STUDENTSÂ’ RESPONSE TOWARD TEACHING TECHNIQUE USED BY TEACHER IN TEACHING WRITING TO THE EIGHTH GRADE CLASS OF SMP NEGERI 1 KEPANJEN

STUDENTS’ RESPONSE TOWARD TEACHING TECHNIQUE USED BY TEACHER IN TEACHING WRITING TO THE EIGHTH GRADE CLASS

OF SMP NEGERI 1 KEPANJEN

THESIS

By:

ANASTASIA MEGAWATI (09360255)

UNIVERSITY OF MUHAMMADIYAH MALANG FACULTY OF TEACHER TRAINING AND EDUCATION

ENGLISH DEPARTMENT JANUARY 2014

STUDENTS’ RESPONSE TOWARD TEACHING TECHNIQUE USED BY TEACHER IN TEACHING WRITING TO THE EIGHTH GRADE CLASS

OF SMP NEGERI 1 KEPANJEN

THESIS

By:

ANASTASIA MEGAWATI

UNIVERSITY OF MUHAMMADIYAH MALANG FACULTY OF TEACHER TRAINING AND EDUCATION

ENGLISH DEPARTMENT JANUARY 2014

STUDENTS’ RESPONSE TOWARD TEACHING TECHNIQUE USED BY TEACHER IN TEACHING WRITING TO THE EIGHTH GRADE CLASS

OF SMP NEGERI 1 KEPANJEN

THESIS

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

By:

ANASTASIA MEGAWATI 09360255

UNIVERSITY OF MUHAMMADIYAH MALANG FACULTY OF TEACHER TRAINING AND EDUCATION

ENGLISH DEPARTMENT JANUARY 2014

vi

MOTTO AND DEDICATION

“ 5. K a r en a sesu n ggu h n y a sesu d a h k esu l i t a n i t u a d a k em u d a h a n ”

“ 6. Sesu n ggu h n y a sesu d a h k esu l i t a n i t u a d a k em u d a h a n .” (Qu r ’a n ; A l a m N a sy r a h : 5-6)

" 11. I n n a l la h a l a a y u gh a y y i r u m a a bi qou m i n , h a t t a y u gh oy y i r u m a a bi a n f u si h i m ..." "Sesu n ggu h n y a A l l a h t i d a k a k a n m en gu ba h k ea d a a n su a t u k a u m , sebel u m m er ek a m en gu ba h k ea d a a n m er ek a sen d i r i ".

(Qu r ’a n ; A r -R a 'd : 11)

“ If opportunity doesn’t knock, build a door” .

-M ilton

This thesis is dedicated to: M y beloved M other and Father

for the love, prayers, patience, and support. You’re

my greatest motivation. I’m proud of having you.

vii

STUDENTS’ RESPONSE TOWARD TEACHING TECHNIQUE USED BY TEACHER IN TEACHING WRITING TO THE EIGHTH

GRADE CLASS OF SMP NEGERI 1 KEPANJEN ABSTRACT

Teachers have important roles in the classroom. Therefore, they must create a conducive class and prepare materials that will be delivered to students and use method, strategy, and technique effectively. Related to the statements above, there were two problems analyzed by the researcher: 1) What are the teaching techniques used by the teacher in teaching writing to the eighth grade class of SMP Negeri 1 Kepanjen? 2)How is the students’ response toward teaching technique used by teacher in teaching writing to the eighth grade class of SMP Negeri 1 Kepanjen?

The research design used in this study was descriptive quantitative, the subject of this study was one teacher who taught English in eighth grade students at SMP Negeri 1 Kepanjen, and VIII D class students. In collecting the data, the researcher used an interview, classroom observation, and questionnaire. The interview was given to the teacher who taught English in the VIII D class. The non-participant observation was used to get the data on the implementation of techniques of teaching English. Meanwhile, the questionnaire (Likert scales) was used to obtain the data on the students’ response toward the techniques used in teaching writing descriptive text.

