Penerapan Pengajaran Bahasa Komunikatif untuk Mengajar Business English Letter Writing untuk Siswa Kelas XII SMKN II Bukittinggi. Makalah saya yang berjudul "Implementasi Pengajaran Bahasa Komunikatif Dalam Mengajar Business Letter Writing Dalam Bahasa Inggris Kepada Siswa Kelas XII SMK N II Bukittinggi", adalah asli dan belum pernah diajukan untuk mendapatkan gelar akademik di Universitas Negeri Padang atau di perguruan tinggi lainnya. .
INTRODUCTION
- Identifications of the Problems
- Focus of the Problems
- Research of the Question
- Purpose of the Research
- Significance of the Research
- Definition of Key Terms
Communicative language teaching approach principles have been applied in teaching English to vocational high school students. The Implementation means the application of the communicative language teaching principles in the teaching of English writing.
REVIEW OF RELATED LITERATURE
Writing Skill
The separation of the writer and the reader in written communication makes it impossible for the writer to assess or judge how the writing is received and understood by the reader. Thus, a skilled English writer should learn and be familiar with the use of writing conventions or rules and the characteristics of writing itself. The wrong perception of the writing conventions and characteristics will lead to difficulties for the reader in understanding a piece of writing.
Theoretically, a writer's attitude towards his writing can be evaluated by his writing style. This problem may be due to the inability of the writer to choose the appropriate diction. The writer's unfamiliarity with the conventions or rules and features of writing leads the reader to difficulties in understanding the ideas that the writer has put into the text. part of writing.
Unlike academic writing, functional writing can be personal and can involve the subjectivity of the writer. The addressee of the letter affects the language used in the letter, the tone and style of writing. As the need for writing has increased recently, more attention should be paid to the teaching of writing in language teaching curriculum development (Shinobu, 1996).
This skill allows students to understand how they fit the specific purpose, ideas, and audience of the writing. This principle means that the teacher should not only focus on the result of the writing activity, but also on the process of writing.
Review of Related Findings
The third principle is that teachers should incorporate the process of writing with the product of writing. The fourth is that teachers should integrate all four basic skills in language, even though it is mainly focused on certain skills such as writing. In short, although the communicative approach to language teaching is known and applied in English teaching, there are still some shortcomings that need to be considered.
Therefore it is better to do further research to improve the quality of language teaching and learning. Some researchers have dealt with communicative language teaching, but none of them are specifically concerned with the application of communicative language teaching to the teaching of writing.
Conceptual Framework
Teachers need to understand the cultural differences of writing in the students' first and target languages.
Type of the Research
Setting of the Research
Participants of the Research
Instrumentation
Furthermore, the observation and interview are based on the following indicators and sub-indicators of CLT principles in teaching writing skills proposed by Hong (2008, pp. 20-23). Teachers need to understand the cultural differences between the students' first language and the target language. Teachers should introduce students to the changing culture of writing in Bahasa Indonesia and English.
The roles of the teacher, the students and the material must be adapted to suit the writing process. Teachers should facilitate the students with the context of the students as the basis of their writing. Teachers must be able to use the authentic materials and appropriate media to develop students' writing skills.
Teachers should evaluate and assist students during the writing process and give students opportunities to ask questions. Teachers should encourage students to write not only in class, but also outside of class. Teachers should include speaking, listening, reading and writing itself in the writing process, even if it is one of the skills.
Research Procedure
Technique of Data Collection
Here, as mentioned before, she joined the English classrooms to do the evaluation or the observation for several meetings until the necessary data was collected. The observation was focused on the question of whether the principles of communicative language teaching principles were applied appropriately, especially in the teaching of writing. The result of the observation and the checklist was analyzed by the researcher. The researcher also recorded the interaction and it was transcribed, so that the data could be analyzed again.
