STRATEGIES USED IN TEACHING WRITING AT SMK MUHAMMADIYAH 1 MALANG
STRATEGIES USED IN TEACHING WRITING AT SMK
MUHAMMADIYAH 1 MALANG
THESIS
By:
SITI NURHOLELA
09360226
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
AUGUST 2013
STRATEGIES USED IN TEACHING WRITING AT SMK
MUHAMMADIYAH 1 MALANG
THESIS
By:
SITI NURHOLELA
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
AUGUST 2013
STRATEGIES USED IN TEACHING WRITING AT SMK
MUHAMMADIYAH 1 MALANG
THESIS
This thesis is submitted to meet one of the requirements to achieve
Sarjana Degree in English Education
By:
SITI NURHOLELA
09360226
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
AUGUST 2013
MOTTO AND DEDICATION
|Respect Yourself First And Respect Others |
Siti Nurholela
|The past cannot be changed. The future is yet in your power |
Mary Pickford
|Light tomorrow with today|
Elizabeth Barrett Browning
DEDICATION:
I dedicated this thesis to:
My beloved and wonderful late father and mother,
My friends,
And my lovely Andik.
TABLE OF CONTENTS
APPROVAL .......................................................................................................... i
LEGALIZATION .................................................................................................. ii
MOTTO AND DEDICATION ............................................................................. iii
ABSTRACT........................................................................................................... iv
ACKNOWLEDGEMENTS ................................................................................... v
TABLE OF CONTENTS...................................................................................... vii
LIST OF FIGURE................................................................................................. xii
CHAPTER I INTRODUCTION
1.1 Background of Study ........................................................................................ 1
1.2 Statement of Problem ........................................................................................ 5
1.3 Purpose of Study .............................................................................................. 6
1.4 Significance of Study ........................................................................................ 6
1.5 Scope and Limitation ....................................................................................... 7
1.6 Definition of Key Terms ................................................................................... 7
CHAPTER II REVIEW OF RELATED LITERATURE
2.1 The Teaching of Writing ................................................................................... 8
2.2 The Stage in Teaching Writing ....................................................................... 10
2.2.1 Prewriting (Planning) ............................................................................ 11
2.2.2 Drafting ................................................................................................. 11
2.2.3 Editing (Relecting and Revising) .......................................................... 12
2.2.4 Final Version......................................................................................... 12
2.3 Strategy of Teaching Writing.......................................................................... 13
2.3.1 Identify .................................................................................................. 13
2.3.2 Modelling .............................................................................................. 13
2.3.3 Scaffold Students Learning of Strategy ................................................ 14
2.3.4 Repeated Practice and Reinforcement .................................................. 14
2.4 The Problems in Implementing the Strategy .................................................. 15
2.5 Problems Solving Strategies ........................................................................... 15
A. Understand the Problems .......................................................................... 16
B. Devising a Plan.......................................................................................... 16
C. Carriying Out the Plan............................................................................... 17
D. Looking back............................................................................................. 17
CHAPTER III RESEARCH METHODOLOGY
3.1 Research Design.............................................................................................. 18
3.2 Research Subject ............................................................................................. 18
3.3 Research Instrument ....................................................................................... 19
3.3.1 Observation ........................................................................................... 19
3.3.2 Interview ............................................................................................... 20
3.4 Data Collection................................................................................................ 21
3.5 Data Analysis .................................................................................................. 22
CHAPTER IV RESEARCH FINDING AND DISCUSSION
4.1 Research Findings ................................................................................... 23
4.1.1 Strategies Used By the Teacher in Teaching Writing .................... 23
4.1.1.1 Modeling Strategy............................................................. 24
a. Pre Activity.................................................................... 24
b. Whils Activity................................................................ 25
c. Post Activity.................................................................. 25
4.1.1.2 Identifying Strategy....................................................... ....26
a. Pre Activity.................................................................... 26
b. Whils Activity................................................................27
c. Post Activity...................................................................28
4.1.1.3 Repeated Practice and Reinforcement Strategy..................28
a. Pre Activity.....................................................................28
b. Whils Activity................................................................29
c. Post Activity...................................................................30
4.1.2 The Teacher s Problems in Implementing the Strategies in Teaching
Writing........................................................................................... 30
4.1.2.1 Limited Facilities ..................................................................... 30
4.1.2.2 Big Size of Class ...................................................................... 30
4.1.6 TheTeacher s Solutions to the Problems in Using Strategies in
Teaching Writing ........................................................................... 31
4.2 Discussion ............................................................................................... 32
CHAPTER V CONCLUSION AND SUGGESTION
5.1 Conclusion .................................................................................................... 35
5.2 Suggestion .............................................................................................. 36
5.2.1 For English Teacher.................................................................. ...... 36
5.2.2 For Headmasters.............................................................................. 37
5.2.3 For The Next Reseachers..................................................................37
REFERENCES.................................................................................................... 38
APPENDICES
Appendix I: Interview Transcript.......................................................................... 39
Appendix II: First Observation ............................................................................. 42
Appendix III: Second Observation ....................................................................... 47
Appendix IV: Third Observation .......................................................................... 52
REFERENCES
Akyuni, Kurata. 2007. The Teaching Strategies Used By The Teacher In Teaching
English At SDN Dinoyo 1 Malang. Skripsi tidak dipublikasikan. Fakultas keguruan
dan ilmu pendidikan. Universitas Muhammadiyah Malang.
