A NATURALISTIC STUDY OF TEACHING WRITING TO THE EIGHTH GRADE STUDENTS AT SMP N 1 SAMBI 2016/2017 ACADEMIC YEAR A Naturalistic Study Of Teaching Writing To The Eighth Grade Students In SMP N 1 Sambi 2016/2017 Academic Year.

A NATURALISTIC STUDY OF TEACHING WRITING TO THE EIGHTH GRADE
STUDENTS AT SMP N 1 SAMBI 2016/2017 ACADEMIC YEAR

PUBLICATION ARTICLE

Submitted as a Partial Fulfillment of the Requirements
for Getting the Bachelor Degree of Education
in English Department
by

DICKY ADITYA PRATAMA
A320120147

DEPARTMENT OF ENGLISH EDUCATION
SCHOOL OF TEACHER TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2016

APPROYAL
A NATURALISTIC STUDY ON TEACHING WRITING TO THE EIGHTH GRADE
STUDENTS AT SMP N I SAI\{BI 201612017 ACADENIIC YEAR

PUBLICATION ARTTCLE

by:

DICKY ADITYA PRATAMA
A320120147

Approved to be Examined by

Consultant

NIK. 727

ACCEPTANCE
A NATURALISTIC STUDY OF TEACHING WRITING TO THE EIGHTII
GRADE
STUDENTS AT SMP N I SAMBI 201612017 ACADEMIC YEAR

by:

DICKY ADITYA PRATAMA
4320120147

Accepted by the Board of Examiner
School ofTeacher Training and Education
Muhammadiyah University of Surakarta
on November, 2016
The Board of Examiners:

Mauly Halwat Hikmat Ph. D
(Ketua Dewan Penguji)
Drs. Djoko Srijono, M.Hum
Member

1

Siti Fatimah M.Hum
Member

2

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TESTIMONY

I am the researcher, signed the statement below:

Dicky Aditya Pratama

Name

:

NIM

: A320720147

Study Program

: Depatment

of English Education

: A NATURALISTIC STUDY ON TEACHING WRITING TO THE

Title

EIGHTH GRADE STUDENTS

IN

SMP

N 1 SAMBI 201612077

ACADEMIC YEAR

Herewith,

i testify that there is no plagiarism in this Publication Arlicle. As far as I know,

there is no literary work which has been raised to obtain bachelor degrees of university. Nor there
are option masterpiece which have been written or published by others, except those in which the

s'riting are reffered manuscript and mentioned in the literary review and bibliography.
Hence, later,

if it is proven that there are some untrue statements in this

testimony, I will hold fully responsible..

Surakarta, 09 of November 2016
The Researcher

DICKY ADITYA PRATAMA
4320120147

111

A Naturalistic Study of Teaching Writing to the Eighth Grade Student’s at SMPN
1 Sambi in 2016/2017 Academic Year

ABSTRAK
Penelitian ini bertujuan untuk mendeskripsikan mengajar menulis untuk kelas 8 di
SMP N 1 Sambi di 2016/2017 tahun akademik yang termasuk tujuan mengajar
menulis, materi untuk mengajar menulis, langkah-langkah mengajar menulis,
macam macam teknik kelas mengajar menulis, dan masalah yang dihadapi oleh
guru di dalam mengajar menulis untuk murid kelas 8 SMP N 1 Sambi di tahun
ajaran 2016/2017. Penelitian ini adalah penelitian kualitatif. Subjek penelitian ini
adalah kelas 8 di SMP N 1 Sambi. Objek penelitian ini adalah mengajar menulis
di siswa kelas 8 SMP N 1 Sambi tahun ajaran 2016/2017. Metode pengumpulan
data menggunakan observasi, wawacara, dan dokumen. Teknik analisis data
menggunakan data reduction, data display, dan conlusion dan verification.
Penelitian menunjukkan bahwa tujuan mengajar menulis adalah murid harus
dapat mengungkapkan makna dalam teks tulis fungsional dan esei pendek
sederhana berbentuk descriptive, dan recount untuk berinteraksi dengan
lingkungan sekitar. Materi untuk mengajar menulis diambli dari buku murid
flying start, Start Your Journey for Junior High Scool Year VIII, by Lindsey-Clark
from Esis. Langkah langkah mengajar menlis terdiri dari 1) pre writing 2)
drafting and responding, 3)sharing and responding, and 4)revising. Teknik yang
digunakan adalah control free approach and free writing approach. Masalah
yang dihadpi oleh guru adalah class mangement, limited time, and different

