writing is a skill that must be improved by the students. In the process of teaching and learning writing, some teachers do not know how to teach writing
appropriately. They usually ask the students to write sentences as many as they can but they do not know how to make their students do the instruction. This
fact motivated the research to focus on encouraging the students to write recount or to tell stories of their past experience in the written form.
B. Identification of the Problem
Based on the background problem in the research study, there are many factors affecting the writing ability of junior high school students. Nowadays,
writing activity is often assumed less important compared with other skills. That is why many people do not know the benefits of writing in the students’
learning process. In this case, good environment should be created by the teacher or instructor to facilitate students’ writing skill development as writers.
As a facilitator, the teacher has to facilitate the teaching and learning process in the classroom so it can run well. Teacher has to give stimulus and choose
appropriate material and technique. Another problem comes from the students themselves. Writing is
usually viewed as a so-much-formal activity. There are many rules in writing that make students less motivated to write. It is another teacher’s responsibility
to correct this assumption by convincing the students that they can write with freedom, without considering the rules too much. In writing, the students are
not only the object of learning but also the subject of learning. It means that,
besides they receive the materials given by the teacher, they have to learn and develop their ability by themselves. Their desire to write by themselves has to
be increased through writing activities in the classroom because they rarely practice writing outside the school. They do not give themselves more exposure
of writing while the teacher does not have sufficient time to focus on their writing.
Lastly, the activities done by the teacher are did not encourage the students to learn and write more. The teacher usually just asks the students to write
based on the instruction, but it is very difficult for them to write directly in the empty paper. Asking the students to rearrange words into sentences or
sentences into paragraphs cannot stimulate their willingness to write. The English teacher in SMP N 2 Gamping usually asked the students to write
sentences based on pictures, but the students are still confused about how and where they have to start writing. Considering this, it is the English educators’
or teachers’ responsibility to provide learning process that is able to support the junior high school students’ writing ability. Moreover, it can also encourage
them to write more both inside and outside the classroom.
C. The Limitation of the Problem