Kurniastuti, Hertina. 2008. The Problems Faced By The Teacher In teaching Writing II
To The Fourth Semester Students Of English Department Of The University Of
Muhammadiyah Malang. Skripsi tidak dipublikasikan. Fakultas keguruan dan ilmu
pendidikan. Universitas Muhammadiyah Malang.
Putri, Ika Suci. 2010. Employing Responses Journal Writing Strategy To Improve
Students Writing Skill At The Second Year Of SMPN 2 Batu. Skripsi tidak
dipublikasikan. Fakultas keguruan dan ilmu pendidikan. Universitas
Muhammadiyah Malang.
Rahayu, Ika Septiani. 2009. An Analisys Of Erin Gruwell Taching Writing Strategies
Found In The Freedom Writer Diary Novel. Skripsi tidak dipublikasikan. Fakultas
keguruan dan ilmu pendidikan. Universitas Muhammadiyah Malang.
Wati, Nani Hera. 2008. A Study On The Implementation Of Teaching Strategy Based On
KTSP In English Class At SMPN 1 Batu. Skripsi Tidak Dipublikasikan. Fakultas
keguruan dan ilmu pendidikan. Universitas Muhammadiyah Malang.
✁✂✄☎✆✝ ✞
✟✠☎✝✡☛☞ ☎✟✡✠
✌✍✎✏ ✑✍✒✓✔✕✖ ✓✖✕✏✕✗✔✏ ✘✒✑✙✚✖✛✜✗✢ ✛✣ ✔✍✕ ✏✔✜✢✤✥ ✏✔✒✔✕✦✕✗✔ ✛✣ ✔✍✕ ✓✖✛✘✧✕✦✏✥
✓✜✖✓✛✏✕ ✛✣ ✔✍✕ ✏✔✜✢✤✥ ✏✎✚✗✎✣✎✑✒✗✑✕ ✛✣ ✔✍✕ ✏✔✜✢✤✥ ✏✑✛✓✕ ✒✗✢ ✧✎✦✎✔✒✔✎✛✗✥ ✒✗✢ ✢✕✣✎✗✎✔✎✛✗ ✛✣
✔✍✕ ✙✕✤ ✔✕✖✦✏★
✞✩✞ ✪✫✬kground of the Study
✭✖✎✔✎✗✚ ✎✏ ✗✛✔ ✏✎✦✓✧✤ ✮✒✤ ✛✣ ✔✖✒✗✏✣✕✖✖✎✗✚ ✎✗✣✛✖✦✒✔✎✛✗ ✣✖✛✦ ✛✗✕ ✓✕✖✏✛✗ ✔✛
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✕✢✜✑✒✔✎✛✗★ ✭✖✎✔✎✗✚ ✮✕✧✧ ✎✏ ✗✛✔ ✱✜✏✔ ✒✗ ✛✓✔✎✛✗ ✣✛✖ ✤✛✜✗✚ ✓✕✛✓✧✕✥ ✎✔ ✎✏ ✒ ✗✕✑✕✏✏✎✔✤★ ✲✧✛✗✚
✮✎✔✍ ✖✕✒✢✎✗✚ ✑✛✦✓✖✕✍✕✗✏✎✛✗✥ ✮✖✎✔✎✗✚ ✏✙✎✧✧ ✎✏ ✒ ✓✖✕✢✎✑✔✛✖ ✛✣ ✒✑✒✢✕✦✎✑ ✏✜✑✑✕✏✏ ✒✗✢ ✒
✘✒✏✎✑ ✖✕quirement for participation in civic life and in the global economy.
