TTO THE E The Implementation Of Teaching Writing To The Eighth Grade Students Of SMP N 2 Sawit Boyolali Semester Two In 2013/2014.
1
THE
T
IMPLE
EMENTAT
TION OF TE
EACHING WRITING
TO THE EIGHTH
E
GR
RADE STU
UDENTS OF
F SMP N 2 SAWIT
S
BO
OYOLALI
SEMESTE
ER TWO IN
N 2013/2014 ACADEMIIC YEAR
ARTICL
LE PUBLICATION
Submitted as
a a Partial Fulfillmentt of the Req
quirements
for Getting
G
Bach
helor Degreee of Educattion
in Engglish Departtment
by
DED
DY PRIYAN
NTO
A 320100080
0
SC
CHOOL OF
F TEACHER
R TRAININ
NG AND ED
DUCATION
N
M
MUHAMM
MADIYAH U
UNIVERSIT
TY OF SUR
RAKARTA
2014
2
THE IMPLEMENTATION OF TEACHING WRITING
TO THE EIGHTH GRADE STUDENTS OF SMP N 2 SAWIT BOYOLALI
SEMESTER TWO IN 2013/2014 ACADEMIC YEAR
by
DEDY PRIYANTO
A 320100080
dedypriyan@gmail.com
Muhammadiyah University of Surakarta
ABSTRACT
This study aims at describing the implementation of teaching writing to the
eighth grade students of SMP N 2 Sawit Boyolali semester two in 2013/2014
academic year and to describe problem faced by teacher and students in teaching
writing process.
This is a descriptive qualitative research. The researcher collected the data
by observing the English class and interviewing teacher and students. The data
include field note of observation, interview script, and syllabus. While, the
methods of collecting the data are observation, interview, and document. The
technique used in analyzing data is as follows collecting the data of the
observation and interviewing, analyzing the data from the result of observation
and interview, and concluding the result and giving suggestion.
The objective of teaching writing at the eighth grade students of SMP N 2
Sawit Boyolali are (1) to help the students develop their writing skills. In the
classroom activities, teacher gives the students a drill. (2) to enable the students
in understanding English as a means of communication. (3) to enable the students
in being active in practicing English in written form. The material for teaching
writing taken from worksheet that related with syllabus. Media that the teacher
uses are worksheet and LCD projector. The teacher used several techniques in
teaching writing process such as, imitative or writing down, intensive or
controlled writing, self writing, and real writing. In the evaluation, the teacher
used the daily test, mid test, and final test. Mid test and final test is the test made
by the government to measure achievement at students nationally. The daily test is
a test made by the teacher to measure the students ability especially in writing
skill. In daily evaluation the teacher give the daily assignment and homework. The
problems faced by the teacher in teaching writing are the discipline of the
students, the students do not do their homework, and the students don’t bring
dictionary when they join the class. While, the problem faced by the students in
writing, several students do not want to write.
Keywords: The implementation of teaching writing and problem faced by the
teacher and students
v
1
INTRODUCTION
Writing is one of the four English language skills. In the process of
teaching and learning in Junior High School, a teacher should be able to develop
students’ writing ability because writing skill is one of the important things for the
advancement of students’ English language. A teacher is required for teaching
English properly and correctly to their students. Beside that, the teacher must have
creative and innovative techniques to deliver materials in the classroom. In SMP
N 2 Sawit Boyolali, there are many problems that affect teaching writing process
such as the students are difficult to memorize the word in English, the students
often do not bring a dictionary when learning English, and so on. The students’
problems affect the process of teaching writing, so they do not have a lot of
English knowledge. The limitation of vocabulary makes difficult for the students
to write and to translate both word and sentence. These are some problems faced
by the teacher and students that make the teaching writing process do not run well.
Based on the problem statements, the objectives of the study in this
research are; to describe how is the implementation of the writing process,
approach, and technique in the classroom and to describe the problems faced by
the teacher and students in English teaching writing to the eighth grade students of
SMP N 2 Sawit Boyolali semester two in 2013/2014 academic year.
Writing is one of the four English language skills. In the process of
teaching and learning in Junior High School, a teacher should be able to develop
students’ writing ability because writing skill is one of the important things for the
advancement of students’ English language. A teacher is required for teaching
English properly and correctly to their students. Teaching is sharing or helping
someone to learn how to do something by giving instruction, guiding in the study
of something, providing with knowledge, causing to know or understand (Kirnble
and Garmezy (1963: 133) in Brown (1994: 7)). Here, the purposes of the teaching
are to help or to support students when they learn English and to develop students’
behavior and also their knowledge. According to Richards (1999: 12) teaching is
1
2
usually regarded as something that the teacher does in order to bring
about change in learners. Teaching consists of activities, task, and learning
experiences selected to help bring about learning and how to use it in the
classroom. It is an activity that tries to help someone to enquire (change, or
develop skills, attitudes appreciations, and knowledge). The result of teaching is
to teach students in order to act well and develop the students’ capability in every
aspect. Teaching is an activity to create situation to support the learning process,
or a teacher’s activity to deliver materials to the students so that the transfer of
knowledge happens (Sardiman, 1996: 47-52). Based on the theory, the teacher
does interaction with the students to deliver materials so that the teaching process
becomes easier.
Many experts define “writing” variously. Bram (2002: 7) states that to
write means to try to produce or reproduce written messages. Before we write, we
need to determine what to write and we should have something meaningful to
convey. According to Brown (2000: 334) teaching writing is showing or helping
someone learn how express creativity, uniqueness, ideas, and indicate what they
want, to give instruction, to provide knowledge, to encourage the students to
understand the material about writing so that someone can write well. It can be
concluded that teaching writing has some purposes to deliver information or to
explore the students’ creativities in writing.
