A STUDY ON THE TEACHING METHOD OF WRITING SKILL AT SECOND GRADE IN SMP NEGERI 01 BATU

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1 CHAPTER I

INTRODUCTION This chapter discusses about background of the study, statement of the problems, purpose of the study, significance of the study, scope and limitation, and definition of key terms.

1.1Background of the Study

As we know, study English is crucial for students to face the globalization era. English is a foreign language (EFL) in Indonesia. Many students difficult to study English because there are differences between English and Bahasa Indonesia. English is most difficult to study because it is not primary language in Indonesia. Teaching English includes four skills such as listening, speaking, reading and writing. Among the four language skills taught, writing is the most difficult skill to learn. There are many aspects that students should learn in order to gain comprehensible writing.

According to Harmer (2001: 257) there are aspects of language such as language use (grammar, vocabulary, and linkers), punctuation (layout), and spelling. In other words, the students have to be aware to develop their writing skill is more complex because the students to notice several aspects of language. When the students mastery the aspects of language in writing skill they will have a good writing in English.

Writing needs specialized skills that include the ability to express the writer’s opinions. These abilities can be achieved if students know how to obtain ideas about what they will write and how to write into sentence and paragraph.

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Writing is productive language skills that enable a language user to express idea and communicate them to others. All these points make the teaching of writing more complex than the other skill.

In teaching writing, the teacher must know what methods those are suitable to teach writing. In this case, the teacher will be easy to convey the materials to the students. According to Brown (2000: 340), “The facilitative role of the writing teacher has inspired research on the role of the teacher as a responder to students’ writing. As a facilitator, the teacher offers guidance in helping students to engage in the thinking process of composing but, in a spirit of respect for student opinion, must not impose his or her own thoughts on student writing”. It means that the teacher has a role to help students in process of learning to gain the aim in learning process that make students have a good writing. Besides, the students can develop their knowledge into writing with teacher guidance.

Nowadays, there are common methods that teacher can use in teaching English such as grammar translation method, direct method, communicative language teaching, community language learning, suggestopedia, total physical response and silent way. Each method has advantage and disadvantage that we cannot decide what appropriate method to teach every skill.

The disadvantage of grammar translation method is the students only translate the target language (L2) into first language (L1). For instance, that method is affectively suitable for teaching grammar and reading. It is not

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compatible to teaching speaking because it cannot make students use the target language communicatively.

Furthermore, the goal of direct method is to make students use the target language directly and the native language should not be allowed in the class. In this case, the students who understand English yet will get obstacle receiving the materials. Besides, the characteristic of CLT is the students will interact each other and exchange their idea. It is difficult for the low levels students when they cannot give the feedback. Not all of the students will be easy to participate when they did not have ability in English. The real communication will be difficult to occur in learning process.

In community language learning, the teacher will be difficult to pay attention for each student in big class while CLL is not only focusing on students’ intellect but also in having good relationship among students and teacher. The focuses of suggestopedia are the activities and the materials should be varied and joyful to make students enjoy the study. It will be difficult for the teacher to prepare the variety of learning equipment and the teacher have to find the various techniques, media etc.

In total physical response, the teacher will give instruction first. Then, the students will abreast teacher instruction. TPR focuses in action and it is less suitable for the students who do not have confident to express their action. Yet this method is compatible in teaching vocabulary and for beginners’ level. In silent way, the teacher has to attend and aware about students behavior to know what the students need actually. The students will be difficult to solve the

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problems with less of teacher attention because the student has to discover the answer with their own ability. For this reasons, teacher has to choose methods based on students’ needs in learning process. The suitable method can make students easy to learn and teacher easy to teach if they know the characteristic of the students.

There are some previous researchers studying some teaching methods. Indriyani (2014) investigated the methods of teaching productive skills (speaking and writing) at Sang Bintang School in Malang. The result of the study showed that the methods implemented by the teacher in teaching speaking and writing were direct method, communicative language teaching, cooperative learning, suggestopedia, and grammar translation method. In addition, there are five methods that teachers used in teaching productive skills. The teacher combines all those methods in order to increase student’s motivation in learning and it makes students easy to master the speaking and writing. By combining the methods, the teacher could teach speaking and writing at the same time.

Another research done by Maulidah (2013) showed that the teacher implemented three methods. They were audio-lingual method especially for listening subject; direct method especially for speaking and reading skill; and STAD (Students Team Achievement Division) especially for writing skill. After that, the teacher applied those methods through three stages. The stages were pre-teaching activities, whilst pre-teaching activities and post pre-teaching activities. By all means, she analyzes all the methods that teacher uses in teaching English in every skill (reading, listening, speaking and writing). Teacher uses different methods in

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every skill depending on the compatibility. The teacher believes that those methods could make the students understand and comprehend the materials and enjoy in learning process.