In this research, the researcher found that the teacher used some techniques in teaching writing. Based on the observation and interview with teacher, the researcher found that there were two techniques used by teacher, those were techniques using picture and reading. The students generally had positive response toward the teaching technique used by teacher. The students generally had positive response toward the teaching technique used by teacher. The teaching techniques used by the teacher were effective to improve writing descriptive text ability. The students became easier to write descriptive text because by using pictures as media, they could develop their ideas and become more focus on the topic and also could add more vocabularies.

Key Words: teaching technique, writing, response.

Malang, January 20 , 2014

Advisor I The writer

viii

ACKNOWLEDGEMENT

Alhamdulillah, the writer would like to convey her grateful praise and worship to the Almighty God, Allah SWT because of His guidance, blessing and affection that she could finally finish this thesis. I would like to show my sincere gratitude to all people who have supported me to finish my thesis. My appreciation and thanks are to:

1. Her first and second advisor; Drs. Mas’udi, M.Ed and Dian Arsitades, M.Pd for giving her patience, advice and guidance to accomplish this thesis. Thanks are also due to the lecturers of the English Department who have given her a lot of knowledge.

2. Headmaster of SMP Negeri 1 Kepanjen and Mr. Daman Yudi Raharjo, S.Pd as an English teacher who have permitted her to conduct the observation. 3. Her beloved parents Dra. Hari Sri Wahyuni and Drs. Bagus Karya Wahyudi,

M.Si who always give love, pray, affection, and attention.

4. Her classmates, D2 class of English Department and her best friends (Evika, Tiwi, Ipul, Lingga) who always share the happiness, support, and love.

5. Big family of “Kosan Adinda” (Mbak Ritna, Mbak Dina, Mbak Mey, Mbak Ulfa, Filda, Mbak Minul, Awie, Ima) who always share happiness and love. 6. Her inspiration, Kwon Jiyong (GD) and all Bigbang and EXO members who

always give their inspiring creativity by their lovely songs and their hard work that also really inspire her.

Finally, she also expresses her gratefulness to those who have directly or indirectly given some contribution to her in finishing this thesis.

Malang, 2014

ix

TABLE OF CONTENTS

APPROVAL ... iv

LEGALIZATION ... .v

MOTTO AND DEDICATION ... .vi

ABSTRACT ... vii

ACKNOWLEDGEMENTS ... viii

TABLE OF CONTENTS...ix

BIBLIOGRAPHY... xii

CHAPTER I INTRODUCTION 1.1 Background of Study ... 1

1.2 Statements of Problem ... 4

1.3 Purpose of Study ... 4

1.5 Significance of Study ... 5

1.6 Scope and Limitation ... 5

1.7 Definition of Key Terms ... 6

CHAPTER II REVIEW OF RELATED LITERATURE 2.1 The Nature of Writing ... 7

2.1.1 Teaching Writing ... 9

2.2 Descriptive Text ... 10

2.3 Teaching Technique ... 11

2.4 Teaching Writing Technique ………...12

2.4.1 Technique in Using Picture ... 12

x

2.4.2 Teaching in Using Controlled Writing ………...15

2.4.4 Teaching in Teaching Organization... 16

2.5 Definition of Response ... 17

CHAPTER III RESEARCH METHODOLOGY 3.1 Research Design ... 21

3.2 Research Subject ... 23

3.3 Research Instrument ...23

3.3.1 Observation ... 23

3.3.1.1 Participant Observation ... 23

3.3.1.2 Non Participant Observation ... 23

3.3.2 Interview ... 24

3.3.3 Questionnaire (Likert Scale)... 25

3.4 Data Collection ... 26

3.5 Data Analysis ... 27

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION 4.1 Research Findings ... 29

4.1.1 The Result of the Interview with the Teacher of VIII D Class ... 29

4.1.2 The Technique Used by Teachers in Teaching Writing... 30

4.1.3 Students’ Response toward Teaching Technique Used by Teacher ... 31

Table 4.1 ... 32

Table 4.2 ………...……... 34

xi

CHAPTER V CONCLUSIONS AND SUGGESTIONS

5.1 Conclusion ... 39

5.2 Suggestions ... 40

5.2.1 Suggestion for English Teacher ... 40

5.2.2 Suggestion for Students ...41

5.2.3 Suggestion for Further Researcher ...41

BIBLIOGRAPHY

Ary, Donald et. al. 2010. Introduction to Research in Education 8th Edition. Australia: Wadsworth.