Writing is both physical and a mental act at the most basic level it is a
physical act committing words or an email message typed into a computer. On the
other hand, writing is the mental work of inventing ideas. Thinking about how to
express them and organizing them into statements and paragraph that will be clear
to reader (Nunan, 2003: 88).
According to Fauziati (2010: 49) explain that process of teaching
writing is consequently, the students may produce several draft or versions of their
writing with the emphasis on the process of writing and on getting feedback from
classmates. Based on the theory, teacher is not allowed to see only the final result,
3
but also in teaching writing process in the classroom. The main purpose of
teaching writing is to help students improve their writing capability to be better.
Generally teaching language process includes; (1) introduction, (2) classroom
activities, and (3) closing.
While, according to Trimmer and Seammers (1984: 10-11) there are
three steps of teaching writing process, namely;
1. Planning
Planning is any orderly procedure and to bring about a
desired result. As the first stage, planning is a series of
strategies designed to find and produce information in
writing.
2. Drafting
Drafting is a procedure for drawing up a preliminary
sketch. As the second stage, drafting is series of
strategies designed to organize and develop instituted
piece of writing.
3. Revising
Revising is a procedure for improving or correcting a
work in progress. As the third and final stages, revising
is a series of strategies designed in re-examine and reevaluate the choices that have created a piece of
writing.
Based on the theory above, those three steps have each function and
the functions are related to each other. That case can help a teacher to deliver the
material and accelerate the teaching writing process in the classroom. Method is
treated at the level of design in which the roles of teachers, learners, and
instructional are specified (Fauziati, 2005: 5). When a teacher teaches English
language, he should be able to select an appropriate method or technique. It is
useful to help students learn the English language with good methods. Beside that,
the teacher must have creative and innovative techniques to deliver materials in
the classroom.
In this study, the writer observes the implementation of teaching
writing to the eighth grade students of SMP N 2 Sawit Boyolali semester two in
2013/2014 academic year by using descriptive qualitative approach. Based on the
explanation and reasons above, the writer is interested in observing the research
4
entitled THE IMPLEMENTATION OF TEACHING WRITING TO THE
EIGHTH GRADE STUDENTS OF SMP N 2 SAWIT BOYOLALI
SEMESTER TWO IN 2013/2014 ACADEMIC YEAR.
RESEARCH METHOD
This research was conducted on April 14 to May 15, 2014 at the
eighth grade of SMP N 2 Sawit Boyolali semester two in 2013/2014 academic
year. The subject of the study are English teacher and students of the eighth grade
at SMP N 2 Sawit Boyolali semester two in 2013/2014 academic year. The eighth
grade class consist of 24 up to 26 students. The object of this research is the
implementation of teaching writing to the eighth grade students of SMP N 2 Sawit
Boyolali semester two in 2013/2014 academic year. To collect the data, the writer
applied three research techniques, namely: observation, interview, and document
analysis. the data in this research are analyzed by using descriptive qualitative
research method for analyzing the data with the following procedures, namely: the
writer described and interpreted of the English teaching writing process by taking
several notes when the writer conducted his research, data are arranged in order to
draw conclusion, and the writer draws the conclusion and proposes suggestion
based on the analysis of the data.
RESEARCH FINDING AND DISCUSSION
In research finding, the researcher presents the answer of the problem
statement. The researcher brings out the implementation of teaching writing
process in the classroom and the problems faced by the teacher and students in
English teaching to the eighth grade students of SMP N 2 Sawit Boyolali semester
two in 2013/2014 academic year. There are seven elements that are presented on
this chapter, namely; objective of teaching writing, process of teaching writing,
approach of teaching writing, technique for teaching writing, materials for
teaching writing, media for teaching writing, and evaluation used in teaching
writing.
5
A. Objective of Teaching Writing
From the interview and observation at the eighth grade of SMP N 2
Sawit Boyolali, the objectives of writing are to make the students write, the
teacher hopes that the students can write well. It was supported by the result of
interview by the researcher with the English teacher on May, 7th 2014 from
Mrs. SJ as follows:
1. to help the students develop their writing skills.
In the classroom activities, teacher drilled the students writing skills.
The teacher hoped that students must be active in practicing their English
in written form. In teaching writing process the students did activities from
their teacher instruction. For examples, the teacher asked the students to
write a word, sentence, and paragraph.
2. to enable the students in understanding English as a means of
communication.
The teacher hoped the students can use their own writing to
communicate with other people. The students must enrich their vocabulary
and grammar in writing. Besides, the result of their writing must be correct
and systematic. So, the other people can understand the meaning of it.
3. to improve the students’ creativity in writing.
Here, the teacher hoped that the students can write well with their
creativity. They got their creativity from their own experiences and ideas.
The teacher gave freedom to the students to choose their own topic. The
students can connect their own topic with their own experiences and ideas.
Then, the students can put their own topic, experiences, and ideas in a text.
The teacher also gave the students’ homework in the last meeting.
B. Process of Teaching Writing
The researcher observed the classroom activities of teaching
writing process that happened at the eighth grade of SMP N 2 Sawit Boyolali
semester two in 2013/2014 academic year. Here, the writer describes the
activities of teacher and students in the classroom during the English writing
6
process at the eighth grade of SMP N 2 Sawit Boyolali. The researcher
observed teaching writing process in four times.
