informational literacy for high school students
”, English teaching, consequently, has to be carefully planned.
To be specific, government has put the effort of placing English as one of main subjects to be learned at high school. It also proves that the English teaching
in Indonesia supports the intellectual development of the students. For instance, through writing, students would be able to share ideas to the world freely. As a
result, English teaching in high school must be carefully and thoroughly prepared from the beginning to the end by the English teacher and must be fully supported
by the government as well.
II. PRE-UNDERSTANDING FRAMEWORK
This part presents the framework used in this study. It connects and covers the related theories which lead to the pre-understanding of the use of shared
writing strategy in teaching writing by the teacher. This part also states the answer to the research question that is determined tentatively.
Reviewing the theories above, teacher has essential roles in teaching writing to high school students. Writing which is considered as the most difficult
English skill, is able to be acquired through an appropriate teaching strategy. Implementing an appropriate strategy, the possibility to work together with the
students is highly possible so that a meaningful teaching learning process can be achieved by both teacher and students. Moreover, the implementation of shared
writing strategy may become the bridge between the teacher and students to succeed in writing.
Shared writing strategy opens a wide range opportunity for both teacher and students. It accommodates teacher to apply his or her roles in the teaching
learning activities. He or she has to be able to show the professional side of a teacher to create a meaningful lesson for the students. Therefore, to meet the
successful teaching learning process, an effective teacher is necessarily needed. The teacher who teach writing must show enthusiasm, willingness, patience and
understanding to the students. However, having those characteristics is not enough to be an effective teacher because pedagogical content knowledge is also
significant to complete the action of an effective teacher. To sum up, an effective teacher displays a wide range of skills and abilities that lead in creating a learning
environment where all students feel comfortable and are sure that they can succeed both academically and personally.
On the other hand, students, particularly senior high school students have certain characteristics. They are cognitively and socially developed by their
surroundings. Cognitively, they have immense abilities. For instance, grasping abstract description, doing critical thinking, love challenges, determining goals of
life, and working with peers and adult. However, socially, they are still in the stage of early adult life. Most of them love to deal with adult matters and want to
be regarded equally with adult as well. In addition, hearing what they are saying, understanding their ideas, providing lots of chances to involve them in a teaching
learning process, and caring them patiently would give benefits for both teacher and the stu
dents. It is also a part of applying teachers’ roles that is teacher has to PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
promote an atmosphere of respect and to engage the students into good communication.
In line with the teaching writing, shared writing strategy is a suitable umbrella to br
idge the teacher and students’ difficulties in teaching learning activities. Shared writing strategy also occupies the roles of teacher and abridges
the high school students’ characteristics. The implementation of shared writing strategy in teaching writing to high school students becomes a new phenomenon
in particular setting in Indonesia. Moreover, the implementation of shared writing strategy in teaching writing by the teacher would be best portrayed in this study to
get a thick description on it. In this study, I capture the phenomenon as a case where the main interest
is only in understanding the individual experiences and portray it into a thick description. A case refers to a bounded system of elucidation or interpretation of
individual or people toward the phenomenon Burke and Christensen, 2012. It is reflected on
my participant’s concrete experiences and their reflection toward the experiences. The concrete experiences, means the experiences that done
throughout intention and actions, however, reflection is the understanding toward the concrete experiences.
For that reason, the implementation of shared writing in teaching writing by the teacher is interpreted as what the teaching writing using shared writing
strategy means to teacher. It denotes teacher’s response towards the teaching
writing using shared writing strategy and teaching writing to high school students which are reflected on teacher’s understanding and actions.
Teacher’s understanding is identified as the expression of values and feelings through teaching writing. Operationally, teacher’s understanding is
recognized in the roles of teacher in teaching process, the understanding of students’ characteristics and the description and meaning of concrete experiences
during the process of teaching writing using shared writing strategy. Moreover, action is the actual deed that someone does that is intentional to
reach certain goals. Action, thus, is a set of a real well-planned act that is sketched carefully. In this study, the actions of teacher towards the teaching writing are
identified through the implementation of shared writing strategy in his or her class intentionally in order to meet certain goals, such as, a meaningful teaching
learning process. In addition, the implementation of shared writing in teaching writing by
the teacher will lead teacher to be more autonomous as an individual, and to be able to empower him or her and the students along with the ability to self-
actualize towards certain phenomena. For the researcher and the audience, this study is intended to develop emphatic understanding, empowerment and self-
actualization as well, particularly towards the teaching writing to high school students.
42
CHAPTER III METHODOLOGY