Students learn to write by writing. They need regular opportunities at school
to write in all subjects. A consistent approach to the writing process in all subject
areas and explicit intruction on the writing process by the subject teacher help
students become better writers (Graham, 2007 in putri 2010). According to Perin
(2007 in Putri 2010):
Models of good writing in the subject area and feedback that is
constructive and formative, are critical to students growth as writers.
How the writers introduce the piece, build into the introduction throughthe
body, and make conclusion will largerly determine how the
information is accepted. Step by step, the writers must present main
ideas, supporting ideas, evidences, analyses and conclution in a logical and
organised
manner. The writing must not wander, but keep to its task of
presenting the writer s information in the clearest possible way.
1
2
Rahmah (2007 in Rahayu 2009) states that writing is not only a matter of
putting ideas in a written form but also organizing words and grammar structure and
selecting the appropriate diction in order to make the writing more meaningful. Most
students are confused when they begin to write. They might take much time to write
their ideas, as well as focus primarily on surface level aspects of writing, struggling
with form over meaning (Gebhard, 1996:235 in Rahayu 2009) . So, as a writer it is
important to improve and develop the ability in writing skill. As the civilization of
human being develops, however, writing has become more and more important in
communication. To help students write, the teacher should be more creative to find
out appropriate techniques and strategies in teaching writing.
It is incredibly easier to read something than it is to write in a foreign
language. In order to read, all people really need is a decent vocabulary and a basic
sense of grammar. The writers need to choose the words and phrases and somehow
put them all in a good order. Since writing is much more difficult, most learners do
not practice it as much as they should. Developing Many approaches and methods are
available to be suited and used as the basic for teaching and learning in language
class. The strategies rooted from those approaches and methods are abundantly
varied. Lots of variations and techniques can be applied to reach the learning
objectives. The learning objectives are the basic for the decision of what approach,
method, and strategy that is going to be used in the process of teaching and learning.
Therefore, teacher should consider the goals that she wants the students to reach.
Decision of which approach and method that will be used as the basis for using a
certain strategy is also important.
3
Developing teaching writing strategies is a must for the teachers in order to
make the students easy in learning the material. The strategies may help the students
enjoy the teaching and learning process. Caswell and Mahler (1998 in Rahayu 2009)
said that strategies for teaching writing need action tools in order to make writing in
the classroom manageable. The tools provide a step-by-step approach to teaching the
writing process. The tools include complete how-to-use instructions, suggestions,
classroom examples and cross-curricular activities. Using the tools, teachers can grant
students time to write, to process their thoughts and develop a way to analyze their
thinking using cognitive reasoning instead of impromtu thought. The action tools also
provide teachers with assessment strategies to assess students participation and
progress at each stage of the writing process.
Vocational school as a special school that teaches the students the skills
needed to perform a particular job has long been the attention of the government. In
Indonesia, vocational education is recognized in secondary program of education that
is SMK (Sekolah Menengah Kejuruan). A demand on more specialized labors that
have higher level of skills triggers government of Indonesia to increasingly encourage
and invest in the future of vocational education through public vocational schools that
perform international standard. Therefore, English which has been the first
requirement to join the work field has to be mastered by the students.
The goal of teaching English to the Nursing students of SMK Muhammadiyah
1 Malang is to develop a communicative ability in English which involves the four
skills: reading, writing, listening and speaking. In fact, the students have difficulties
in mastering the four language skills, especially writing because of the time limits
4
and other constraints they face during the teaching and learning process. And they get
the English lesson just in the school without trying to use English in their daily
activities. So, the teacher tries to explain the material step by step. It may be done by
selecting proper materials for the students. The teaching-learning programs may be
useless if it is not done properly. Teachers should select the materials that are relevant
to the students needs and interests.
In this research, the researcher focuses on the teaching-learning process of
writing in English for vocational school of SMK Muhammadiyah 1 Malang for the
Nursing students in order to provide a description or explanation about the teacher
and students behaviour in the teaching and learning process of writing. Based on the
writer s preliminary observation, it was found out that generally the students of SMK
Muhammadiyah 1 Malang have a great potential in English, but most of them have
the same opinion that studying English is very difficult because they have limited
knowledge about English vocabulary. Based on this condition, the English teachers
of SMK Muhammadiyah 1 Malang try to use better strategies in teaching English in
order to build the enthusiasm of the students.
