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THE IMPLEMENTATION OF TEACHING WRITING
TO THE EIGHTH GRADE STUDENTS OF SMP N 2 SAWIT BOYOLALI
SEMESTER TWO IN 2013/2014 ACADEMIC YEAR
by
DEDY PRIYANTO A 320100080
dedypriyan@gmail.com
Muhammadiyah University of Surakarta
ABSTRACT
This study aims at describing the implementation of teaching writing to the eighth grade students of SMP N 2 Sawit Boyolali semester two in 2013/2014 academic year and to describe problem faced by teacher and students in teaching writing process.
This is a descriptive qualitative research. The researcher collected the data by observing the English class and interviewing teacher and students. The data include field note of observation, interview script, and syllabus. While, the methods of collecting the data are observation, interview, and document. The technique used in analyzing data is as follows collecting the data of the observation and interviewing, analyzing the data from the result of observation and interview, and concluding the result and giving suggestion.
The objective of teaching writing at the eighth grade students of SMP N 2 Sawit Boyolali are (1) to help the students develop their writing skills. In the classroom activities, teacher gives the students a drill. (2) to enable the students in understanding English as a means of communication. (3) to enable the students in being active in practicing English in written form. The material for teaching writing taken from worksheet that related with syllabus. Media that the teacher uses are worksheet and LCD projector. The teacher used several techniques in teaching writing process such as, imitative or writing down, intensive or controlled writing, self writing, and real writing. In the evaluation, the teacher used the daily test, mid test, and final test. Mid test and final test is the test made by the government to measure achievement at students nationally. The daily test is a test made by the teacher to measure the students ability especially in writing skill. In daily evaluation the teacher give the daily assignment and homework. The problems faced by the teacher in teaching writing are the discipline of the students, the students do not do their homework, and the students don’t bring dictionary when they join the class. While, the problem faced by the students in writing, several students do not want to write.
Keywords: The implementation of teaching writing and problem faced by the teacher and students
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INTRODUCTION
Writing is one of the four English language skills. In the process of teaching and learning in Junior High School,a teacher should be able to develop students’ writing ability because writing skill is one of the important things for the advancement of students’ English language. A teacher is required for teaching English properly and correctly to their students. Beside that, the teacher must have creative and innovative techniques to deliver materials in the classroom. In SMP N 2 Sawit Boyolali, there are many problems that affect teaching writing process such as the students are difficult to memorize the word in English, the students often do not bring a dictionary when learning English, and so on. The students’ problems affect the process of teaching writing, so they do not have a lot of English knowledge. The limitation of vocabulary makes difficult for the students to write and to translate both word and sentence. These are some problems faced by the teacher and students that make the teaching writing process do notrun well. Based on the problem statements, the objectives of the study in this research are; to describe how is the implementation of the writing process, approach, and technique in the classroom and to describe the problems faced by the teacher and students in English teaching writing to the eighth grade studentsof SMP N 2 Sawit Boyolali semester two in 2013/2014 academic year.
Writing is one of the four English language skills. In the process of teaching and learning in Junior High School,a teacher should be able to develop students’ writing ability because writing skill is one of the important things for the advancement of students’ English language. A teacher is required for teaching English properly and correctly to their students. Teaching is sharing or helping someone to learn how to do something by giving instruction, guiding in the study of something, providing with knowledge, causing to know or understand (Kirnble and Garmezy (1963: 133) in Brown (1994: 7)). Here, the purposes of the teaching are to help or to support students when they learn English and to develop students’ behavior and also their knowledge. According to Richards (1999: 12) teaching is
usually regarded as something that the teacher does in order to bring about change in learners. Teaching consists of activities, task, and learning experiences selected to help bring about learning and how to use it in the classroom. It is an activity that tries to help someone to enquire (change, or develop skills, attitudes appreciations, and knowledge). The result of teaching is to teach students in order to act well and develop the students’ capability in every aspect. Teaching is an activity to create situation to support the learning process, or a teacher’s activity to deliver materials to the students so that the transfer of knowledge happens (Sardiman, 1996: 47-52). Based on the theory, the teacher does interaction with the students to deliver materials so that the teaching process becomes easier.