capability of the students.
Key Words : mendeskripsikan mengajar menulis, tujuan, materi, langkah-langkah,
macam-macam teknik kelas, masalah yang dihadapi guru.
ABSTRACT
This research aims to describe the teaching of writing to the eighth grade
Student’s at SMPN 1 Sambi in 2016/2017 Academic Year which includes the
objective of teaching writing, the material used by the teacher to teach writing, the
procedures of teaching writing, the kinds of classroom technique used by teacher
to teach writing, and the problems faced by the teacher in teaching writing to the
eight grade students at SMP N 1 Sambi in 2016/2017 academic year. The research
is qualitative research. The subject of the study is the eighth grade class D at SMP
N 1 Sambi which consists of 32 students. The object of the study is teaching
writing to the eighth grade student’s at SMPN 1 Sambi in 2016/2017 Academic
Year. The methods of collecting data are observation, interview, document. The
technique for analyzing data are data reduction, data display, and conclusion and
verification. The findings show that the objective of teaching writing is students
are able to express the idea in the functional text and short simple essay in the
form of descriptive and recount to interact with the surrounding environment. The
materials for teaching writing are taken from student’s book flying start, Start
1

Your Journey for Junior High Scool Year VIII, by Lindsey-Clark from Esis. The
Procedure for teaching writing consist of 1)pre writing, 2)drafting and responding,
3)sharing and responding, and 4)revising. The technique used are control free
approach and free writing approach. The Problems faced by the teacher are class
mangement, limited time, and different capability of the students.
Key Words :Describe of teaching writing ,objective, material, procedure, kind of
classroom technique, and problem faced by teacher

1. Introduction
Learning English is not easy or complicated, students must learn the four
skills that consists of reading, speaking, listening and writing. English skill is
a complex construct comprised of many aspects or facets; it may involve
speaking, writing, reading and listening in various combinations in different
settings or on different occasions (Powers, 2010: 12).
Crebert, et, al, (2011:7) said that writing is labeled written production and
is one of the branches; when learning a second language, it is a skill that
students must develop than those four three skills. Written communication is
extremely important in language learning becausefor many students, writing is
a less stressful activity then speaking as the audience for any mistakes is more

selective; on the other hand, written work is concrete and is therefore open to
closer examination and correction. So, the teacher must know about this
condition. Beside the above condition that written work is concrete, near with
dictionary on every writing activity was also important, especially for junior
high school students. They are beginner so, to limits their mistake, they have
to close with dicitonary, eventhough not every time they must open the
dictionary, at least the dictionary can give their readyness to face a difficult
word.
The implementation of teaching writing at school especially on junior
high school is guided by curiculum.In this curriculum the students able to
intelligent, knowledge, personality, and skill for independent living and to
follow further education. But in the way of the implementation of curriculum,
there are certain problemsare still faced by the teacher until now where

2

teacher thinks that the school level based curriculum is a heavy burden for
them, becasue so many teaching administrations to do, too many kinds of
evaluation to carry out, and too many varieties of teaching approcahes to
perform. In other words, there are too many things to do, too much time to

spend, too hard creativity to innovate.
English is one of favorite study in SMP N 1 Boyolali because the teacher
involves so many teaching program in it, such as English Language
Extracuricular and also English area at least once a month. The English
teacher tries to attract every students in SMPN 1 Sambi that English is one of
study that is very interresting. Beside that, with the above activities, it is
expected that SMP N 1 Sambi stands as a national school stand side by side
with other school.
With the reasons, the researcher is interested in conducting research to this
school related to the implementation of KTSP used in SMP N 1 Sambi for
teaching learning writing focused on the eight grade students. The research
entitled A Naturalistic Study of Teaching Writing to the Eighth Grade Students
at SMPN 1 Sambi in 2016/2017 Academic Year.
The objectives of this study are to describe teaching writing to the
eighth grade Student’s at SMPN 1 Sambi in 2016/2017 Academic Year.
Which include, the objective teaching writing, the material used by the teacher
to teach writing, the procedures of teaching writing, the kinds of classroom
technique sused by teacher to teach writing to the eight grade students at SMP
N 1 Sambi in 2016/2017 academic year, and to describe the problems faced by
the teacher on teaching writing to the eight grade students at SMP N 1 Sambi
in 2016/2017 academic year.
The researcher found related previous study. He is Septian Nugroho
Wicaksono. Wicaksono’s conducted research entitled A Descriptive Study on
Teaching Writing to the Eighth Grade Students at SMP Muhammadiyah 1 Pati
in 2014/2015 Academic Year. He used type of his study was descriptive
qualitative research especially naturalistic approach.The subject this research
is eight grade students at SMP Muhammadiyah 1 Pati. The object of his study