Brown, H. Douglas. 2001. Teaching by Principles: An Interactive Approach to Language Pedagogy (2nd edition). New York: pearson Education.

Creswell, John. 2010. Research Design Qualitative and Quantitative Approaches. California: Sage Publications, Inc

Harmer, Jeremy. 2004. How Teach Writing. Pearson Education Limited: England. Herniyawati. 2010. Students’ Response toward Outlining Technique in Writing Class

at English Department Students in University of Muhammadiyah Malang. Unpublished Thesis. Malang: University of Muhammadiyah Malang.

Powell, A Russel et al. 2005. Introduction to Learning and Behaviour. USA: Wadsworth Group.

Pertiwi, Putri. 2013. A Study on The Seventh Grade Students’ Performance in Writing Descriptive Text at Mts. Muhammadiyah 3 Tugu Trenggalek.

Raimes, Ann. 1983. Techniques in Teaching Writing. New York: Oxford University Press.

Scarry, Sandra & John Scarry. 2010. The Writers’ Workplace with Reading. Canada by Nelson Education, Ltd.

1 CHAPTER I INTRODUCTION

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

1.1 Background of the Study

In this globalization era of technology and science, English is known as an international language and also the world most important language. Indonesia, as a developing country, also uses English not only to communicate with foreigners but also to study about economy, science, and technology. People need to be able to understand English, because some communication media, such as TV, radio, internet, are using English. English is such an important role in many activities; English is needed in every company, business, and foundation because English is an important role of access to modern technology in Indonesia.

For those reasons, English must be applied early.In Indonesia, English is taught from junior to high school and it becomes the first foreign language taught to students. Students are expected to improve their skills and knowledge so that they can be citizens who are competent in the future and have intelligent, skillful, and a good personality.

2

Based on the researcher’s experience, the skill that is considered as one of the difficult skills is a writing skill. This skill usually becomes a final product task in the learning process. For the students, this skill is considered as the difficult skill because this skill needs a productive ability to create a kind of text that should be coherent and cohesive.

As a productive skill, writing should produce the written language, which is called a text. In addition, Brown (2001) says that text is the result of thinking, drafting, and revising procedures that require specialized skills. Those procedures include generating the ideas, organizing the idea coherently, using discourse markers and rhetorical conventions, revising text for clearer meaning, editing the text for appropriate grammar and producing a final product (Brown, 2001).

Teachers have an important role in the classroom. Therefore, they must create a conducive class and prepare materials that will be delivered to students and use the method, strategy, and technique effectively. Teachers must be able to apply the technique used in the classroom and choose a variety of techniques so that students will keep interested to learn English

English teaching and learning process need modification, in order to make students more excited and interested in learning English. Teaching is showing or helping someone to do something, giving instruction, guiding in the study of something, providing with knowledge, causing to know or understand (Brown, 2000). Therefore, the application of the teaching techniques is very important. By using an interesting technique, the students

3

would not feel bored with variety activities in the classroom, so that teaching learning process can run well and teaching goals will be achieved.

According to Powell (2002:48), a stimulus is any event that can potentially influence behavior, while a response is a particular instance of a behavior, the response of one organism can act as a stimulus that influences the response of another organism. Based on that statement, the researcher would like to identify the behaviors in the teaching and learning process, what kind of teaching technique used by the teacher, because the teaching technique that used in the class will determine how students’ responses would be during teaching and learning process.

Based on previous study, there were also some techniques used by teacher related to writing. Herniyawati (2010) conducted a research about technique of teaching writing to the fifth semester students of English Department at University of Muhammadiyah Malang. Outlining technique was appropriate with students’ understanding in the teaching and learning process. The researcher finds a problem faced by teacher; students are still having a low motivation to writing. It is essential for teachers to create favorable situations and activities which are exciting and stimulate students’ mind to make the writing activity more favorable.