The first observation was done on Wednesday, April 30, 2014. The
English teacher’s name was Mrs. SJ. The material of that day was narrative
text. It was started at 10.50 a.m. up to 12.15 p.m. the researcher observed at
8D class that consists of 24 students. The second observation was done on
Saturday, May 5, 2014. The teacher’s name was Mrs. SJ. The material of that
day was narrative text. It was started at 08.20 a.m. until 09.55 a.m. the
researcher observed at 8G class that consists of 24 students. The third
observation was done on Saturday, May 9, 2014. The teacher’s name was Mrs.
SJ. The material of that day was narrative text. It was started at 09.55 a.m. up
to 11.30 a.m. the writer observed at 8D class that consists of 24 students. And
The third observation was done on Wednesday, May 7, 2014. The English
teacher name was Mrs. SJ. The material of that day was narrative text. It was
started at 10.50 a.m. up to 12.15 p.m. The researcher observed at class 8D that
consists of 24 students
The teacher came into the classroom at the right time. Then, the
teacher greeted the students and they answered it. After that, the teacher
checked the students’ attendance. The teacher also checked the readiness of
the students before studying. Then, teacher delivered materials and asked
students to answer questions. After the students had finished their work, they
submitted it on the teacher’s table. Sometimes the teacher explained again the
material, because some students didn’t understand it. As closing, the teacher
also asked the students about their problem when they learned narrative text.
The teacher gave motivation to the students to study hard. When the bell rang,
teacher closed the meeting and wishing “Wassalamu’alaikum wr.wb” and
students answered it very well.
C. Approach to Teaching Writing
When the teacher delivers a material to the students, the teacher
needs approach. The approach should encourage the students understand the
7
material easier. This approach can also build interaction between teacher and
students.
Based on the observation and interview with the teacher, the writer
found that the teacher used several approach in teaching writing process to the
eighth grade students at the SMP N 2 Sawit Boyolali. The teacher used several
approach such as, the controlled-to-free approach, the free writing approach,
the paragraph-pattern approach, the grammar-syntax-organization approach,
and the communicative approach.
1. The Controlled-to-free Approach
This approach enables students to make or change a word. Then,
they substitute it in a new sentence. The students are easier to make a
sentence, because this approach is stressing at three aspects, those are
grammar, syntax, and mechanics.
2. The Free Writing Approach
This approach explains that the teacher uses ESL to deliver the
materials in teaching writing. First, most students are hard to accept the
lesson, but in this approach the teacher tries to invite the students to
express their thought in writing. The students can write everything which
is suitable with their ideas. Then, the teacher can correct the students’
writing which has been right or wrong. Teacher has a duty to correct the
students’ writing which is still wrong in order the students know their
mistakes.
3. The Paragraph-pattern Approach
Teacher asks students to copy the paragraph. Then they analyze and
imitate those paragraphs. Besides, students are asked by teacher to make
new paragraphs but students are admitted to make that model paragraph
such as paragraph which is explained by teacher and students can choose
their own topic. Then, they must analyze their paragraph.
8
4. The Grammar-syntax-organization Approach
Teacher must be able to enrich students’ lexicon. Because when
students write or do writing task, students have to get many words in order
the students can deliver their passage which can be understood by others.
5. The Communicative Approach
This approach explains that teacher has to make students share their
opinion, and then explain it in writing. It can be done by the students by
rewriting and summarizing or making comments about what has been
delivered by teachers.
D. Technique for Teaching Writing
Technique is an important part of teaching writing process.
Teaching writing process needs a technique that is suitable with the students’
need. Based on the observation and interview with the teacher, the writer
found that the teacher implemented some techniques on the teaching writing
process to the eighth grade students of SMP N 2 Sawit Boyolali semester two
in 2013/2014 academic year. The teacher used some techniques in teaching
writing process such as imitative or writing down, intensive or controlled
writing, self writing, display writing, and real writing.
Based on the observation, the teacher applied some techniques in
teaching writing process at the SMP N 2 Sawit Boyolali. It can help the
teacher deliver material to the students and develop their students writing
skills easier. So, the teaching writing process can run well and more
effectively.
1. Imitative or Writing Down
At the level of learning to write, students will simply ”write down”
English letters, words, and possibly sentences.
2. Intensive or Controlled Writing
This intensive writing typically appears in controlled written
grammar exercises. A common form of controlled writing is to present a
paragraph to students which they have to alter a given structure throughout.
9
3. Self-writing
The most salient instance of this category in the classroom is notetaking, where students take notes during a lecture for the purpose of later
recall. Other note-taking may be done in margins of books and on odd
scraps of paper.
4. Display Writing
For
all
language
students,
short
answer
exercises,
essay
examinations, and even research reports will involve an element of display.
For academically bound ESL students, one of the academic skills that they
need to master is a whole array of display writing techniques.
5. Real Writing
It means that virtually every classroom writing task will have an
element of displaying writing in it, some classroom writing aims at the
genuine communication of messenger to an audience in need of those
messages.
E. Materials for Teaching Writing
In this section, the writer presents materials for teaching writing.
Materials mean the subject matter that is given by the teacher to the students.
Materials are very important and useful for teacher and students to support the
English teaching writing process. The writing materials also can develop
students’ skills, knowledge, and can make them express their ideas. The
teacher should choose the material that is suitable with syllabus, lesson plan,
curriculum, and the goal of teaching writing. Besides, the teacher also chooses
good materials in order to make students easier to understand. The materials
are taken from book or worksheet, and internet.