Many experts define “writing” variously. Bram (2002: 7) states that to write means to try to produce or reproduce written messages. Before we write, we need to determine what to write and we should have something meaningful to convey. According to Brown (2000: 334) teaching writing is showing or helping someone learn how express creativity, uniqueness, ideas, and indicate what they want, to give instruction, to provide knowledge, to encourage the students to understand the material about writing so that someone can write well. It can be concluded that teaching writing has some purposes to deliver information or to explore the students’ creativities in writing.
Writing is both physical and a mental act at the most basic level it is a physical act committing words or an email message typed into a computer. On the other hand, writing is the mental work of inventing ideas. Thinking about how to express them and organizing them into statements and paragraph that will be clear to reader (Nunan, 2003: 88).
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but also in teaching writing process in the classroom. The main purpose of teaching writing is to help students improve their writing capability to be better. Generally teaching language process includes; (1) introduction, (2) classroom activities, and (3) closing.
While, according to Trimmer and Seammers (1984: 10-11) there are three steps of teaching writing process, namely;
1. Planning
Planning is any orderly procedure and to bring about a desired result. As the first stage, planning is a series of strategies designed to find and produce information in writing.
2. Drafting
Drafting is a procedure for drawing up a preliminary sketch. As the second stage, drafting is series of strategies designed to organize and develop instituted piece of writing.
3. Revising
Revising is a procedure for improving or correcting a work in progress. As the third and final stages, revising is a series of strategies designed in examine and re-evaluate the choices that have created a piece of writing.
Based on the theory above, those three steps have each function and the functions are related to each other. That case can help a teacher to deliver the material and accelerate the teaching writing process in the classroom. Method is treated at the level of design in which the roles of teachers, learners, and instructional are specified (Fauziati, 2005: 5). When a teacher teaches English language, he should be able to select an appropriate method or technique. It is useful to help students learn the English language with good methods. Beside that, the teacher must have creative and innovative techniques to deliver materials in the classroom.
entitled THE IMPLEMENTATION OF TEACHING WRITING TO THE EIGHTH GRADE STUDENTS OF SMP N 2 SAWIT BOYOLALI SEMESTER TWO IN 2013/2014 ACADEMIC YEAR.
RESEARCH METHOD
This research was conducted on April 14 to May 15, 2014 at the eighth grade of SMP N 2 Sawit Boyolali semester two in 2013/2014 academic year. The subject of the study are English teacher and students of the eighth grade at SMP N 2 Sawit Boyolali semester two in 2013/2014 academic year. The eighth grade class consist of 24 up to 26 students. The object of this research is the implementation of teaching writing to the eighth grade students of SMP N 2 Sawit Boyolali semester two in 2013/2014 academic year. To collect the data, the writer applied three research techniques, namely: observation, interview, and document analysis. the data in this research are analyzed by using descriptive qualitative research method for analyzing the data with the following procedures, namely: the writer described and interpreted of the English teaching writing process by taking several notes when the writer conducted his research, data are arranged in order to draw conclusion, and the writer draws the conclusion and proposes suggestion based on the analysis of the data.
RESEARCH FINDING AND DISCUSSION
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A. Objective of Teaching Writing
From the interview and observation at the eighth grade of SMP N 2 Sawit Boyolali, the objectives of writing are to make the students write, the teacher hopes that the students can write well. It was supported by the result of interview by the researcher with the English teacher on May, 7th 2014 from Mrs. SJ as follows:
1. to help the students develop their writing skills.
In the classroom activities, teacher drilled the students writing skills. The teacher hoped that students must be active in practicing their English in written form. In teaching writing process the students did activities from their teacher instruction. For examples, the teacher asked the students to write a word, sentence, and paragraph.
2. to enable the students in understanding English as a means of communication.
The teacher hoped the students can use their own writing to communicate with other people. The students must enrich their vocabulary and grammar in writing. Besides, the result of their writing must be correct and systematic. So, the other people can understand the meaning of it. 3. to improve the students’ creativity in writing.
Here, the teacher hoped that the students can write well with their creativity. They got their creativity from their own experiences and ideas. The teacher gave freedom to the students to choose their own topic. The students can connect their own topic with their own experiences and ideas. Then, the students can put their own topic, experiences, and ideas in a text. The teacher also gave the students’ homework in the last meeting.
B. Process of Teaching Writing
process at the eighth grade of SMP N 2 Sawit Boyolali. The researcher observed teaching writing process in four times.
