“CLASSROOMTECHNIQUES TO DEVELOP STUDENTS’ENGLISH WRITING SKILL: A NATURALISTIC STUDY AT SMP
MUHAMMADIYAH 1 SURAKARTA”
RESEARCH PAPER
Submitted as a Partial Fulfillment of the Requirements for Getting Bachelor Degree of Education
in English Department
by
MIA DIAN PRATIWI A320120116
SCHOOL OF TEACHER TRAINING AND EDUCATION MUHAMMADIYAH UNIVERSITY OF SURAKARTA
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MOTTO
The difference between genius and stupidity is
that genius has limits
-Albert
Einstein-If you are always trying to be normal, you will never know how amazing you can be
Angelou-vi
DEDICATION
From the deepest heart, the writer would like to dedicate this research paper to:
Alloh SWT,
Mr. Rochmat and Mrs. Wartum,
Her beloved parents, and
Erma Indrayanti, Wahyu Wibowo and Lia Listiana
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ACKNOWLEDGMENT
Assalamu’alaikum Warohmatullahi Wabarokaatuh
Alhamdulillahi Robbil’aalamin. All praises belong to Alloh SWT the Most
Merciful, the Lord of the world. With His blessing and guidance, the researcher
has finally accomplished this research paper as a partial fulfillment to get the
Bachelor degree in Department of English Education, Muhammadiyah University
of Surakarta, she can complete her research paper entittled CLASSROOM
TECHNIQUES TO DEVELOP STUDENTS’ ENGLISH WRITING SKILL:
A NATURALISTIC STUDY AT SMP MUHAMMADIYAH 1 SURAKARTA.
In conducting this research paper, the researcher got some help from many
people. On this best occasion, the researcher would like to express her deepest
gratitude and appreciation to the following people:
1. Prof. Dr. Harun Joko Prayitno, M. Hum. Dean of School of Teacher
Training and Education Muhammadiyah University of Surakarta,
2. Mauly Halwat Hikmat, Ph. D, Head of English Department
Muhammadiyah University.
3. Prof. Dr. Endang Fauziati, M. Hum. The consultant who has patiently
guided the researcher in arranging this work, provided time for consultant,
and gave the researcher nice suggestion,
4. Drs. Djoko Srijono, M. Hum as the second examiner in this research
paper,
5. Aryati Prasetyarini, M. Pd as the third examiner in this research paper,
6. Abdillah Nugroho, Dr, M. Hum, as the academic consultant who has given
the researcher guidance as long as she studied in Muhammadiyah
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7. All lecturers of English Department, for being good educators, guide, and
mentor,
8. Mrs. Asih Marselina S. Pd, Mr. Widodo S. Pd, and Mr. Zubaidi Arif S. Pd
as English teachers at SMP Muhammadiyah 1 Surakarta who always guide
her,
9. Mr. Sukidi S. Ag, M. Pd as headmaster of SMP Muhammadiyah 1
Surakarta, “thanks to give me opportunity to observation in there,”
10. The teachers of SMP Muhammadiyah 1 Surakarta, thanks for help,
11. Her best gratitude for her beloved parents Mr. Rochmat and Mrs. Wartum,
thanks for ever over love, prayers, support (moral and material),
motivation, and everything during her life,
12. Her beloved sisters and brother, Erma Indrayanti, Wahyu Wibowo and Lia
Listiana who have give love, care, prayers, and support. “thanks for
everything,”
13.Her big family, who have given care, prayers, and support. “Thank you,”
14.Her beloved friends in DEE, “thank you for your love, spirit, motivation,
suggestions, and joke,”
15. Her best friends Nur Handini Yusna Laili, Ayu Andina, and Tiya
Ardhiyati, Ayu Hertika Prapyuningrat “thanks a lot for our solidarity,
spirit, assemble, togetherness, and all of you regard as my sisters ever,”
16. Her beloved friends, Sylvia Mustanuri Jannah, Dinar Risqi, Iid, Riski
Pujianto, Rina Septia, Irma Febri, Khusnul,
17. Her friend in Allifah, Rizka, Anisa, Aning, Rika, Adna. “Thanks for your
support, motivation, and everything we need,” and
18. Those who cannot be mentioned one by one toward their support to the
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The researcher considers that this research paper is far from being perfect.
Therefore, suggestion and criticisms are welcome and accepted. She hopes that
this research paper would be valuable for readers.
