8 Students :
“In this paper or the book Miss
? Maksudnya
dijawab di sini apa di buku” Mrs. H
: “In your assignment book, how many generic
structure in the recount text?
Apa saja
?” Students :
“Orientation, event, reorientation.” Mrs. H
: “
Nah
, let’s do your task. You have time 10 minutes to answer the question”
3.4 Classroom Technique Used in Confirmation Cycle
In classroom technique in confirmation cycle, the teacher gave feedback and summarizing technique to cover the learning process
especially teaching writing. 3.4.1 Giving Feedback
Giving feedback means giving response toward information about the result of a activity or process
For example: Mrs. H
: “
Adakah kesulitan dalam materi recount ini
?” do you have difficulty in this recount text material?
Students : ”No Miss”
Mrs. H :
“Are you sure?” Students :
“Yes Miss” Mrs. H
: “
Kalau begitu saya yang tanya, apa bedanya descriptive sama recount
?” what is the differences between recount and narrative text?
Students : “
Kalau descriptive itu mendiskripsikan, dan recount itu pengalaman yang sudah terjadi
Miss.” descriptive text is describe something, and recount
retells events or experiences in the past. Mrs. H
: “Good.”
9
3.4.2 Summarizing
Summarizing technique in the teaching learning process, the teacher always used summarizing technique. This technique is
usually not an easy task, even in one’s own native language. For example:
Mrs. H :
“What we learn today?” Students :
“Narative text Miss” Mrs. H
: “What is the narative text?”
Students : “Narative text retells a story Miss.”
Mrs. H :
“Narrative text consists of several parts, what is that?
Apa bagian-bagian dari narative text tadi
? Students
: “Orientation, complication and resolution Miss. Mrs. H
: “
Kalau narrative text menggunakan tenses apa
? What is tenses use in narrative text?
Students : “past tense Miss.”
3.5 Teacher’s Roles
The teacher’s role is something important in the teaching learning process or in the school. Many kinds of teacher’s roles for the students and
some of them as a guide of the students. Teacher as facilitator, manager, instructor, monitor, and evaluator.
3.6 Student’s Roles
The students also had roles in the classroom between the teacher roles in the teaching learning process or in the class. The effectiveness of
teaching process is influenced of student’s role. The student’s roles of teaching writing in SMP Muhammdiyah 4 Surakarta was as material
receive and performer.
4. CONCLUSION
Learning objective of teaching writing are divided into two. The general learning objective written in KTSP curriculum “to develop the ability
to communicate in English both in spoken and written form to deal with the development of science and technology in facing the globalization era”. The