4

Considering the statement above, the researcher wants to know whether other schools use the same techniques in teaching writing or not. Because, by doing this research, the researcher can understand more about the techniques that are efficient and effective in teaching writing.

The researcher is interested in conducting research about “Students ’ Response toward Teaching Technique Used by Teacher in Teaching

Writing to the Eighth Grade Class of SMP Negeri 1 Kepanjen”.

1.2 Statement of the Problems

Based on the background of the study stated above, the researcher formulates the research questions as follows:

1. What are the teaching techniques used by the teacher in teaching writing to the eighth grade class of SMP Negeri 1 Kepanjen?

2. How is the students’ response toward teaching technique used by teacher in teaching writing to the eighth grade class of SMP Negeri 1 Kepanjen?

1.3Purpose of Study

This study is conducted to get the answers of research questions. The purposes of this study are:

1. To describe the teaching technique used by teacher in teaching writing to the eighth grade class of SMP Negeri 1 Kepanjen.

5

2. To investigates the students’ response toward teaching technique used by teacher in teaching writing to the eighth grade class of SMP Negeri 1 Kepanjen.

1.4 Significance of Study

The result of this study is expected to be useful for the English teachers. It is hoped that this research can contribute some ideas, concepts or information, especially the teaching techniques used by English teacher at SMP Negeri 1 Kepanjen.

This study is also expected to give information about students’ response toward teaching technique in English class, so teacher can recognize each student’s response and make their teaching technique more efficiently and better than before.

The result of the study can be used for the next researchers to increase and enlarge the researchers’ understanding about teaching technique and able to choose the appropriate technique for the students.

1.5 Scope and Limitation

The scope of this study is focused on teaching techniques used by English teacher at SMP Negeri 1 Kepanjen in teaching writing and analyzing the students’ response toward the teaching technique used by English teacher. Meanwhile, the limitation of this research focused on the descriptive text material taught in eighth class of SMP Negeri 1 Kepanjen.

6 1.6 Definition of Key Terms

1. Technique is any of a wide variety of exercise, activities, or devices, used in language classroom for realizing lesson objectives (Brown, 2000:171). It means that technique is the way how the teacher delivers the material through the classroom activities in order to reach the learning goal.

2. Teaching is showing or helping someone to learn how to do something, giving instruction, guiding in the study of something, providing with knowledge, causing to know understanding (Brown, 2000 : 7).

3. Writing is a process of putting ideas down on paper to transform thought into words, to sharp main ideas and to give structure and coherent organization into writing (Brown : 2000).

4. Descriptive text is the form of writing that used to describe person, place, even of units of time, such as days, times of day, or season (Wishon, Burks : 1980)

5. Response is a specific behavior that an individual’s exhibits (Jeanne E Ormord : 2000)

1 CHAPTER I INTRODUCTION

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

1.1 Background of the Study

In this globalization era of technology and science, English is known as an international language and also the world most important language. Indonesia, as a developing country, also uses English not only to communicate with foreigners but also to study about economy, science, and technology. People need to be able to understand English, because some communication media, such as TV, radio, internet, are using English. English is such an important role in many activities; English is needed in every company, business, and foundation because English is an important role of access to modern technology in Indonesia.

For those reasons, English must be applied early.In Indonesia, English is taught from junior to high school and it becomes the first foreign language taught to students. Students are expected to improve their skills and knowledge so that they can be citizens who are competent in the future and have intelligent, skillful, and a good personality.

2

Based on the researcher’s experience, the skill that is considered as one of the difficult skills is a writing skill. This skill usually becomes a final product task in the learning process. For the students, this skill is considered as the difficult skill because this skill needs a productive ability to create a kind of text that should be coherent and cohesive.

As a productive skill, writing should produce the written language, which is called a text. In addition, Brown (2001) says that text is the result of thinking, drafting, and revising procedures that require specialized skills. Those procedures include generating the ideas, organizing the idea coherently, using discourse markers and rhetorical conventions, revising text for clearer meaning, editing the text for appropriate grammar and producing a final product (Brown, 2001).