Based on the researcher s preliminary interview, one of the English teachers
of SMK Muhammadiyah 1 Malang said that there were several problems that the
teacher faced during teaching English process, such as the students had low grade in
English and limited teaching learning activities. Besides, the curriculum contained
too many materials, while the teaching media were not provided. The students also
faced the linguistic problems such as the difficulty in using correct grammar and in
writing good paragraphs. In addition, they also had problems like the classroom
5
atmosphere was not good, the facility was not enough, the students did not like
English, and the teaching method was not interesting.
It is also conducted by Putri (2010), in her thesis
Employing Response
Journal Writing Strategy To Improve Students Writing Skill At The Second Year Of
SMPN 2 Batu only discuss about the strategy of journal writing, the writer just focus
on the one strategy to improve writing skill at the second year. The result of this
study is that the journal writing strategy can improve the students writing skill.
There is differences between the previous thesis above that is, in preivious
thesis the writer only investigating the teachers attitudes towards writing practice and
also just focus on one strategy. In this thesis the writer expalin about the strategies in
teaching writing, the teacher s problems in implementing the strategies in teaching
writing, and the solution to the problem in implementing the strategies.
Based on the explanation above the writer is interested in conducting a
research entitled
STRATEGIES USED IN TEACHING WRITING AT SMK
MUHAMMADIYAH 1 MALANG . This study is expected to be meaningful in
giving information and description of the teaching writing strategy.
✳✴✵ ✶✷✸✷✹✺✹✻✷✼ ✽✾ ✷✿✹ ❀❁✽❂❃✹✺✼
Based on the background of the study presented above, this thesis study tries
to answer the following questions:
1) What strategies does the teacher use in teaching writing at SMK
Muhammadiyah 1 Malang?
6
2) What are the teacher s problems in implementing the strategies of teaching
writing at SMK Muhammadiyah 1 Malang?
3) How does the teacher solve the problems in using strategies in teaching
writing at SMK Muhammadiyah 1 Malang?
❄❅❆ ❇❈❉ ❊❋●❉❍■❏❑❉ ▲▼ ■❈❉ ◆■❖P◗
This study has some purposes as follows:
1) To describe the strategies used by the teacher in teaching writing at SMK
Muhammadiyah 1 Malang.
2) To describe the
teacher s problems in implementing the strategies of
teaching writing at SMK Muhammadiyah 1 Malang.
3) To describe the teacher s solution of the problems in implementing the
strategies in teaching writing at SMK Muhammadiyah 1 Malang.
❄❅❘ ◆❏❙❚❏▼❏❍❯❚❍❉ ▲▼ ■❈❉ ◆■❖P◗
It is expected that the result of this study will be useful for the teacher. By
knowing the kind of strategies in teaching writing, the teacher will be able to choose
and determine the best strategy to teach writing to their students in order that the goal
of teaching writing will be reached. Second, the result of this study is expected to
give contribution to the students in order that they know the best strategy in their
process of learning writing and to encourage them to improve their competence.
Third, for further reseachers, it is hoped that the result of this study will give
7
additional important information to investigate and analyze the other aspects of the
strategy in teaching writing.
❱❲❳ ❨❩❬❭❪ ❫❴❵ ❛❜❝❜❞❡❞❜❬❴
In this study the reseacher focuses on the use of strategies in teaching writing.
This study is limited to one English teacher who teaches nursing students in the
eleven grade at SMK Muhammadiyah 1 Malang.
❱❲❢ ❣❪❤❜❴❜❞❜❬❴ ❬❤ ❞✐❪ ❥❪❦ ❧❪♠❝♥
In order to avoid misunderstanding and misinterpretation the writer presents
some definition of the terms used in this study:
Teaching is guiding and facilitating learning, enabling the learner to learn,
setting the condition for learning (Brown 2007:7 in Putri 2010). In this study,
teaching is the teachers activities in guiding and facilitating the students in learning
writing.
Writing is drafting to give ideas shape and form in the symbols of written
language (Olson 1992 in Putri 2010). In this study writing is the activities of pouring
the ideas in the word form.
Teaching strategy refers to the teacher's teaching stlye, what and
how
the teachers instruction should aim to include all types of learners (Marcella 2007 in
Putri 2010). In this study, teaching strategy is the teacher's own way of trying their
best to help students learn to write.