Based on the research findings above, there are similarity and the differences with this research. The similarity is all of them analyze the methods that teacher used in teaching English. Yet research done by Indriyani focuses on analyzing the methods that teacher uses in teaching productive skill (speaking and writing) in English course. The research done by Maulidah focuses on method that teacher used in teaching English in every skill (speaking, writing, reading and listening) in Junior High School. Whereas the researcher focuses in teaching writing in second grade students of State Junior High School 01 Batu. The researcher is interested to investigate the method applied in SMP Negeri 01 Batu. That is interesting because it is important to teach writing skill for beginner. It could help the students have a good writing in English when they are move to next grade.

1.2Statement of the Problems

Related to the background of the study above, the problems of the study are formulated as follows:

1. What are the methods of teaching writing used by English teacher at second grade students in SMP Negeri 01 Batu?

2. How are the methods implemented by the English teacher at second grade students in SMP Negeri 01 Batu?

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3. What are the advantages and disadvantages of the methods implemented by the teacher?

1.3 Purposes of the Study

Based on the statement of the problems above the purposes of the study are formulated as follows:

1. To know what the methods of teaching writing that are used by the English teacher at second grade students in SMP Negeri 01 Batu.

2. To find out how the methods implemented by the English teacher at second grade students in SMP Negeri 01 Batu.

3. To know what the advantages and disadvantages of the methods implemented by the teacher.

1.4 Significance of the Study

The result of this study can give some contribution and feedback for several elements. Firstly, it is expected that the results will be useful for the English teacher. It will give important information about the good methods of teaching writing and what the advantages and disadvantages. Secondly, the result of this study will be useful for the reader especially English Department students. For them it will give additional information about the methods of teaching writing in Junior High School students. Thirdly, it is expected that the result is useful for the next researcher who wants to take the same topic for their research.

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7 1.5 Scope and Limitation

Based on the statement of the problems above, the writer considers making the scope and limitation. The study focuses on the methods of teaching writing and it is limited only for English teacher of second grade in SMP Negeri 01 Batu.

1.6 Definition of Key Terms

Before discussing further, the definition of key terms that are used in this study is given as follows:

1. Teaching

Teaching is the process of giving the knowledge to develop and train the students and teacher as a facilitator in learning process to convey the knowledge and make the students understand.

2. Writing

Writing is one of productive skill that needs focus on spelling, grammar, punctuation and language use. Writer can reveal their idea into writing that cannot explain by speaking.

3. Method

Method is the design of the study that teacher uses to teach. Teacher will make decision about types of learning and teaching activities based on students need and the methods that teacher used. A method is about the role of teacher and learners in learning process.

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A STUDY ON THE TEACHING METHOD OF WRITING SKILL AT SECOND GRADE IN SMP NEGERI 01 BATU

THESIS

This thesis is submitted to meet one of the requirements to achieve Sarjana Degree in English Education

By:

NOVI SRI WAHYUNI

201110100311108

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MUHAMMADIYAH MALANG

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iv MOTTO

“ ”“man jadda wajada”.

”-where there is a will there is a way-”

This thesis is especially dedicated to:

1. My beloved father (Mr. Mangi) and (Mrs. Halima) 2. My beloved oldest sisters (susi, atung, atik)

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ORIGANALLY DECLARATION

The undersigned:

Name : Novi Sri Wahyuni

Students ID number : 201110100311108 Program of Study : English Department

Faculty : Faculty of Teacher Training and Education

I declare the work presented in that thesis were carried out by myself and does not incorporate without acknowledgment any material previously submitted for a degree or diploma in any university. To the best of my knowledge this thesis does not contain any materials previously published or written by another person where due reference is made in the next

Malang, November 05, 2015

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The research was designedto find out the method used by the teacher in teaching writing, how the teacher implemented the teaching method, the advantages, and the disadvantages of those method that teacher used.

In this research, the researcher used descriptive qualitative to analyze the data. The subject of this research was one of the English teachers at SMP Negeri 01 Batu. The instruments of this research were non-participant observation and interview.

The result of this study shows that the teacher implemented Presentation, Practice and Production method in teaching writing. Teacher presented the materials to the students. After that, students practice the materials that teacher have expalained. In the production step, teacher asked the students to practice the materials that had been learned before. She asked the students to work in group. Students changed their idea and knowledge when they did group discussion. Students can also improve their writing skill when they worked in group. Furthermore, there were advantages and disadvantage of using the method. The students have good cooperation when they worked in group. Students that had weakness in English writing can acquire from their other friends who had a good aptitude in writing. In addition, there was good interaction among students. Moreover, there were several students who did not active in group when they worked in group.