3

were to describe the proccess of teaching writing, to describe objective of
teaching writing, to describe the materials of teaching writing, to describe
approach used by the teacher and to describe problem faced by the teacher in
teaching writing SMP Muhammadiyah 1 Pati.
Nunan (2003: 88) defines writing as both a process, organizes, drafts,
edits, read and re reads. This process of writing is often cyclical and some
time disorderly, ultimately, what audience is a product. It can be on essay,
letter, and story or research report. Writing is a complex activity which
consists of some components that construct the result of writing ability. One
of them is that the writer should move through a series stage / process to
produce a piece of writing. There is some step in writing process (Trimmer
and Sommers, 1984: 10 – 11). They are planning, drafting and writing, and
revising.
Most people see that writing is commonly a difficult activity, both is
mother tongue and in a foreign Language. Byrne (1997: 4-5) state that the
problem caused by writing include there headings, namely psychological,
linguistic and cognitive problem in psychological problem, writing is
essentially a solitary activity. The persons are required to write their own
ideas, without the possibility of interaction or benefit of feed book, so it
makes the act of writing difficult it self. It is different from speaking in which
it present feed back from the other.
There are some techniques on teaching writing according to (Raimes,
1983: 6-10).
1.1 The control to Free Approach.
The control to free approach in writing is sequential: students are
first given sentences exercises, then paragraphs to copy or manipulate
gramatically by for instance, changing questions to statements, present to
past, or plural to singular. They might also change words or clauses or
combine sentences. They work on given material and perform strictly
prescribed operations on it.
1.2 The Free Writing Approach

4

To emphasize fluency, teachers begin many of their classes by
asking the students to write freely on any topic without worrying about
grammar and spelling for five or ten minutes. The teachers do not correct
the short pieces of free writing, they simply read them and perhaps
comment on the ideas the writer expressed.
1.3 The paragraph pattern Approach
the students copy paragraph, analyze the form of model paragraphs
and imitate model passages. They put scrambled sentences into paragraph
order, they identify general and specific statements, they choose or invent
an appropriate topic sentence, they insert or delete sentences.
While according to Bereiter & Scardamalia in Kamehameha (2007: 3)
characteristically, the writing process approach recognizes that there are many
stages to writing and that these stages are fluid and overlapping. However,
researchers and educators have identified several procedure that most writers
go through.
1.1 Pre-writing
1.1.1 Getting ready to write
1.1.2 Decide on the topic
1.1.3 Brainstorm
1.1.4 Organize ideas
1.2 Drafting & Writing
1.2.1 write and refine paragraphs
1.2.2 Focus on communication of meaning
1.3 Sharing & responding
1.3.1 Share work to grain feedback
1.3.2 Peer editing
1.3.3 Writing
1.4 Revising & editing
1.4.1 Revise content
1.4.2 Proofread for writing conversation
1.4.3 Text reorganization

5

There are some problems related to teaching writing in class and it
become some issues for teacher to solve. The teaching writing problems such
as students‟ backgrounds, interests, most suitable teaching methods. However,
first of all, the teachers should provide best learning environment such as a
warm, cooperative, relaxed atmosphere and suitable materials for the students
so that they can easily acquire the topic (Al-Zu'bi, 2013: 141). There is
another issue that has received less attention but is nevertheless a concern for
educators: classroom management. Research over the past few decades has
consistently indicated that new teachers feel unprepared when it comes to
classroom management skills and that they are often unprepared to function
successfully in today’s classrooms with regard to managing administrative
tasks, curriculum, and behavior problems (Duck, 2007 in Al-Zu'bi, 2013:
141).
It also defines that one of the role of the students, their behaviors,
choices, and the overall targets and tone of the school also can create the
teaching problem in writing. Strong and consistent management and
organizational skills have been identified as leading to fewer classroom
discipline problems. According to Ishtiaq (2009) in Al-Zu'bi, (2013: 141)
disruptive behavior able to disrupts the teaching and learning process.
So based on the above explanation there are two major problem that
become the problem on teaching writing 1) classroom management and 2) the
students’ capability and behavior.