Wassalaamu’alaikum Warohmatullahi Wabarokaatuh
Surakarta, June 2016
The researcher
Mia Dian P
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TABLE OF CONTENT ... x
SUMMARY ... xii
CHAPTER 1 : INTRODUCTION ... 1
A. Background of the Study... 1
B. Problem Statement ... 3
C. Limitation of the Study ... 4
D. Objective of the Study... 4
E. Significance of the Study ... 4
F. Research Paper Organization ... 5
CHAPTER II : REVIEW OF RELATED LITERATURE ... 6
A. Underlying Theory ... 6
1. Notion of Method, Approach, and Technique ... 6
2. Notion of Writing Skill ... 7
3. Technique for Teaching Writing... 12
4. Teacher’s Roles ... 17
5. Student’s Roles ... 19
B. Previous Study ... 19
CHAPTER III : RESEARCH METHOD ... 31
A. Type of the Research... 31
B. Setting of the Study... 32
C. Subject of the Study ... 33
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E. Sampling ... 33
F. Data and Data Source... 33
G. Technique of Collecting Data ... 34
H. Technique for Analyzing Data ... 35
CHAPTER IV : RESEARCH FINDING AND DISCUSSION... 37
A. Research Finding... 37
1. Types of Classroom Techniques Used by the Teacher to Develop Students English Writing Skill ... 37
2. Purposes in Using Each Technique... 51
3. Teacher’sRoles ... 55
4. Students’ Roles ... 60
B. Discussion of Research Finding... 64
CHAPTER V : CONCLUSION, PEDAGOGICAL IMPLICATION AND SUGGESTION ... 71
A. Conclusion ... 71
B. Pedagogical Implication... 72
C. Suggestion ... 73
BIBLIOGRAPHY ... 75
xii SUMMARY
Mia Dian Pratiwi. A320120116. CLASSROOM TECHNIQUES TO DEVELOP STUDENTS’ ENGLISH WRITING SKILL: A NATURALISTICS STUDY AT SMP MUHAMMADIYAH 1 SURAKARTA. Research Paper. School of Teacher Training and Education. Muhammadiyah University of Surakarta. 2016.
This study is aimed to describe (1) classroom techniques used by the teacher to
develop students’ English writing skill (2) the purposes of each classroom
technique (3) the teacher’s roles (4) the student’s roles. This type of the research
is descriptive qualitative research, especially naturalistic study. The method of collecting data is observation and interview. The result is some classroom techniques used by the teacher to develop students’ English skill, especially
writing skill such as: writing based on picture, writing based on template, writing a card, dictation, writing based on topic, join writing in a group, fillin the blank sentence, writing based on random sentence. The teacher has roles as controller, teacher as organizer, teacher as prompter, teacher as resource, teacher as tutor, teacher as observer, and teacher as model. The students has roles as planner, students as group, students as tutor, students as monitor and evaluator. The conclusion of this study is that the use of various classroom techniques in the teaching - learning process by English teachers in SMP Muhammadiyah 1
Surakarta can develop the students’ English skill especiallywriting skill. By using various classroom techniques can make students interested and enjoyed in teaching-learning English language. Students become more active and creative in teaching writing skill. Based on the result, classroom techniques used by teacher are very important and they can make the students do not feel bored and lazy in the teaching - learning process of English writing skill.
xiii RINGKASAN
Mia Dian Pratiwi. A320120116. TEKNIK KELAS YANG DIGUNAKAN OLEH GURU UNTUK MENGEMBANGKAN KEMAMPUAN MENULIS SISWA: PENELITIAN NATURALISTIK DI SMP MUHAMMADIYAH 1 SURAKARTA. Skripsi. Fakultas Keguruan dan Ilmu Pendidikan Universitas Muhammadiyah Surakarta. Juni, 2016.
Penelitian ini bertujuan untuk mendeskripsikan (1) teknik kelas yang digunakan oleh guru untuk mengembangkan kemampuan menulis Bahasa Inggris siswa di SMP Muhammadiyah 1 Surakarta (2) tujuan masing-masing teknik (3) peran siswa (4) peran guru. Jenis penelitian ini adalah penelitian deskriptif kualitatif mengdunakan penelitian naturalistik dalam menganalisis data. Metode pengumpulan data dalam penelitian ini adalah observasi dan wawancara. Hasil dari penelitian ini menunjukkan bahwa The results of this study shows that there are some classroom ada beberapa teknik yang digunakan oleh guru untuk mengembangkan kemampuan menulis Bahasa Inggris siswa seperti: menulis berdasarkan gambar, menulis berdasarkan contoh, menulis kartu, mendikte, menulis berdasarkan topik, menulis dalam kelompok, mengisi kalimat rumpang, menulis berdasarkan kalimat acak. Guru memiliki peran seperti: guru sebagai pengontrol, guru sebagai organisator, guru sebagai motivator, guru sebagai sumber, guru sebagai pengajar, guru sebagai pengamat, dan guru sebagai model. Siswa memiliki peran seperti: siswa sebagai perencana, siswa sebagai kelompok, siswa sebagai pengajar, siswa sebagai pengamat dan penilai. Kesimpulan dari penelitian ini adalah bahwa guru bahasa Inggris di SMP Muhammadiyah 1 Surakarta menggunakan berbagai macam teknik dalam proses belajar mengajar dapat mengembangkan kemampuan menulis bahasa Inggris siswa. Dari berbagai tenik dapat membuat siswa tertarik dan meikmati proses belajar mengajar bahasa Inggris. Siswa menjadi lebih aktif dan kreatif dalam pelajaran menulis. Berdasarkan hasil, teknik di dalam kelas yang digunakan oleh guru sangatlah penting dan untuk membuat tidak bosan dan malas dalam proses belajar mengajar menulis bahasa Inggris.