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vii

ACKNOWLEDGEMENTS

First of all, highest praise and thank are dedicated toward to Allah who has given life, chance and strong to finish this thesis. Secondly, blessing and peace be upon the Prophet Muhammad SAW who has brought human beings from the dark era into the bright era.

The researcher would like to express the sincere gratitude to the first advisor Dr. Masduki, M.Pd for the support of related research, for his patience, motivation, and immense knowledge. The researcher would like to thank to the second advisor Dr. Sudiran, M. Hum. Thanks for his valuable and constructive suggestions during to finish this research.

The researcher would like to offer special thanks to the headmaster of SMP Negeri 01 Batu, Yulaikah, M.Pd. And also the researcher would like to thanks to Sri Hastutik S.Pd one of the English teachers at SMP Negeri 01 Batu. Thanks for the chance to allow her did the observation especially in A class.

The researcher would like to indicate the deep appreciation to her beloved parents for their prayer, support and love. They have sincerity to educate, accompany and pray for her. Furthermore, the researcher would like to thank to her oldest sisters and her oldest brother for supporting and motivating throughout to finish this thesis.

The researcher would like to thank to all of her friends in B class for the togetherness during the study in campus. The last, for her beloved best friends (Fariza, Indah, Delta, Ajeng, Icha, Alfi and Yupi) thanks for their friendship and

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viii happiness together.

Malang, November 05, 2015 The Researcher,

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TABLE OF CONTENTS

APPROVAL ... i

LEGALIZATION ... ii

MOTTO AND DEDICATION ... iii

ORIGINALLY DECLARATION ... iv

ABSTRACT ... v

ACKNOWLEDGEMENTS ... vi

TABLE OF CONTENTS ... viii

LIST OFAPPENDIXES ... xi

CHAPTER I INTRODUCTION 1.1Background of the Study ... 1

1.2Statement of the Problems ... 5

1.3Purposes of the Study ... 6

1.4Significance of the Study ... 6

1.5Scope and Limitation ... 6

1.6Definition of Key Terms ... 7

CHAPTER II REVIEW OF RELATED LITERATURE 2.1 Teaching ... 8

2.2 Teaching Writing ... . 12

2.2.1 Roles of Teacher in Teaching Writing ... 13

2.2.2 Reason for Teaching Writing ... 13

2.3 Writing ... 14

2.3.1 Definition of Writing ... 14

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2.3.2.1.1 Group brainstorming ... 16

2.3.2.1.2 Clustering ... . 16

2.3.2.1.3 Rapid free writing ... 16

2.3.2.1.4 WH-Questions ... 16

2.3.2.2 Drafting ... 17

2.3.2.3 Revising ... 17

2.3.2.4 Editing ... 17

2.3.2.5 Post Writing ... 18

2.4 Methods in Teaching English ... 18

2.4.1 Grammar Translation Method ... 19

2.4.2 Direct Method ... 20

2.4.3 Audio Lingual Method ... 21

2.4.4. Silent Way ... 22

2.4.5 Suggestopedia ... 23

2.4.6 Community Language Learning ... 24

2.4.7 Total Physical Response ... 26

2.4.8 Communicative Language Teaching ... 27

2.4.9 Task-Based Learning ... 28

2.4.10 PPP (Presentation, Practice and Production) ... 29

2.4.11 ESA ... 30

2.5 The Previous Research ... 31

CHAPTER III RESEARCH METHOD 3.1 Research Design ... 32

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3.3 Data ... 33

3.4 Data Collection ... 33

3.4.1 Research Instruments ... 33

3.4.1.1 Observation ... 34

3.4.1.2 Interview ... 34

3.4.2 Procedure of Data Collection ... 35

3.4.3 Data Analysis ... 36

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION 4.1 Research Findings ... 38

4.1.1 Teaching Methods Used by Teacher in Teaching Writing ... 38

4.1.1.1 Community Language Learning ... 39

4.1.1.2 Silent Way ... 41

4.1.2 The Implementation of Teaching Method That Teacher Used in Teaching Writing ... 42

4.1.2.1 Community Language Learning ... 43

4.1.2.2 Silent Way ... 46

4.1.3 The Advantages and Disadvantages of Teaching Methods That Teacher Used in Teaching Writing ... 49

4.1.3.1 Community Language Learning ... 49

4.1.3.2 Silent Way ... 51

4.2 Discussions ... 53

CHAPTER V CONCLUSION AND SUGGESTION 5.1 Conclusion ... 56

5.2 Suggestion ... 57

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APPENDIX I : Field Notes Observation I, II, and III APPENDIX II : The Interview I, II

APPENDIX III : Research Letter APPENDIX IV : Documentation

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