The first observation was done on Wednesday, April 30, 2014. The English teacher’s name was Mrs. SJ. The material of that day was narrative text. It was started at 10.50 a.m. up to 12.15 p.m. the researcher observed at 8D class that consists of 24 students. The second observation was done on Saturday, May 5, 2014. The teacher’s name was Mrs. SJ. The material of that day was narrative text. It was started at 08.20 a.m. until 09.55 a.m. the researcher observed at 8G class that consists of 24 students. The third observation was done on Saturday, May 9, 2014. The teacher’s name was Mrs. SJ. The material of that day was narrative text. It was started at 09.55 a.m. up to 11.30 a.m. the writer observed at 8D class that consists of 24 students. And The third observation was done on Wednesday, May 7, 2014. The English teacher name was Mrs. SJ. The material of that day was narrative text. It was started at 10.50 a.m. up to 12.15 p.m. The researcher observed at class 8D that consists of 24 students
The teacher came into the classroom at the right time. Then, the teacher greeted the students and they answered it. After that, the teacher checked the students’ attendance. The teacher also checked the readiness of the students before studying. Then, teacher delivered materials and asked students to answer questions. After the students had finished their work, they submitted it on the teacher’s table. Sometimes the teacher explained again the material, because some students didn’t understand it. As closing, the teacher also asked the students about their problem when they learned narrative text. The teacher gave motivation to the students to study hard. When the bell rang, teacher closed the meeting and wishing “Wassalamu’alaikum wr.wb” and students answered it very well.
C. Approach to Teaching Writing
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material easier. This approach can also build interaction between teacher and students.
Based on the observation and interview with the teacher, the writer found that the teacher used several approach in teaching writing process to the eighth grade students at the SMP N 2 Sawit Boyolali. The teacher used several approach such as, the controlled-to-free approach, the free writing approach, the paragraph-pattern approach, the grammar-syntax-organization approach, and the communicative approach.
1. The Controlled-to-free Approach
This approach enables students to make or change a word. Then, they substitute it in a new sentence. The students are easier to make a sentence, because this approach is stressing at three aspects, those are grammar, syntax, and mechanics.
2. The Free Writing Approach
This approach explains that the teacher uses ESL to deliver the materials in teaching writing. First, most students are hard to accept the lesson, but in this approach the teacher tries to invite the students to express their thought in writing. The students can write everything which is suitable with their ideas. Then, the teacher can correct the students’ writing which has been right or wrong. Teacher has a duty to correct the students’ writing which is still wrong in order the students know their mistakes.
3. The Paragraph-pattern Approach
4. The Grammar-syntax-organization Approach
Teacher must be able to enrich students’ lexicon. Because when students write or do writing task, students have to get many words in order the students can deliver their passage which can be understood by others. 5. The Communicative Approach
This approach explains that teacher has to make students share their opinion, and then explain it in writing. It can be done by the students by rewriting and summarizing or making comments about what has been delivered by teachers.
D. Technique for Teaching Writing
Technique is an important part of teaching writing process. Teaching writing process needs a technique that is suitable with the students’ need. Based on the observation and interview with the teacher, the writer found that the teacher implemented some techniques on the teaching writing process to the eighth grade students of SMP N 2 Sawit Boyolali semester two in 2013/2014 academic year. The teacher used some techniques in teaching writing process such as imitative or writing down, intensive or controlled writing, self writing, display writing, and real writing.
Based on the observation, the teacher applied some techniques in teaching writing process at the SMP N 2 Sawit Boyolali. It can help the teacher deliver material to the students and develop their students writing skills easier. So, the teaching writing process can run well and more effectively.
1. Imitative or Writing Down
At the level of learning to write, students will simply ”write down” English letters, words, and possibly sentences.
2. Intensive or Controlled Writing
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3. Self-writing
The most salient instance of this category in the classroom is note-taking, where students take notes during a lecture for the purpose of later recall. Other note-taking may be done in margins of books and on odd scraps of paper.
4. Display Writing
For all language students, short answer exercises, essay examinations, and even research reports will involve an element of display. For academically bound ESL students, one of the academic skills that they need to master is a whole array of display writing techniques.
5. Real Writing
It means that virtually every classroom writing task will have an element of displaying writing in it, some classroom writing aims at the genuine communication of messenger to an audience in need of those messages.