Teachers have an important role in the classroom. Therefore, they must create a conducive class and prepare materials that will be delivered to students and use the method, strategy, and technique effectively. Teachers must be able to apply the technique used in the classroom and choose a variety of techniques so that students will keep interested to learn English

English teaching and learning process need modification, in order to make students more excited and interested in learning English. Teaching is showing or helping someone to do something, giving instruction, guiding in the study of something, providing with knowledge, causing to know or understand (Brown, 2000). Therefore, the application of the teaching techniques is very important. By using an interesting technique, the students

3

would not feel bored with variety activities in the classroom, so that teaching learning process can run well and teaching goals will be achieved.

According to Powell (2002:48), a stimulus is any event that can potentially influence behavior, while a response is a particular instance of a behavior, the response of one organism can act as a stimulus that influences the response of another organism. Based on that statement, the researcher would like to identify the behaviors in the teaching and learning process, what kind of teaching technique used by the teacher, because the teaching technique that used in the class will determine how students’ responses would be during teaching and learning process.

Based on previous study, there were also some techniques used by teacher related to writing. Herniyawati (2010) conducted a research about technique of teaching writing to the fifth semester students of English Department at University of Muhammadiyah Malang. Outlining technique was appropriate with students’ understanding in the teaching and learning process. The researcher finds a problem faced by teacher; students are still having a low motivation to writing. It is essential for teachers to create favorable situations and activities which are exciting and stimulate students’ mind to make the writing activity more favorable.

4

Considering the statement above, the researcher wants to know whether other schools use the same techniques in teaching writing or not. Because, by doing this research, the researcher can understand more about the techniques that are efficient and effective in teaching writing.

The researcher is interested in conducting research about “Students ’ Response toward Teaching Technique Used by Teacher in Teaching Writing to the Eighth Grade Class of SMP Negeri 1 Kepanjen”.

1.2 Statement of the Problems

Based on the background of the study stated above, the researcher formulates the research questions as follows:

1. What are the teaching techniques used by the teacher in teaching writing to the eighth grade class of SMP Negeri 1 Kepanjen?

2. How is the students’ response toward teaching technique used by teacher in teaching writing to the eighth grade class of SMP Negeri 1 Kepanjen?

1.3Purpose of Study

This study is conducted to get the answers of research questions. The purposes of this study are:

1. To describe the teaching technique used by teacher in teaching writing to the eighth grade class of SMP Negeri 1 Kepanjen.

5

2. To investigates the students’ response toward teaching technique used by teacher in teaching writing to the eighth grade class of SMP Negeri 1 Kepanjen.

1.4 Significance of Study

The result of this study is expected to be useful for the English teachers. It is hoped that this research can contribute some ideas, concepts or information, especially the teaching techniques used by English teacher at SMP Negeri 1 Kepanjen.

This study is also expected to give information about students’ response toward teaching technique in English class, so teacher can recognize each student’s response and make their teaching technique more efficiently and better than before.

The result of the study can be used for the next researchers to increase and enlarge the researchers’ understanding about teaching technique and able to choose the appropriate technique for the students.

1.5 Scope and Limitation

The scope of this study is focused on teaching techniques used by English teacher at SMP Negeri 1 Kepanjen in teaching writing and analyzing the students’ response toward the teaching technique used by English teacher. Meanwhile, the limitation of this research focused on the descriptive text material taught in eighth class of SMP Negeri 1 Kepanjen.

6 1.6 Definition of Key Terms

1. Technique is any of a wide variety of exercise, activities, or devices, used in language classroom for realizing lesson objectives (Brown, 2000:171). It means that technique is the way how the teacher delivers the material through the classroom activities in order to reach the learning goal.

2. Teaching is showing or helping someone to learn how to do something, giving instruction, guiding in the study of something, providing with knowledge, causing to know understanding (Brown, 2000 : 7).

3. Writing is a process of putting ideas down on paper to transform thought into words, to sharp main ideas and to give structure and coherent organization into writing (Brown : 2000).

4. Descriptive text is the form of writing that used to describe person, place, even of units of time, such as days, times of day, or season (Wishon, Burks : 1980)

5. Response is a specific behavior that an individual’s exhibits (Jeanne E Ormord : 2000)