MUHAMMADIYAH 1 MALANG
THESIS
By:
SITI NURHOLELA
09360226
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
AUGUST 2013
STRATEGIES USED IN TEACHING WRITING AT SMK
MUHAMMADIYAH 1 MALANG
THESIS
By:
SITI NURHOLELA
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
AUGUST 2013
STRATEGIES USED IN TEACHING WRITING AT SMK
MUHAMMADIYAH 1 MALANG
THESIS
This thesis is submitted to meet one of the requirements to achieve
Sarjana Degree in English Education
By:
SITI NURHOLELA
09360226
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
AUGUST 2013
MOTTO AND DEDICATION
|Respect Yourself First And Respect Others |
Siti Nurholela
|The past cannot be changed. The future is yet in your power |
Mary Pickford
|Light tomorrow with today|
Elizabeth Barrett Browning
DEDICATION:
I dedicated this thesis to:
My beloved and wonderful late father and mother,
My friends,
And my lovely Andik.
TABLE OF CONTENTS
APPROVAL .......................................................................................................... i
LEGALIZATION .................................................................................................. ii
MOTTO AND DEDICATION ............................................................................. iii
ABSTRACT........................................................................................................... iv
ACKNOWLEDGEMENTS ................................................................................... v
TABLE OF CONTENTS...................................................................................... vii
LIST OF FIGURE................................................................................................. xii
CHAPTER I INTRODUCTION
1.1 Background of Study ........................................................................................ 1
1.2 Statement of Problem ........................................................................................ 5
1.3 Purpose of Study .............................................................................................. 6
1.4 Significance of Study ........................................................................................ 6
1.5 Scope and Limitation ....................................................................................... 7
1.6 Definition of Key Terms ................................................................................... 7
CHAPTER II REVIEW OF RELATED LITERATURE
2.1 The Teaching of Writing ................................................................................... 8
2.2 The Stage in Teaching Writing ....................................................................... 10
2.2.1 Prewriting (Planning) ............................................................................ 11
2.2.2 Drafting ................................................................................................. 11
2.2.3 Editing (Relecting and Revising) .......................................................... 12
2.2.4 Final Version......................................................................................... 12
2.3 Strategy of Teaching Writing.......................................................................... 13
2.3.1 Identify .................................................................................................. 13
2.3.2 Modelling .............................................................................................. 13
2.3.3 Scaffold Students Learning of Strategy ................................................ 14
2.3.4 Repeated Practice and Reinforcement .................................................. 14
2.4 The Problems in Implementing the Strategy .................................................. 15
2.5 Problems Solving Strategies ........................................................................... 15
A. Understand the Problems .......................................................................... 16
B. Devising a Plan.......................................................................................... 16
C. Carriying Out the Plan............................................................................... 17
D. Looking back............................................................................................. 17
CHAPTER III RESEARCH METHODOLOGY
3.1 Research Design.............................................................................................. 18
3.2 Research Subject ............................................................................................. 18
3.3 Research Instrument ....................................................................................... 19
3.3.1 Observation ........................................................................................... 19
3.3.2 Interview ............................................................................................... 20
3.4 Data Collection................................................................................................ 21
3.5 Data Analysis .................................................................................................. 22
CHAPTER IV RESEARCH FINDING AND DISCUSSION
4.1 Research Findings ................................................................................... 23
4.1.1 Strategies Used By the Teacher in Teaching Writing .................... 23
4.1.1.1 Modeling Strategy............................................................. 24
a. Pre Activity.................................................................... 24
b. Whils Activity................................................................ 25
c. Post Activity.................................................................. 25
4.1.1.2 Identifying Strategy....................................................... ....26
a. Pre Activity.................................................................... 26
b. Whils Activity................................................................27
c. Post Activity...................................................................28
4.1.1.3 Repeated Practice and Reinforcement Strategy..................28
a. Pre Activity.....................................................................28
b. Whils Activity................................................................29
c. Post Activity...................................................................30
4.1.2 The Teacher s Problems in Implementing the Strategies in Teaching
Writing........................................................................................... 30
4.1.2.1 Limited Facilities ..................................................................... 30
4.1.2.2 Big Size of Class ...................................................................... 30
4.1.6 TheTeacher s Solutions to the Problems in Using Strategies in
Teaching Writing ........................................................................... 31
4.2 Discussion ............................................................................................... 32
CHAPTER V CONCLUSION AND SUGGESTION
5.1 Conclusion .................................................................................................... 35
5.2 Suggestion .............................................................................................. 36
5.2.1 For English Teacher.................................................................. ...... 36
5.2.2 For Headmasters.............................................................................. 37
5.2.3 For The Next Reseachers..................................................................37
REFERENCES.................................................................................................... 38
APPENDICES
Appendix I: Interview Transcript.......................................................................... 39
Appendix II: First Observation ............................................................................. 42
Appendix III: Second Observation ....................................................................... 47
Appendix IV: Third Observation .......................................................................... 52
REFERENCES
Akyuni, Kurata. 2007. The Teaching Strategies Used By The Teacher In Teaching
English At SDN Dinoyo 1 Malang. Skripsi tidak dipublikasikan. Fakultas keguruan
dan ilmu pendidikan. Universitas Muhammadiyah Malang.