2

Research Method
The research is qualitative research. The subject of the study is the
eighth grade class D at SMP N 1 Sambi.which consists of 32 students. The
object of the study is teaching writing to the eighth grade student’s atSMPN
1 Sambi in 2016/2017 Academic Year. The method of collecting data are
observation, interview, document. The technique of analyzing data are data
reduction, data display, and conclusion and verification.

6

3

Research Findings
3.1 How is teaching writing to the eighth grade Student’s at SMPN 1
Sambi in 2016/2017 Academic Year
3.1.1

The objective of teaching writing to the eighth grade students at
SMPN 1 Sambi in 2016/2017 Academic Year.
In teaching writing to the eighth grade student’s at SMPN 1 Sambi in
2016/207 Academic Year, the objective stated in curiculum that
students able to give expression meaning in the text wrote functional
short and short simple essay form of descriptive and recount to interact
with the surrounding environment. (mengungkapkan makna dalam teks
tulis fungsional dan esei pendek sederhana berbentuk descriptive, dan
recount untuk berinteraksi dengan lingkungan sekitar.) (syllabus of
writing).
Based on the observation,the researcher found that the students able to
give expression meaning in the text wrote functional short and short
simple essay form of recount to interact with the surrounding
environment. The researcher also found the skill and confidence of
students in doing presentation after they did the work. They were able
to make decision to get ne good work to be presented.

3.1.2

The materials used by the teacher to teach writing to the eight grade
students at SMP N 1 Sambi in 2016/2017 academic year.
The material used in teaching writing at eighth grade student’s
at SMPN 1 Sambi was taken from Student’s book Flying Start,
Start Your Journey for Junior High Scool Year VIII, by LindseyClark published by Esis. The materials given to the eighth grade
students were invitation, announcement, short message, descriptive
and recount for this semester. But the researcher only analyze about
recount text, where the students must focus on grammar. The
second book that was used by the teacher in teaching writing
process was the dictionary.

7

3.1.3 The procedures of teaching writing of the eight grade students at
SMP N 1 Sambi in 2016/2017 academic year.
3.1.3.1 Pre writing
As a form of pre writing activity the teacher
reviewed the topic that would be taught in general. The
material or main point of this topic was about “recount
text”. The theme was ‘home life and narrating past events”.
The text entitled “The Pets”.The teacher gave the
explanation of recount text. The teacher gave the
characteristic of recount text and about grammar that
available in it. The teacher involved the students to find out
about the information within the text (theme, recount text
characteristic, and the grammar).
3.1.3.2 Drafting and writing
After the students found the theme, recount text
characteristic, and the grammar, the teacher asked them to
write down the name of the pets within the text that were
usually kept by british. Here the teacher controlled the class
activity because she wanted the student to focus more on
understanding the text. Then the teacher asked them to
write down the text based on the theme, recount text
characteristic that they’ve just found, followed by the work
to write down the text by using their own words.
In the second meeting, the teacher previewed her
lesson. She asked the student one by one about the previous
material. This is to push them to memorize the lesson,
while the teacher corrected it. Then the teacher asked them
again to memorize their other “unforgetable experience”.
Then they must write it down again in a sheet of paper with
their own name on the top of the sheet. This activities lasted

8

40 minutes, then the teacher asked them to come in front of
the class to present their work. one by one randomly.
3.1.3.3 Sharing and responding
After doing the presentation, the teacher asked the
student to ask about everything that is diffucult and needed
to be corrected. But not all the student dared to ask, they
thought that the most important thing were did the work
and presentation. If there was a mistake, the teacher will
correct it (work and presentation). But still, the teacher little
bit pushed the student to ask, because she did not want the
student to fail in mastering the writing.
The same activity also took place in the second
meeting where the teacher guided the student with the
correction. The students allowed to ask about everything.
3.1.3.4 Revising
After the writing and presentation finished, the teacher
asked the students to share their work. Each student was
able to correct their friend’s work. The student were able to
correct based on the mistake on vocabulary, grammar or the
text. But the most correction was a lot in grammar in
creating tenses. The text was good because the student
knew about the recount text. The same activity also took
place. In the second meeting where the student must share
their work one by one and then they corrected it. (see field
note 1 & 2)
3.1.3.5 closing
The teacher gave a feedback related to the
presentation where she said that the student needed to learn
about their new vocabulary and grammar. The teacher built
confidence among students as writers eventhough they
could not do the work and presentation perfectly.