As stated by Gay and Airisian (2000), as a non-participant observer, the researcher does not intentionally interact with or influence the object of the observation. It was in the form of formal interviews with open-ended questions where the participants could spontaneously answer the questions given to them. Here the researcher asked some questions related to the principles of communicative language teaching and how they are implemented in the teaching writing activities.
The result of the interview was later analyzed to describe how far the principles have been implemented by the teachers in the teaching of writing skills, especially business letter writing.
Technique of Data Analysis
The research report presents the research findings and discussion.
Checking Data Trustworthiness
FINDINGS AND DISCUSSION
Discussion
In other words, all three research participants introduced students to the cultural differences of writing in the students' first language and in English. Other teachers just told the students about the differences between the first language and the target language cultures. For example, the three teachers did not encourage students to write outside of the classroom.
Teacher B, on the other hand, still spent too much time explaining and provides very little chance for the students to. From the observation it could also be seen that the students did not enjoy the class. In addition to the third indicator, the three teachers only focused on the product of the students' writing.
The teacher B dominated the class by spending too much time explaining, even the students were not paying attention. Regarding the role of students in correcting their mistakes in the writing process, from the findings, none of the teachers who were taken as the participants of the research involve the students in the correction and evaluation process. Except for the limitation of time limit, the three participants did not apply the principle due to the ability of the students which is considered very low.
Limitation of Research
For example, that teachers need to understand the cultural differences between students' first language and target language and the integration of the four basic skills in teaching English are implemented in different ways with teachers. However, there are some other principles that have not been applied in the process of teaching writing due to a number of problems that come from students and teachers, such as for teachers to connect the writing process with the writing product and the roles. of the teacher, students and material. Finally, by using cooperative learning in the writing class, liven up the classroom atmosphere and encourage students to interact in English as well.
Teachers should involve the students in the correction process, especially in teaching English business letter writing. Teachers should always encourage the students to write in English both inside and outside the classroom so that the students become a competent English business letter writer. The teacher should familiarize the students with the difference of writing culture in Bahasa Indonesia and in English.
The teachers must facilitate the students with the context as a basis for the students to write. Teachers should provide students with meaningful material that relates to students' needs. Teachers should give students chances to ask questions about the material and.
CONCLUSION, IMPLICATION AND RECOMMENDATION
Implications
From the findings of the research conducted on the twelfth grade students of SMK N II Bukittinggi, the researcher can derive some implications that deal with the process of teaching and learning English. Second, when the teacher presents the material in a creative way, such as with a video, students are more interested in learning even though their English ability is considered low.
Recommendation
Selama proses kegiatan belajar berlangsung, apakah anda menyuruh anak anda untuk bekerja lebih giat atau lebih banyak menjelaskan? Bagaimana menjawab perbedaan antara menulis tulisan fungsional dalam bahasa Indonesia dan menulis dalam bahasa Inggris. R : Apakah anda pernah mengikuti seminar atau workshop tentang penerapan pengajaran bahasa komunikatif dalam pengajaran bahasa Inggris.
T : oke misalnya mengajar surat undangan ya untuk berbicara tujuannya agar siswa mengetahui cara mengajak seseorang dalam berpidato dan menulis, siswa mengetahui cara menulis undangan dan cara menanggapi undangan. R: Saat mengajar menulis fungsional, apakah Anda mengajarkan bagian-bagiannya secara terpisah satu per satu atau Anda mengajarkannya sebagai satu kesatuan? Jika saya tidak memilikinya, saya akan memberi tahu siswa yang dapat membawanya dalam bahasa Indonesia untuk melakukannya.
T : Ya, saya akan mengajari Anda, dalam bahasa Indonesia ada banyak bahasa dasar, dalam bahasa Inggris itu hanya titik. Sehingga diharapkan anak lulusan SMK mampu berkomunikasi dalam bahasa Inggris baik secara lisan maupun tulisan. R: dalam mengajarkan suatu bentuk tulisan fungsional misalnya, biasanya anda mengajarkan bagian-bagiannya secara terpisah atau secara keseluruhan?
