A NATURALISTIC STUDY ON TEACHING WRITING AT SMP MUHAMMADIYAH 4 SURAKARTA
IN 2015/2016 ACADEMIC YEAR
PUBLICATION ARTICLE
by
Pandu Herwinanda Putra A320120107
DEPARTMENT OF ENGLISH EDUCATION SCHOOL OF TEACHER TRAINING AND EDUCATION
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A NATURALISTIC STUDY ON TEACHING WRITING AT SMP MUHAMMADIYAH 4 SURAKARTA
IN 2015/2016 ACADEMIC YEAR Abstract
The study is aimed at describing the process of teaching writing at SMP Muhammadiyah 4 Surakarta. Specifically, it is conducted to know (1) the objectives of the teaching for writing at eight grade students in SMP Muhammadiyaah 4 Surakarta, (2) the materials in teaching writing, (3) classroom procedure of teaching writing used by the teacher, (4) and the teacher’s and students’ roles in teaching writing. The researcher gets the data from event, informant, and document. The techniques of collecting data in this research are observation in teaching writing process and interview. To analyze the data, the researcher employs Miles and Huberman theory of interactive method. The result of this research are learning objective of teaching writing are divided into two. The general learning objective is written in KTSP curriculum that is “to develop the ability to communicate in English both in spoken and written form to deal with the development of science and technology in facing the globalization era”. The specific learning learning objective is found in lesson plan, that is “students are able to reveal the meaning in functional written text and the simple short essay of recount and narrative to interact with the around environtment”. The teacher gave material about recount text. Classroom procedure used by the teacher is devided into three steps namely Exploration, Elaboration and Confirmation. The techniques used are question and answer, brainstroming, translation, instructor-initiated question and probes, giving feedback, and summarizing. Teacher’s roles in teaching English are as facilitator, manager, instructor, monitor, and evaluator. The student’s roles of teaching writing in SMP Muhammdiyah 4 Surakarta was as material receiver and performer.
Keywords: teaching learning process, classroom procedure, writing skill. Abstrak
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menyatakan makna fungsional tertulis dan pertanyaan pendek tentang recount dan narrative teks untuik berkomunikasi dengan lingkungan sekitar”. Guru memberikan materi tentang recount teks. Guru menggunakan materi cetak untuk proses belajar mengajar menulis. Prosedur kelas yang digunakan oleh guru mempunyai tiga tahapan yaitu Explorasi, Elaborasi dan Konfirmasi. Guru menggunakan beberapa teknik dalam proses belajar mengajar seperti tanya jawab, pengungkapan pendapat, terjemahan, permulaan guru dengan pertanyaan dan penyidikan, memberikan umpan balik, dan meringkas. Peran guru dalam mengajar bahasa inggris adalah sebagai fasilitator, manajer,instruktor, memantau, penilai. Peran siswa dari pembelajaran writing di SMP Muhammadiyah 4 Surakarta adalah sebagai penerima materi dan pelaksana.
Kata Kunci: proses belajar mengajar, prosedur kelas, kemampuan menulis.
1. INTRODUCTION
Language is a principle means for human to communicate, and to transmit some information. One of the languages used to communicate is English. It is an internasional language used to comunicate with people from other countries. English language also can develop culture, science as a means of communication with other countries in the world. That is why people learn English language and are eager to master it.
Because of its importance, English is learned by students formally at many schools. The language skills learned include listening, speaking, reading, and writing skiils. The teaching of English in junior high school is the basis in English language. To teach English language the teachers have to improve and develop these four skills in order that their students can use the skills to communicate their feeling, thoughts, and opinion in English.
One of the important language skills in English language is writing skill. Writing skill is an important part of communication. The skill is different
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The students have some keys or aspects for learning writing, namely grammar, punctuation, and spelling. Because good writing has correct grammar, punctuation, and spelling or vocabulary. Good writing allows their writer to communicate their massage with the readers or teachers. According to Harmer (2007: 33). “Writing is frequently useful as preparation for some other activity, in particular when students write sentence as a preamble to
discussion activities”. The students have to master vocabulary and know how to use grammar in making texts or sentences. There are many text types taught
in Junior High School. Each text has different social function, schematic structures, and language features. One of the texts taught to the eighth grade students of Junior High School is Recount text.