9

3.1.4 Kinds of classroom technique used by teacher to teach writing to
the eight grade students at SMP N 1 Sambi in 2016/2017
academic year.
The technique used by the teacher to teach writing to the eight
grade students at SMP N 1 Sambi are control to free approach and
free writing approach. Control to free approach, where first the
teacher control the material that she wants to teach. The teacher
used package book Student’s book Flying Start, Start Your Journey
for Junior High Scool Year VIII as a guidance and the theme of the
material is “home life and narrating past events” and the text that
the student need to learn entitled “The Pets”.
In teaching writing the teacher used controlled writing where
the controlled writing happened in main activity pre writing and
drafting the writing at first meeting. The process of teaching
controlled writing was the students must read the text given by the
teacher entitled “The pets” while the teacher helped them by read
the text loud and carefuly. While in second meeting the free
writing happened in main activity drafting and writing, where the
teacher gave the student the task to make their own recount text
freely. The teacher only gave them the theme of the text about
“unforgetable experience”.
3.2 The problems faced by the teacher in teaching writing to the eighth
grade Student’s at SMPN 1 Sambi in 2016/2017Academic Year.
In teaching writing at SMP N 1 Sambi, the problem that faced by
teacher are:
3.2.1 Class Management
Every class consists of more than 30 students. The number of
the students are too crowded, that makes the teacher get difficulties
to manage the class.
3.2.2 More work for teacher

10

More work for teacher means that the teacher needed extra
time, strength and focus to prepare the correction for students’
mistake, so she needed to know every words created by the student
in their writing. The teacher is very busy correcting the students’
mistake in writing.
3.2.3 Limited Time
The English schedule in this school is 2 x 45, so,sometimes
the time was not enough when the practice was really needed to be
applied. Moreover the number of the students made the teacher
difficult to manage the time. For example, when the teacher asked
the students to do the work limited by the time that she has
arranged, several students sometimes could not finish it right on
time. When the students presented their work in front of the class,
not all students could present their work because of the limited
time.
3.2.4 Different Capability of the Students
Each student has different capability in receiving the
material. Some of them could learn the material and others learned
it slowly. This situation made the teaching-learning process did not
run well. The different capability of each student could make the
difficulties for teacher to arrange the material. Different capability
meant that not all of the students were smart or even like English,
so their capability in accepting the material was also different.

4

Conclusion
The objective of teaching writing is appropriate with the curriculum,
where in SMP N 1 Sambi the objective consists of students able to express the
idea in the functional text and short simple essay in the form of descriptive
and recount to interact with the surrounding environment. The material used
in teaching writing at eighth grade student’s at SMPN 1 Sambi was taken
from Student’s book Flying Start, Start Your Journey for Junior High Scool

11

Year VIII, by Lindsey-Clark from Esis.The Flying Start, Start Your Journey
for Junior High Scool Year VIII book, by Lindsey-Clark from Esis consist of 4
units. The researcher used the material from “unit 1 lesson six” about recount
text entitled “Choosing a Pet” on page 31.
The procedure used by the teacher to teach writing consists of four stages,
the 1) Pre writing: the teacher reviewed the topic that would be taught in
general, 2) drafting and writing: the teacher controls the students writing
because she wants the student focus more in understanding the text, 3) Sharing
and responding: the teacher asked the student to asked about everything that is
diffucult and needed to be corrected, 4) Revising: the teacher asked the
students to share their work. The technique used by the teacher to teach
writing to the eight grade students at SMP N 1 Sambi are control to free
approach and free writing apperoach. Control to free approach, the teacher
control the material that she wants to teach. While the free writing approach,
the teacher asked the student to make their own recount text (unforgetable
experience) by using the previous text as the sample.
The problems faced by the teacher in teaching writing to the eighth grade
Student’s at SMPN 1 Sambi in 2016/2017 Academic Year are: 1) class
managementbecause the numbers of the students are too crowd, that makes the
teacher get difficulties to manage the class. 2) Limited time so that the time is
not enough when the practice is applied. 3) Different capability of the students
makes each student have differents capability. in receiving the material. Some
of them could learn the material and others learned it slowly.

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