Based on the observation, the teacher used worksheet and internet
as the sources of the materials. In SMP N 2 Sawit Boyolali, the English
teacher uses worksheet to help the teacher deliver the materials. The
worksheet is entitled “Optimis” and published by MERBABU Boyolali, which
is based in the 2004 Competency-based Curriculum. The contents of
worksheet are English materials including writing materials. Besides, that
10
worksheet must be completed with exercises for the students. The teacher
always brings dictionary in every English teaching-learning. Beside that,
Materials for teaching writing are not only taken from books or worksheet, but
also from internet. Those materials also help teacher in teaching writing
process. The materials from internet could be a text.
The materials have to be suitable with syllabus, lesson plan, and
curriculum. So, the process of teaching writing can be more effective and run
well.
F. Media for Teaching Writing
In teaching writing process, the teacher also used media. Media are
device used for delivering the information or materials to the students. The
main purpose of using media in teaching writing is to help teacher deliver
materials and to make students easier to understand the materials. From the
writer’s observation and interview, the writer found that the teacher used
worksheet and LCD projector as the media.
Worksheet was used by the teacher and the students in teaching
writing process. Student’s worksheet is used as the material and also as media
for teacher to deliver teaching writing material to the students. Because the
worksheet contains materials and exercises, in the exercise, the students can
answer the questions by writing the answer in the columns. The materials on
the student’s worksheet were taken on syllabus. The main purpose student’s
worksheet as a media to make the teacher easy in delivering materials and also
it made the students understand.
LCD projector is an electronic medium. It is usually used by
teacher to present the writing materials and to give exercises to the students.
For example, the teacher gives the materials such as videos and pictures.
Then, the teacher asked the students to explain those videos or pictures in
writing. So, it helps teacher explore their mind. By the media, the process of
teaching writing to the eighth grade students of SMP N 2 Sawit Boyolali is
easier.
11
Based on the observation, the teacher used students’ worksheet and
LCD projector to deliver material to the students. Media can support the
teaching writing process effectively and run well.
G. Evaluation Used in Teaching Writing
Evaluation is very important to measure the students’ ability. The
purpose of evaluation is to know the students’ progress in writing skill. Based
on the writer’s observation and interview, the English teacher used daily test,
mid test, and final test as the evaluation in teaching writing.
1. Daily Test
To know the student’s progress in teaching writing. Mrs. SJ as the
English teacher of the eighth grade students at the SMP N 2 Sawit
Boyolali, always held daily test for all students. The daily test was held
once in three weeks. The form of the daily test is objective and essay.
Usually, there are 10 exercises of objective test and 5 essay test.
2. Mid Test
Evaluation in the mid test was obligated for all students in SMP N 2
Sawit Boyolali. The exercise for the eighth grade students in SMP N 2
Sawit Boyolali consists of 30 objectives test and 5 essay test. The purpose
of this test is to measure the student’s ability.
3. Final Test
The main purpose of the final test is to evaluate the students in
every semester. Final test is obligation for all students in SMP N 2 Sawit
Boyolali in every semester. In final test, there are two kinds of exercises. It
consists of 30 objectives test and 10 essay test.
Test is the same to all the students of eighth grade in SMP N 2
Sawit Boyolali. It was suitable with curriculum that is used in SMP N 2
Sawit Boyolali. Evaluation is used to measure the progress of students’
capability, especially in writing skill and to know the process of teaching
writing was good or not.
12
CONCLUSION
Based on the research finding the writer concludes that:
1. The objectives of teaching writing at the eighth grade students of SMP N 2
Sawit Boyolali are to help the students develop their writing skills, to enable
the students in understanding English as a means of communication, and to
enable the students in being active in practicing English in written form.
2. SMP N 2 Sawit Boyolali implemented the 2006 Curriculum. The syllabus
applied by the teacher is theme-based syllabus in every English lesson
especially in teaching writing process to the eighth grade students.
3. The process of teaching writing to the eighth grade students of SMP N 2 Sawit
Boyolali is very good. Because, the teacher used the right materials, approach,
technique, and media to support the English teaching writing process. The
students are enthusiastic to join the class. The English teaching writing
process in SMP N 2 Sawit Boyolali is very interesting.
4. The teacher adopted several approach in teaching writing process to the eighth
grade students at the SMP N 2 Sawit Boyolali. The teacher is easier to deliver
materials to the students.
5. The English teacher, Mrs. SJ implemented some techniques in teaching
writing process to deliver materials to the eighth grade students at the SMP N
2 Sawit Boyolali. Those techniques can make students write well.
6. In SMP N 2 Sawit Boyolali, the teacher used books or worksheet as the
materials for teaching writing. The contents of students’ worksheet are not
only materials but also exercises for the students. The teacher used materials
that are suitable with curriculum, lesson plan, and syllabus. The students are
easier to understand, because the materials are good.
7. The teacher used media to support teaching writing process. She used
worksheet and LCD Projector as the media. Media that the teacher used are
very good because the students are more interested in joining the class.
8. There are three kinds of evaluation used in teaching writing to the eighth grade
students of SMP N 2 Sawit Boyolali. The English teacher used daily test, mid
test and final test.
13
9. Problems faced by the teacher are the discipline of the students, the students
do not do their homework, and the students don’t bring dictionary when they
join the class. Then, the problem faced by the students in writing is several
students do not want to write.
14
BIBLIOGRAPHY
Bram, Barli. 2002. Improving Writing Skills English Education Study Program
Sanata Dharma University: Penerbit Kanisius.
Brown, H Douglas. 1994. Principle of English Language Learning and Teaching.
New Jersey: Prentince Hall.
