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 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