Basically the purpose of teaching writing is to help and support the students when they learn English especially in writing, so the students can develop their capability, knowledge of writing. In teaching and learning English, there are strategies to teach students according to the materials or potential of the students. The students will be successful if the learning sources or strategies are relevant with the students need. In this case, teaching writing skill must be conducted in education field in Indonesia. Brown (2000: 34) stated that in teaching writing, a teacher must introduce the students the steps in writing, namely; prewriting, drafting, and revising. Prewriting helps the students to get our ideas on paper. In drafting the students should make a plan based on the topic choosen. And the last, in revising, the students can get some feedback about composition from their classmates.
In the context of teaching and learning process in SMP Muhammadiyah 4 Surakarta, English language becomes a favorite subject for the eight grade students. The students are cheerful to study English because it
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teaching writing are implemented in order to make the students interested in learning English. Especially at the eight grade, the school has two excellent paralled classes. They are class eight A and eight B. Excellent class get more teaching learning English language compared to the other class. The students of excellent class are very interested in learning English because the students are cheerful and they have basic English well. The teaching learning process
can be effective because the students have willingness to learn writing skill. In the process of teaching learning writing skills in SMP
Muhammadiyah 4 Surakarta, the teacher starts the lesson by showing the materials to learn in writing skill. The teacher applies some techniques in teaching writing skill in order that the students easily understand the materials. For example, the teacher shows how to make the structure of recount text or descriptive text and also with the tenses. Then, the students practice to write based on the instruction given by the teacher. The students are happy and cheerful because they are interested in learning English especially writing.
The researcher interested to observe because the researcher wants to know how the teacher teaches writing in class, how the techniques of teaching writing can be learned by the students, and how the students respon after teaching and learning in writing. Based on explanation above, the writer is interested in conducting a research about the teaching English writing skill to eight grade students in Junior High School entitled A NATURALISTIC STUDY
ON TEACHING WRITING AT SMP MUHAMMADIYAH 4 SURAKARTA.
2. RESEARCH METHOD
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research is descriptive research. The researcher gets the data from event, informant, and document. The technique of collecting data in this research are observation in teaching writing process and interview the teacher about teaching writing. To analyze the data, the researcher employs Miles and Huberman theory of interactive method.
3. RESEARCH FINDING AND DISCUSSION
The research finding shows learning objective, classroom procedure, classroom technique, teacher’s role, student’s role for teaching writing of English in Mrs. H as English teacher in SMP Muhammadiyah 4 Surakarta. 3.1Research Finding
3.1.1 Learning Objective
Learning objective of teaching writing are divided into two. The general learning objective written in KTSP curriculum “to develop the ability to communicate in English both in spoken and written form to deal with the development of science and technology in facing the globalization era”. The specific learning learning objective is based on lesson plan for the eight grade “students are able to reveal the meaning in functional written text and the simple short essay of recount and narrative to interact with the around environtment”. The learning objective in teaching writing especially teaching recount text is to make the students understand the steps or method to make recount text, understand the structure of the text based on their experiences.”
3.1.2 Teaching Material
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materials from slide of power point which made before teaching in the class and took from the internet or other resources.
3.1.3 Classroom Procedures
Classroom procedure used by the teacher is devided into three steps namely Exploration, Elaboration and Confirmation in teaching learning process.
3.2 Classroom Technique Used in Exploration Cycle
The researcher found that the teacher used some techniques on the
teaching learning process in exploration stage. There are:
3.2.1 Question and Answer
Question and answer means the teacher gives some question and the
students answer the question. This technique makes students actives in
the class.
For example:
Mrs. H : “Hi students, good morning. How are you today?”
Students : “morning. Iam fine, thank you. And you?”
Mrs. H : “Fine thanks. Students, open your book pages 63”.
Students : “Yes Miss.”
Mrs. H : “What is the recount text?”
Students : “A recount retells past events or experiences in the past.”
Mrs. H : “Have you experiences in malang?”
Students : “ Yes. Miss, we go to Bali to study tour Miss.”
Mrs. H : “Ok, and then, What is the three main parts of recount?”
Students : “Orientation, events, and re-orientation Miss.”
Teacher : “Please give example of time connective in the recount?”
Students : “First, next, then, soon, during, after, later, eventually, finally.”
Teacher : “Ok good.”
3.3 Classroom Technique Used in Elaboration Cycle
7 3.3.1 Brainstorming
Brainstorming means that the teacher asked students to list all their idea of related to a topic. They can write ideas in single word not in complete sentence
Mrs. H : “where we go in our last studytour last week?” Students : “The Zoo Miss”
Mrs. H : “ Ok, let’s try to write any word that you think about holiday in the Zoo, kata apa saja yang kalian
pikirkan yang berhubungan dengan kebun binatang!”