Brown, H Douglas. 2000. Principles of Language Learning and Teaching Fourth
Edition. California: Addison Wesley Longman, Inc.
Departemen Pendidikan Nasional. 2003. Kurikulum 2003 Standar Kompetensi
Mata pelajaran Bahasa Inggris. Jakarta. Departemen Pendidikan
Nasional.
Dian, Pertiwi Yulianti. 2013. Teaching Writing Recount Text to the Second Year
Students of SMP NEGERI 2 Banyudono in 2012/2013 Academic Year (A
Descriptive Study). Unpublished Thesis. Surakarta: Muhammadiyah
University of Surakarta.
Fauziati, Endang. 2002. Teaching English as a Foreign Language. Surakarta:
Muhammadiyah University Press.
Fauziati, Endang. 2005. Teaching of English as a Foreign Language. Surakarta:
Muhammadiyah University Press.
McCrimmen. James M. 1984.Writing with a Purpose. USA: Houghton Mifflin
Company.
Morisson. 2012. Metode PenelitianSurvei. Jakarta: Kencana.
Nailu,Rahmah Ana. 2012. A Descriptive Study on Teaching Writing to the First
Year Students of MTS SalafiyahKajenMargoyosoPati. Unpublished
thesis.Surakarta: Muhammadiyah University of Surakarta.
Nunan, David. 2003. Practical English Language Teaching. Cambridge:
Cambridge University Press.
Raimes Ann. 1983. Techniques in Teaching Writing. New York: Oxford
University Press.
Reid, Juy M. 1993. Teaching ESL Writing.United Station of America: Prentice
Hall Regents.
Richards, Jack C. 1999. The Language Teaching Matrix. Cambridge: Cambridge
University Press.
Roselina,RatnaTauruswati, Ratna. 2011. A Study on Teaching Writing Descriptive
Text to the Second Year Students of SMP NEGERI 2 Colomadu in
2010/2011 Academic Year. Unpublished thesis. Surakarta:
Muhammadiyah University of Surakarta.
14
15
Sardiman. 1996. Interaksi dan Motivasi Belajar Mengajar. Jakarta: Raya
Grafindo Persada.
Sutopo. 2002. Metodologi Penelitian Kualitatif. Surakarta: SebelasMaret
University Press.
THE
T
IMPLE
EMENTAT
TION OF TE
EACHING WRITING
TO THE EIGHTH
E
GR
RADE STU
UDENTS OF
F SMP N 2 SAWIT
S
BO
OYOLALI
SEMESTE
ER TWO IN
N 2013/2014 ACADEMIIC YEAR
ARTICL
LE PUBLICATION
Submitted as
a a Partial Fulfillmentt of the Req
quirements
for Getting
G
Bach
helor Degreee of Educattion
in Engglish Departtment
by
DED
DY PRIYAN
NTO
A 320100080
0
SC
CHOOL OF
F TEACHER
R TRAININ
NG AND ED
DUCATION
N
M
MUHAMM
MADIYAH U
UNIVERSIT
TY OF SUR
RAKARTA
2014
2
THE IMPLEMENTATION OF TEACHING WRITING
TO THE EIGHTH GRADE STUDENTS OF SMP N 2 SAWIT BOYOLALI
SEMESTER TWO IN 2013/2014 ACADEMIC YEAR
by
DEDY PRIYANTO
A 320100080
dedypriyan@gmail.com
Muhammadiyah University of Surakarta
ABSTRACT
This study aims at describing the implementation of teaching writing to the
eighth grade students of SMP N 2 Sawit Boyolali semester two in 2013/2014
academic year and to describe problem faced by teacher and students in teaching
writing process.
This is a descriptive qualitative research. The researcher collected the data
by observing the English class and interviewing teacher and students. The data
include field note of observation, interview script, and syllabus. While, the
methods of collecting the data are observation, interview, and document. The
technique used in analyzing data is as follows collecting the data of the
observation and interviewing, analyzing the data from the result of observation
and interview, and concluding the result and giving suggestion.
The objective of teaching writing at the eighth grade students of SMP N 2
Sawit Boyolali are (1) to help the students develop their writing skills. In the
classroom activities, teacher gives the students a drill. (2) to enable the students
in understanding English as a means of communication. (3) to enable the students
in being active in practicing English in written form. The material for teaching
writing taken from worksheet that related with syllabus. Media that the teacher
uses are worksheet and LCD projector. The teacher used several techniques in
teaching writing process such as, imitative or writing down, intensive or
controlled writing, self writing, and real writing. In the evaluation, the teacher
used the daily test, mid test, and final test. Mid test and final test is the test made
by the government to measure achievement at students nationally. The daily test is
a test made by the teacher to measure the students ability especially in writing
skill. In daily evaluation the teacher give the daily assignment and homework. The
problems faced by the teacher in teaching writing are the discipline of the
students, the students do not do their homework, and the students don’t bring
dictionary when they join the class. While, the problem faced by the students in
writing, several students do not want to write.
Keywords: The implementation of teaching writing and problem faced by the
teacher and students
v
1
INTRODUCTION
Writing is one of the four English language skills. In the process of
teaching and learning in Junior High School, a teacher should be able to develop
students’ writing ability because writing skill is one of the important things for the
advancement of students’ English language. A teacher is required for teaching
English properly and correctly to their students. Beside that, the teacher must have
creative and innovative techniques to deliver materials in the classroom. In SMP
N 2 Sawit Boyolali, there are many problems that affect teaching writing process
such as the students are difficult to memorize the word in English, the students
often do not bring a dictionary when learning English, and so on. The students’
problems affect the process of teaching writing, so they do not have a lot of
English knowledge. The limitation of vocabulary makes difficult for the students
to write and to translate both word and sentence. These are some problems faced
by the teacher and students that make the teaching writing process do not run well.
