject, make the student comfortble, not bored.
Based on interview with student, S, she said “ Used strategy in learning process make i esier to understand what the teacher explain”.
The last strategy is look dictionary, look dictionary can apply in discussion group strategy to. The student more active with this strategy, because the student anthusias for searching unknow meaning. But sometimes the student not bring dictionary. This strategy make the student see dictionary more often.
Based on the observation by researcher, the researcher found 75% students‟
active in writing teaching and learning process. It‟s can see on the chart below:
The strategies that teacher use are very useful in writing learning and teaching process. These strategy include in three of teaching strategies, they are group discussion, mind maping and look dictionary.
Students active in teaching process
Students busy with her own
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter present conclusion and suggestion concering the result of the research. Based on the finding on chapter IV . The researcher get conclusion as follow :
B. Conclusion
Based on the research finding, the researcher took some conclusion, as follow:
1. In teaching English subject (writing), the teacher used each strategy (group discussion, mind mapping, look dictionary). The strategy making learning and teaching process not bored, more active, and anthusiastic.
C. Suggestion
Based on the result of the research finding, the researcher would to give some suggestion, as follow :
1. For the teacher
a. The school should provide opportunities and support to each teacher to use variety of intructional media that can help teacher and learning and teaching process.
b. The teacher should choose the effective variety of strategy that are appropriate with thw mwterial
c. The students has different ability, creativity and characteristic. So the teacher should understand what the students needed based on their differents.
2. For the Student
a. The student hope to be more active in learning and teaching process, and creativ in writing English
3. For the Other Researcher
a. The result of the study can be use as an additional reference for further research with different discussion domain of the teacher‟s strategy.
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APPENDICES
APPENDICES I
Interview with students
NO NAME QUESTION ANSWER
1 Aguntoro (A) What is your difficul ties in learning writing?
My difficulty in learning writing is my voca
bulary Is still less.
2
Silviyana (S) How about your feeling when your teacher use strategy in teaching and learningproses?
In learning withstrategy, i feel more happy and anthusiast.