Students : “Elephant, tiger Miss, I saw the tiger” Mrs. H : “Good”
3.3.2 Translation
Translation means that the teacher translates some words or sentence in the teaching learning process of writing.
Mrs. H : “students, do you know the meaning of treated?” Students : “No Miss”
Mrs. H : “Treated means “perlakuan”, ada yang tidak tahu lagi?”any questions?
Students : “Kalau weather apa Miss?” ( what is weather in Indonesian language?)
Mrs. H : “Weather means cuaca, any else? Students : “Ok Miss. No”
3.3.3 Instructor-initiated Question and Probes
Instructor-initiated question and probes means the teacher gave question for students and then the students answered the
question.
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Students : “In this paper or the book Miss? Maksudnya dijawab di sini apa di buku”
Mrs. H : “In your assignment book, how many generic structure in the recount text? Apa saja?”
Students : “Orientation, event, reorientation.”
Mrs. H : “Nah, let’s do your task. You have time 10 minutes to answer the question!”
3.4Classroom Technique Used in Confirmation Cycle
In classroom technique in confirmation cycle, the teacher gave feedback and summarizing technique to cover the learning process especially teaching writing.
3.4.1 Giving Feedback
Giving feedback means giving response toward information about the result of a activity or process
For example:
Mrs. H : “Adakah kesulitan dalam materi recount ini?” (do you have difficulty in this recount text material?) Students : ”No Miss”
Mrs. H : “Are you sure?” Students : “Yes Miss”
Mrs. H : “ Kalau begitu saya yang tanya, apa bedanya descriptive sama recount?” (what is the differences between recount and narrative text?
Students : “Kalau descriptive itu mendiskripsikan, dan recount itu pengalaman yang sudah terjadi Miss.” ( descriptive text is describe something, and recount
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Summarizing technique in the teaching learning process, the teacher always used summarizing technique. This technique is usually not an easy task, even in one’s own native language.
For example:
Mrs. H : “What we learn today?” Students : “Narative text Miss”
Mrs. H : “What is the narative text?”
Students : “Narative text retells a story Miss.”
Mrs. H : “Narrative text consists of several parts, what is that? Apa bagian-bagian dari narative text tadi? Students : “Orientation, complication and resolution Miss. Mrs. H : “Kalau narrative text menggunakan tenses apa?
(What is tenses use in narrative text)? Students : “past tense Miss.”
3.5Teacher’s Roles
The teacher’s role is something important in the teaching learning process or in the school. Many kinds of teacher’s roles for the students and some of them as a guide of the students.
Teacher as facilitator, manager, instructor, monitor, and evaluator.
3.6Student’s Roles
The students also had roles in the classroom between the teacher roles in the teaching learning process or in the class. The effectiveness of teaching process is influenced of student’s role. The student’s roles of teaching writing in SMP Muhammdiyah 4 Surakarta was as material receive and performer.
4. CONCLUSION
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specific learning learning objective is based on lesson plan for the eight grade “students are able to reveal the meaning in functional written text and the simple short essay of recount and narrative to interact with the around environtment”. The learning objective in teaching writing especially teaching recount text is to make the students understand the steps or method to make recount text, understand the structure of the text based on their experiences.”
The teacher gave material about recount text. The teacher used printed material for teaching learning writing. The printed material is textbook. The textbook is “Bahasa Inggris Sekolah Menengah Pertama” EKSIS Modul Pintar 2015”, Practice Your English Competence : for SMP/MTS Class VIII” written by Rubiyanto, Citra Pustaka 2015.
Classroom procedure used by the teacher is devided into three steps namely Exploration, Elaboration and Confirmation in teaching learning process. The teacher used some techniques in the teaching learning process such as question and answer, brainstroming, translation, instructor-initiated question and probes, giving feedback, and summarizing. The English teacher has complate role in the teaching learning activities. Teacher’s role in teaching English are as facilitator, manager, instructor, monitor, and evaluator. The student’s role of teaching writing in SMP Muhammdiyah 4 Surakarta was as material receive and performer.
DEDICATION
This research paper is dedicated to his best mother, and his dearest father, his beloved sisters. Hopefully this research paper can be useful to another researcher.
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