Based on the problem statements, the objectives of the study in this
research are; to describe how is the implementation of the writing process,
approach, and technique in the classroom and to describe the problems faced by
the teacher and students in English teaching writing to the eighth grade students of
SMP N 2 Sawit Boyolali semester two in 2013/2014 academic year.
Writing is one of the four English language skills. In the process of
teaching and learning in Junior High School, a teacher should be able to develop
students’ writing ability because writing skill is one of the important things for the
advancement of students’ English language. A teacher is required for teaching
English properly and correctly to their students. Teaching is sharing or helping
someone to learn how to do something by giving instruction, guiding in the study
of something, providing with knowledge, causing to know or understand (Kirnble
and Garmezy (1963: 133) in Brown (1994: 7)). Here, the purposes of the teaching
are to help or to support students when they learn English and to develop students’
behavior and also their knowledge. According to Richards (1999: 12) teaching is
1
2
usually regarded as something that the teacher does in order to bring
about change in learners. Teaching consists of activities, task, and learning
experiences selected to help bring about learning and how to use it in the
classroom. It is an activity that tries to help someone to enquire (change, or
develop skills, attitudes appreciations, and knowledge). The result of teaching is
to teach students in order to act well and develop the students’ capability in every
aspect. Teaching is an activity to create situation to support the learning process,
or a teacher’s activity to deliver materials to the students so that the transfer of
knowledge happens (Sardiman, 1996: 47-52). Based on the theory, the teacher
does interaction with the students to deliver materials so that the teaching process
becomes easier.
Many experts define “writing” variously. Bram (2002: 7) states that to
write means to try to produce or reproduce written messages. Before we write, we
need to determine what to write and we should have something meaningful to
convey. According to Brown (2000: 334) teaching writing is showing or helping
someone learn how express creativity, uniqueness, ideas, and indicate what they
want, to give instruction, to provide knowledge, to encourage the students to
understand the material about writing so that someone can write well. It can be
concluded that teaching writing has some purposes to deliver information or to
explore the students’ creativities in writing.
Writing is both physical and a mental act at the most basic level it is a
physical act committing words or an email message typed into a computer. On the
other hand, writing is the mental work of inventing ideas. Thinking about how to
express them and organizing them into statements and paragraph that will be clear
to reader (Nunan, 2003: 88).
According to Fauziati (2010: 49) explain that process of teaching
writing is consequently, the students may produce several draft or versions of their
writing with the emphasis on the process of writing and on getting feedback from
classmates. Based on the theory, teacher is not allowed to see only the final result,
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but also in teaching writing process in the classroom. The main purpose of
teaching writing is to help students improve their writing capability to be better.
Generally teaching language process includes; (1) introduction, (2) classroom
activities, and (3) closing.
While, according to Trimmer and Seammers (1984: 10-11) there are
three steps of teaching writing process, namely;
1. Planning
Planning is any orderly procedure and to bring about a
desired result. As the first stage, planning is a series of
strategies designed to find and produce information in
writing.
2. Drafting
Drafting is a procedure for drawing up a preliminary
sketch. As the second stage, drafting is series of
strategies designed to organize and develop instituted
piece of writing.
3. Revising
Revising is a procedure for improving or correcting a
work in progress. As the third and final stages, revising
is a series of strategies designed in re-examine and reevaluate the choices that have created a piece of
writing.
Based on the theory above, those three steps have each function and
the functions are related to each other. That case can help a teacher to deliver the
material and accelerate the teaching writing process in the classroom. Method is
treated at the level of design in which the roles of teachers, learners, and
instructional are specified (Fauziati, 2005: 5). When a teacher teaches English
language, he should be able to select an appropriate method or technique. It is
useful to help students learn the English language with good methods. Beside that,
the teacher must have creative and innovative techniques to deliver materials in
the classroom.
In this study, the writer observes the implementation of teaching
writing to the eighth grade students of SMP N 2 Sawit Boyolali semester two in
2013/2014 academic year by using descriptive qualitative approach. Based on the
explanation and reasons above, the writer is interested in observing the research
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entitled THE IMPLEMENTATION OF TEACHING WRITING TO THE
EIGHTH GRADE STUDENTS OF SMP N 2 SAWIT BOYOLALI
SEMESTER TWO IN 2013/2014 ACADEMIC YEAR.
RESEARCH METHOD
This research was conducted on April 14 to May 15, 2014 at the
eighth grade of SMP N 2 Sawit Boyolali semester two in 2013/2014 academic
year. The subject of the study are English teacher and students of the eighth grade
at SMP N 2 Sawit Boyolali semester two in 2013/2014 academic year. The eighth
grade class consist of 24 up to 26 students. The object of this research is the
implementation of teaching writing to the eighth grade students of SMP N 2 Sawit
Boyolali semester two in 2013/2014 academic year. To collect the data, the writer
applied three research techniques, namely: observation, interview, and document
analysis. the data in this research are analyzed by using descriptive qualitative
research method for analyzing the data with the following procedures, namely: the
writer described and interpreted of the English teaching writing process by taking
several notes when the writer conducted his research, data are arranged in order to
draw conclusion, and the writer draws the conclusion and proposes suggestion
based on the analysis of the data.