Kurniastuti, Hertina. 2008. The Problems Faced By The Teacher In teaching Writing II
To The Fourth Semester Students Of English Department Of The University Of
Muhammadiyah Malang. Skripsi tidak dipublikasikan. Fakultas keguruan dan ilmu
pendidikan. Universitas Muhammadiyah Malang.
Putri, Ika Suci. 2010. Employing Responses Journal Writing Strategy To Improve
Students Writing Skill At The Second Year Of SMPN 2 Batu. Skripsi tidak
dipublikasikan. Fakultas keguruan dan ilmu pendidikan. Universitas
Muhammadiyah Malang.
Rahayu, Ika Septiani. 2009. An Analisys Of Erin Gruwell Taching Writing Strategies
Found In The Freedom Writer Diary Novel. Skripsi tidak dipublikasikan. Fakultas
keguruan dan ilmu pendidikan. Universitas Muhammadiyah Malang.
Wati, Nani Hera. 2008. A Study On The Implementation Of Teaching Strategy Based On
KTSP In English Class At SMPN 1 Batu. Skripsi Tidak Dipublikasikan. Fakultas
keguruan dan ilmu pendidikan. Universitas Muhammadiyah Malang.
✁✂✄☎✆✝ ✞
✟✠☎✝✡☛☞ ☎✟✡✠
✌✍✎✏ ✑✍✒✓✔✕✖ ✓✖✕✏✕✗✔✏ ✘✒✑✙✚✖✛✜✗✢ ✛✣ ✔✍✕ ✏✔✜✢✤✥ ✏✔✒✔✕✦✕✗✔ ✛✣ ✔✍✕ ✓✖✛✘✧✕✦✏✥
✓✜✖✓✛✏✕ ✛✣ ✔✍✕ ✏✔✜✢✤✥ ✏✎✚✗✎✣✎✑✒✗✑✕ ✛✣ ✔✍✕ ✏✔✜✢✤✥ ✏✑✛✓✕ ✒✗✢ ✧✎✦✎✔✒✔✎✛✗✥ ✒✗✢ ✢✕✣✎✗✎✔✎✛✗ ✛✣
✔✍✕ ✙✕✤ ✔✕✖✦✏★
✞✩✞ ✪✫✬kground of the Study
✭✖✎✔✎✗✚ ✎✏ ✗✛✔ ✏✎✦✓✧✤ ✮✒✤ ✛✣ ✔✖✒✗✏✣✕✖✖✎✗✚ ✎✗✣✛✖✦✒✔✎✛✗ ✣✖✛✦ ✛✗✕ ✓✕✖✏✛✗ ✔✛
✒✗✛✔✍✕✖✥ ✛✗✕ ✚✕✗✕✖✒✔✎✛✗ ✔✛ ✔✍✕ ✗✕✯✔★ ✰✔ ✎✏ ✒ ✓✖✛✑✕✏✏ ✛✣ ✧✕✒✖✗✎✗✚ ✒✗✢✥ ✍✕✗✑✕✥ ✛✣
✕✢✜✑✒✔✎✛✗★ ✭✖✎✔✎✗✚ ✮✕✧✧ ✎✏ ✗✛✔ ✱✜✏✔ ✒✗ ✛✓✔✎✛✗ ✣✛✖ ✤✛✜✗✚ ✓✕✛✓✧✕✥ ✎✔ ✎✏ ✒ ✗✕✑✕✏✏✎✔✤★ ✲✧✛✗✚
✮✎✔✍ ✖✕✒✢✎✗✚ ✑✛✦✓✖✕✍✕✗✏✎✛✗✥ ✮✖✎✔✎✗✚ ✏✙✎✧✧ ✎✏ ✒ ✓✖✕✢✎✑✔✛✖ ✛✣ ✒✑✒✢✕✦✎✑ ✏✜✑✑✕✏✏ ✒✗✢ ✒
✘✒✏✎✑ ✖✕quirement for participation in civic life and in the global economy.
