this study tries to figure out the complex things happen of the use shared writing strategy in teaching writing by the teacher and intepret it.
C. Problem Delimitation and Limitation
As mentioned in problem identification, it is important to break the old of concept of teaching writing. From the teaching with a predictable pattern of
writing lesson becomes the teaching with a certain strategy. In teaching writing, the teacher presence is considered important in which he she is the one who runs
the strategy. Therefore, this research would be limited on the area of description of the use of shared writing strategy in teaching writing by the teacher.
As a matter of time and accessibility, the participant is an English teacher of SMA Muhammadiyah I Muntilan. The participant was recruited because she
could understand the principles of her involvement Larkin, Flowers, Reid; 2005 in this study. Her consent, willingness to express her experiences, opinions and
engagement with the students are counted as a supportive contribution in this study. With the limited number of participants, hopefully a deep and focused story
of the use of shared writing strategy in teaching writing will be elaborated comprehensively.
D. Statement of Research Question
To reveal the contribution of the teacher in teaching writing using shared writing strategy, then the research question would be
“
What is the implementation
of shared writing strategy in teaching writing by the teacher like?
” This question would lead the research thoroughly to find out the answers.
E. Research Goals
In relation to the teaching writing using shared writing strategy, the research aims to describe two main goals, namely, 1 describe the
implementation of shared writing strategy in teaching writing 2 interpret the emergent themes that appeared during the implementation of shared writing
strategy in teaching writing. To achieve the goals, the narrative description will be employed in this study.
F. Research Benefits
There are two benefits from this research. For scientific benefit, firstly, this research provides the description and interpretation of the implementation of
shared writing strategy in teaching writing by the teacher. The documentation from the description and interpretation of the implementation of shared writing
strategy in teaching writing is useful for the professional parties who are concerned with English education, especially in teaching writing using a certain
strategy. According to Oates 2000 using a certain strategy in teaching writing means helping the teacher to have a worth teaching. The teacher who
implements a strategy in teaching writing in his or her classroom is also hoped to help the students to overcome their writing difficulties. Secondly, this research
presents the opportunities for students to be involved and to be heard in their PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
writing process. For the government and any parties who are concerned in English education, the implementation of shared strategy writing in classroom activities
may be valuable for producing more cordially English materials for writing. It is also hoped that this information would be beneficial to the improvement of
English language studies in general. For the practical benefit, since teacher is one of the most important factors
in student achievement, it would make sense that this research may become valuable for teachers who are concerned with their own professional development
an d English education. A series of reflective text of teacher’s performance in the
class through shared writing strategy would empower them to perform more efficiently and productively in their work. Reflective teacher is someone who
provides the meal for th e rest of one’s life Biggs 2003, p. 7. Her participation to
this research is also hoped to be consequential experience to her. It is hoped that she will become more autonomous to improve her professional roles, especially as
reflective teacher. Through her autonomy, she will become more empowered and able to do self-actualization in her profession so that finally she can make a
continuous improvement in her teaching. As a result, it is hoped that the students will learn better.
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CHAPTER II LITERATURE REVIEW