RESEARCH FINDING AND DISCUSSION
In research finding, the researcher presents the answer of the problem
statement. The researcher brings out the implementation of teaching writing
process in the classroom and the problems faced by the teacher and students in
English teaching to the eighth grade students of SMP N 2 Sawit Boyolali semester
two in 2013/2014 academic year. There are seven elements that are presented on
this chapter, namely; objective of teaching writing, process of teaching writing,
approach of teaching writing, technique for teaching writing, materials for
teaching writing, media for teaching writing, and evaluation used in teaching
writing.
5
A. Objective of Teaching Writing
From the interview and observation at the eighth grade of SMP N 2
Sawit Boyolali, the objectives of writing are to make the students write, the
teacher hopes that the students can write well. It was supported by the result of
interview by the researcher with the English teacher on May, 7th 2014 from
Mrs. SJ as follows:
1. to help the students develop their writing skills.
In the classroom activities, teacher drilled the students writing skills.
The teacher hoped that students must be active in practicing their English
in written form. In teaching writing process the students did activities from
their teacher instruction. For examples, the teacher asked the students to
write a word, sentence, and paragraph.
2. to enable the students in understanding English as a means of
communication.
The teacher hoped the students can use their own writing to
communicate with other people. The students must enrich their vocabulary
and grammar in writing. Besides, the result of their writing must be correct
and systematic. So, the other people can understand the meaning of it.
3. to improve the students’ creativity in writing.
Here, the teacher hoped that the students can write well with their
creativity. They got their creativity from their own experiences and ideas.
The teacher gave freedom to the students to choose their own topic. The
students can connect their own topic with their own experiences and ideas.
Then, the students can put their own topic, experiences, and ideas in a text.
The teacher also gave the students’ homework in the last meeting.
B. Process of Teaching Writing
The researcher observed the classroom activities of teaching
writing process that happened at the eighth grade of SMP N 2 Sawit Boyolali
semester two in 2013/2014 academic year. Here, the writer describes the
activities of teacher and students in the classroom during the English writing
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process at the eighth grade of SMP N 2 Sawit Boyolali. The researcher
observed teaching writing process in four times.
The first observation was done on Wednesday, April 30, 2014. The
English teacher’s name was Mrs. SJ. The material of that day was narrative
text. It was started at 10.50 a.m. up to 12.15 p.m. the researcher observed at
8D class that consists of 24 students. The second observation was done on
Saturday, May 5, 2014. The teacher’s name was Mrs. SJ. The material of that
day was narrative text. It was started at 08.20 a.m. until 09.55 a.m. the
researcher observed at 8G class that consists of 24 students. The third
observation was done on Saturday, May 9, 2014. The teacher’s name was Mrs.
SJ. The material of that day was narrative text. It was started at 09.55 a.m. up
to 11.30 a.m. the writer observed at 8D class that consists of 24 students. And
The third observation was done on Wednesday, May 7, 2014. The English
teacher name was Mrs. SJ. The material of that day was narrative text. It was
started at 10.50 a.m. up to 12.15 p.m. The researcher observed at class 8D that
consists of 24 students
The teacher came into the classroom at the right time. Then, the
teacher greeted the students and they answered it. After that, the teacher
checked the students’ attendance. The teacher also checked the readiness of
the students before studying. Then, teacher delivered materials and asked
students to answer questions. After the students had finished their work, they
submitted it on the teacher’s table. Sometimes the teacher explained again the
material, because some students didn’t understand it. As closing, the teacher
also asked the students about their problem when they learned narrative text.
The teacher gave motivation to the students to study hard. When the bell rang,
teacher closed the meeting and wishing “Wassalamu’alaikum wr.wb” and
students answered it very well.
C. Approach to Teaching Writing
When the teacher delivers a material to the students, the teacher
needs approach. The approach should encourage the students understand the
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material easier. This approach can also build interaction between teacher and
students.
Based on the observation and interview with the teacher, the writer
found that the teacher used several approach in teaching writing process to the
eighth grade students at the SMP N 2 Sawit Boyolali. The teacher used several
approach such as, the controlled-to-free approach, the free writing approach,
the paragraph-pattern approach, the grammar-syntax-organization approach,
and the communicative approach.
1. The Controlled-to-free Approach
This approach enables students to make or change a word. Then,
they substitute it in a new sentence. The students are easier to make a
sentence, because this approach is stressing at three aspects, those are
grammar, syntax, and mechanics.
2. The Free Writing Approach
This approach explains that the teacher uses ESL to deliver the
materials in teaching writing. First, most students are hard to accept the
lesson, but in this approach the teacher tries to invite the students to
express their thought in writing. The students can write everything which
is suitable with their ideas. Then, the teacher can correct the students’
writing which has been right or wrong. Teacher has a duty to correct the
students’ writing which is still wrong in order the students know their
mistakes.
3. The Paragraph-pattern Approach
Teacher asks students to copy the paragraph. Then they analyze and
imitate those paragraphs. Besides, students are asked by teacher to make
new paragraphs but students are admitted to make that model paragraph
such as paragraph which is explained by teacher and students can choose
their own topic. Then, they must analyze their paragraph.
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4. The Grammar-syntax-organization Approach
Teacher must be able to enrich students’ lexicon. Because when
students write or do writing task, students have to get many words in order
the students can deliver their passage which can be understood by others.
5. The Communicative Approach
This approach explains that teacher has to make students share their
opinion, and then explain it in writing. It can be done by the students by
rewriting and summarizing or making comments about what has been
delivered by teachers.
D. Technique for Teaching Writing
Technique is an important part of teaching writing process.