Students learn to write by writing. They need regular opportunities at school
to write in all subjects. A consistent approach to the writing process in all subject
areas and explicit intruction on the writing process by the subject teacher help
students become better writers (Graham, 2007 in putri 2010). According to Perin
(2007 in Putri 2010):
Models of good writing in the subject area and feedback that is
constructive and formative, are critical to students growth as writers.
How the writers introduce the piece, build into the introduction throughthe
body, and make conclusion will largerly determine how the
information is accepted. Step by step, the writers must present main
ideas, supporting ideas, evidences, analyses and conclution in a logical and
organised
manner. The writing must not wander, but keep to its task of
presenting the writer s information in the clearest possible way.
1
2
Rahmah (2007 in Rahayu 2009) states that writing is not only a matter of
putting ideas in a written form but also organizing words and grammar structure and
selecting the appropriate diction in order to make the writing more meaningful. Most
students are confused when they begin to write. They might take much time to write
their ideas, as well as focus primarily on surface level aspects of writing, struggling
with form over meaning (Gebhard, 1996:235 in Rahayu 2009) . So, as a writer it is
important to improve and develop the ability in writing skill. As the civilization of
human being develops, however, writing has become more and more important in
communication. To help students write, the teacher should be more creative to find
out appropriate techniques and strategies in teaching writing.
It is incredibly easier to read something than it is to write in a foreign
language. In order to read, all people really need is a decent vocabulary and a basic
sense of grammar. The writers need to choose the words and phrases and somehow
put them all in a good order. Since writing is much more difficult, most learners do
not practice it as much as they should. Developing Many approaches and methods are
available to be suited and used as the basic for teaching and learning in language
class. The strategies rooted from those approaches and methods are abundantly
varied. Lots of variations and techniques can be applied to reach the learning
objectives. The learning objectives are the basic for the decision of what approach,
method, and strategy that is going to be used in the process of teaching and learning.
Therefore, teacher should consider the goals that she wants the students to reach.
Decision of which approach and method that will be used as the basis for using a
certain strategy is also important.
3
Developing teaching writing strategies is a must for the teachers in order to
make the students easy in learning the material. The strategies may help the students
enjoy the teaching and learning process. Caswell and Mahler (1998 in Rahayu 2009)
said that strategies for teaching writing need action tools in order to make writing in
the classroom manageable. The tools provide a step-by-step approach to teaching the
writing process. The tools include complete how-to-use instructions, suggestions,
classroom examples and cross-curricular activities. Using the tools, teachers can grant
students time to write, to process their thoughts and develop a way to analyze their
thinking using cognitive reasoning instead of impromtu thought. The action tools also
provide teachers with assessment strategies to assess students participation and
progress at each stage of the writing process.
Vocational school as a special school that teaches the students the skills
needed to perform a particular job has long been the attention of the government. In
Indonesia, vocational education is recognized in secondary program of education that
is SMK (Sekolah Menengah Kejuruan). A demand on more specialized labors that
have higher level of skills triggers government of Indonesia to increasingly encourage
and invest in the future of vocational education through public vocational schools that
perform international standard. Therefore, English which has been the first
requirement to join the work field has to be mastered by the students.
The goal of teaching English to the Nursing students of SMK Muhammadiyah
1 Malang is to develop a communicative ability in English which involves the four
skills: reading, writing, listening and speaking. In fact, the students have difficulties
in mastering the four language skills, especially writing because of the time limits
4
and other constraints they face during the teaching and learning process. And they get
the English lesson just in the school without trying to use English in their daily
activities. So, the teacher tries to explain the material step by step. It may be done by
selecting proper materials for the students. The teaching-learning programs may be
useless if it is not done properly. Teachers should select the materials that are relevant
to the students needs and interests.
In this research, the researcher focuses on the teaching-learning process of
writing in English for vocational school of SMK Muhammadiyah 1 Malang for the
Nursing students in order to provide a description or explanation about the teacher
and students behaviour in the teaching and learning process of writing. Based on the
writer s preliminary observation, it was found out that generally the students of SMK
Muhammadiyah 1 Malang have a great potential in English, but most of them have
the same opinion that studying English is very difficult because they have limited
knowledge about English vocabulary. Based on this condition, the English teachers
of SMK Muhammadiyah 1 Malang try to use better strategies in teaching English in
order to build the enthusiasm of the students.