E. Materials for Teaching Writing
In this section, the writer presents materials for teaching writing. Materials mean the subject matter that is given by the teacher to the students. Materials are very important and useful for teacher and students to support the English teaching writing process. The writing materials also can develop students’ skills, knowledge, and can make them express their ideas. The teacher should choose the material that is suitable with syllabus, lesson plan, curriculum, and the goal of teaching writing. Besides, the teacher also chooses good materials in order to make students easier to understand. The materials are taken from book or worksheet, and internet.
worksheet must be completed with exercises for the students. The teacher always brings dictionary in every English teaching-learning. Beside that, Materials for teaching writing are not only taken from books or worksheet, but also from internet. Those materials also help teacher in teaching writing process. The materials from internet could be a text.
The materials have to be suitable with syllabus, lesson plan, and curriculum. So, the process of teaching writing can be more effective and run well.
F. Media for Teaching Writing
In teaching writing process, the teacher also used media. Media are device used for delivering the information or materials to the students. The main purpose of using media in teaching writing is to help teacher deliver materials and to make students easier to understand the materials. From the writer’s observation and interview, the writer found that the teacher used worksheet and LCD projector as the media.
Worksheet was used by the teacher and the students in teaching writing process. Student’s worksheet is used as the material and also as media for teacher to deliver teaching writing material to the students. Because the worksheet contains materials and exercises, in the exercise, the students can answer the questions by writing the answer in the columns. The materials on the student’s worksheet were taken on syllabus. The main purpose student’s worksheet as a media to make the teacher easy in delivering materials and also it made the students understand.
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Based on the observation, the teacher used students’ worksheet and LCD projector to deliver material to the students. Media can support the teaching writing process effectively and run well.
G. Evaluation Used in Teaching Writing
Evaluation is very important to measure the students’ ability. The purpose of evaluation is to know the students’ progress in writing skill. Based on the writer’s observation and interview, the English teacher used daily test, mid test, and final test as the evaluation in teaching writing.
1. Daily Test
To know the student’s progress in teaching writing. Mrs. SJ as the English teacher of the eighth grade students at the SMP N 2 Sawit Boyolali, always held daily test for all students. The daily test was held once in three weeks. The form of the daily test is objective and essay. Usually, there are 10 exercises of objective test and 5 essay test.
2. Mid Test
Evaluation in the mid test was obligated for all students in SMP N 2 Sawit Boyolali. The exercise for the eighth grade students in SMP N 2 Sawit Boyolali consists of 30 objectives test and 5 essay test. The purpose of this test is to measure the student’s ability.
3. Final Test
The main purpose of the final test is to evaluate the students in every semester. Final test is obligation for all students in SMP N 2 Sawit Boyolali in every semester. In final test, there are two kinds of exercises. It consists of 30 objectives test and 10 essay test.
CONCLUSION
Based on the research finding the writer concludes that:
1. The objectives of teaching writing at the eighth grade students of SMP N 2 Sawit Boyolali are to help the students develop their writing skills, to enable the students in understanding English as a means of communication, and to enable the students in being active in practicing English in written form. 2. SMP N 2 Sawit Boyolali implemented the 2006 Curriculum. The syllabus
applied by the teacher is theme-based syllabus in every English lesson especially in teaching writing process to the eighth grade students.
3. The process of teaching writing to the eighth grade students of SMP N 2 Sawit Boyolali is very good. Because, the teacher used the right materials, approach, technique, and media to support the English teaching writing process. The students are enthusiastic to join the class. The English teaching writing process in SMP N 2 Sawit Boyolali is very interesting.
4. The teacher adopted several approach in teaching writing process to the eighth grade students at the SMP N 2 Sawit Boyolali. The teacher is easier to deliver materials to the students.
5. The English teacher, Mrs. SJ implemented some techniques in teaching writing process to deliver materials to the eighth grade students at the SMP N 2 Sawit Boyolali. Those techniques can make students write well.
6. In SMP N 2 Sawit Boyolali, the teacher used books or worksheet as the materials for teaching writing. The contents of students’ worksheet are not only materials but also exercises for the students. The teacher used materials that are suitable with curriculum, lesson plan, and syllabus. The students are easier to understand, because the materials are good.
7. The teacher used media to support teaching writing process. She used worksheet and LCD Projector as the media. Media that the teacher used are very good because the students are more interested in joining the class.
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