Based on the researcher s preliminary interview, one of the English teachers
of SMK Muhammadiyah 1 Malang said that there were several problems that the
teacher faced during teaching English process, such as the students had low grade in
English and limited teaching learning activities. Besides, the curriculum contained
too many materials, while the teaching media were not provided. The students also
faced the linguistic problems such as the difficulty in using correct grammar and in
writing good paragraphs. In addition, they also had problems like the classroom
5
atmosphere was not good, the facility was not enough, the students did not like
English, and the teaching method was not interesting.
It is also conducted by Putri (2010), in her thesis
Employing Response
Journal Writing Strategy To Improve Students Writing Skill At The Second Year Of
SMPN 2 Batu only discuss about the strategy of journal writing, the writer just focus
on the one strategy to improve writing skill at the second year. The result of this
study is that the journal writing strategy can improve the students writing skill.
There is differences between the previous thesis above that is, in preivious
thesis the writer only investigating the teachers attitudes towards writing practice and
also just focus on one strategy. In this thesis the writer expalin about the strategies in
teaching writing, the teacher s problems in implementing the strategies in teaching
writing, and the solution to the problem in implementing the strategies.
Based on the explanation above the writer is interested in conducting a
research entitled
STRATEGIES USED IN TEACHING WRITING AT SMK
MUHAMMADIYAH 1 MALANG . This study is expected to be meaningful in
giving information and description of the teaching writing strategy.
✳✴✵ ✶✷✸✷✹✺✹✻✷✼ ✽✾ ✷✿✹ ❀❁✽❂❃✹✺✼
Based on the background of the study presented above, this thesis study tries
to answer the following questions:
1) What strategies does the teacher use in teaching writing at SMK
Muhammadiyah 1 Malang?
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2) What are the teacher s problems in implementing the strategies of teaching
writing at SMK Muhammadiyah 1 Malang?
3) How does the teacher solve the problems in using strategies in teaching
writing at SMK Muhammadiyah 1 Malang?
❄❅❆ ❇❈❉ ❊❋●❉❍■❏❑❉ ▲▼ ■❈❉ ◆■❖P◗
This study has some purposes as follows:
1) To describe the strategies used by the teacher in teaching writing at SMK
Muhammadiyah 1 Malang.
2) To describe the
teacher s problems in implementing the strategies of
teaching writing at SMK Muhammadiyah 1 Malang.
3) To describe the teacher s solution of the problems in implementing the
strategies in teaching writing at SMK Muhammadiyah 1 Malang.
❄❅❘ ◆❏❙❚❏▼❏❍❯❚❍❉ ▲▼ ■❈❉ ◆■❖P◗
It is expected that the result of this study will be useful for the teacher. By
knowing the kind of strategies in teaching writing, the teacher will be able to choose
and determine the best strategy to teach writing to their students in order that the goal
of teaching writing will be reached. Second, the result of this study is expected to
give contribution to the students in order that they know the best strategy in their
process of learning writing and to encourage them to improve their competence.
Third, for further reseachers, it is hoped that the result of this study will give
7
additional important information to investigate and analyze the other aspects of the
strategy in teaching writing.
❱❲❳ ❨❩❬❭❪ ❫❴❵ ❛❜❝❜❞❡❞❜❬❴
In this study the reseacher focuses on the use of strategies in teaching writing.
This study is limited to one English teacher who teaches nursing students in the
eleven grade at SMK Muhammadiyah 1 Malang.
❱❲❢ ❣❪❤❜❴❜❞❜❬❴ ❬❤ ❞✐❪ ❥❪❦ ❧❪♠❝♥
In order to avoid misunderstanding and misinterpretation the writer presents
some definition of the terms used in this study:
Teaching is guiding and facilitating learning, enabling the learner to learn,
setting the condition for learning (Brown 2007:7 in Putri 2010). In this study,
teaching is the teachers activities in guiding and facilitating the students in learning
writing.
Writing is drafting to give ideas shape and form in the symbols of written
language (Olson 1992 in Putri 2010). In this study writing is the activities of pouring
the ideas in the word form.
Teaching strategy refers to the teacher's teaching stlye, what and
how
the teachers instruction should aim to include all types of learners (Marcella 2007 in
Putri 2010). In this study, teaching strategy is the teacher's own way of trying their
best to help students learn to write.