Teaching writing process needs a technique that is suitable with the students’
need. Based on the observation and interview with the teacher, the writer
found that the teacher implemented some techniques on the teaching writing
process to the eighth grade students of SMP N 2 Sawit Boyolali semester two
in 2013/2014 academic year. The teacher used some techniques in teaching
writing process such as imitative or writing down, intensive or controlled
writing, self writing, display writing, and real writing.
Based on the observation, the teacher applied some techniques in
teaching writing process at the SMP N 2 Sawit Boyolali. It can help the
teacher deliver material to the students and develop their students writing
skills easier. So, the teaching writing process can run well and more
effectively.
1. Imitative or Writing Down
At the level of learning to write, students will simply ”write down”
English letters, words, and possibly sentences.
2. Intensive or Controlled Writing
This intensive writing typically appears in controlled written
grammar exercises. A common form of controlled writing is to present a
paragraph to students which they have to alter a given structure throughout.
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3. Self-writing
The most salient instance of this category in the classroom is notetaking, where students take notes during a lecture for the purpose of later
recall. Other note-taking may be done in margins of books and on odd
scraps of paper.
4. Display Writing
For
all
language
students,
short
answer
exercises,
essay
examinations, and even research reports will involve an element of display.
For academically bound ESL students, one of the academic skills that they
need to master is a whole array of display writing techniques.
5. Real Writing
It means that virtually every classroom writing task will have an
element of displaying writing in it, some classroom writing aims at the
genuine communication of messenger to an audience in need of those
messages.
E. Materials for Teaching Writing
In this section, the writer presents materials for teaching writing.
Materials mean the subject matter that is given by the teacher to the students.
Materials are very important and useful for teacher and students to support the
English teaching writing process. The writing materials also can develop
students’ skills, knowledge, and can make them express their ideas. The
teacher should choose the material that is suitable with syllabus, lesson plan,
curriculum, and the goal of teaching writing. Besides, the teacher also chooses
good materials in order to make students easier to understand. The materials
are taken from book or worksheet, and internet.
Based on the observation, the teacher used worksheet and internet
as the sources of the materials. In SMP N 2 Sawit Boyolali, the English
teacher uses worksheet to help the teacher deliver the materials. The
worksheet is entitled “Optimis” and published by MERBABU Boyolali, which
is based in the 2004 Competency-based Curriculum. The contents of
worksheet are English materials including writing materials. Besides, that
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worksheet must be completed with exercises for the students. The teacher
always brings dictionary in every English teaching-learning. Beside that,
Materials for teaching writing are not only taken from books or worksheet, but
also from internet. Those materials also help teacher in teaching writing
process. The materials from internet could be a text.
The materials have to be suitable with syllabus, lesson plan, and
curriculum. So, the process of teaching writing can be more effective and run
well.
F. Media for Teaching Writing
In teaching writing process, the teacher also used media. Media are
device used for delivering the information or materials to the students. The
main purpose of using media in teaching writing is to help teacher deliver
materials and to make students easier to understand the materials. From the
writer’s observation and interview, the writer found that the teacher used
worksheet and LCD projector as the media.
Worksheet was used by the teacher and the students in teaching
writing process. Student’s worksheet is used as the material and also as media
for teacher to deliver teaching writing material to the students. Because the
worksheet contains materials and exercises, in the exercise, the students can
answer the questions by writing the answer in the columns. The materials on
the student’s worksheet were taken on syllabus. The main purpose student’s
worksheet as a media to make the teacher easy in delivering materials and also
it made the students understand.
LCD projector is an electronic medium. It is usually used by
teacher to present the writing materials and to give exercises to the students.
For example, the teacher gives the materials such as videos and pictures.
Then, the teacher asked the students to explain those videos or pictures in
writing. So, it helps teacher explore their mind. By the media, the process of
teaching writing to the eighth grade students of SMP N 2 Sawit Boyolali is
easier.
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Based on the observation, the teacher used students’ worksheet and
LCD projector to deliver material to the students. Media can support the
teaching writing process effectively and run well.
G. Evaluation Used in Teaching Writing
Evaluation is very important to measure the students’ ability. The
purpose of evaluation is to know the students’ progress in writing skill. Based
on the writer’s observation and interview, the English teacher used daily test,
mid test, and final test as the evaluation in teaching writing.
1. Daily Test
To know the student’s progress in teaching writing. Mrs. SJ as the
English teacher of the eighth grade students at the SMP N 2 Sawit
Boyolali, always held daily test for all students. The daily test was held
once in three weeks. The form of the daily test is objective and essay.
Usually, there are 10 exercises of objective test and 5 essay test.
2. Mid Test
Evaluation in the mid test was obligated for all students in SMP N 2
Sawit Boyolali. The exercise for the eighth grade students in SMP N 2
Sawit Boyolali consists of 30 objectives test and 5 essay test. The purpose
of this test is to measure the student’s ability.
3. Final Test
The main purpose of the final test is to evaluate the students in
every semester. Final test is obligation for all students in SMP N 2 Sawit
Boyolali in every semester. In final test, there are two kinds of exercises. It
consists of 30 objectives test and 10 essay test.
Test is the same to all the students of eighth grade in SMP N 2
Sawit Boyolali. It was suitable with curriculum that is used in SMP N 2
Sawit Boyolali. Evaluation is used to measure the progress of students’
capability, especially in writing skill and to know the process of teaching
writing was good or not.
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CONCLUSION
Based on the research finding the writer concludes that:
1. The objectives of teaching writing at the eighth grade students of SMP N 2
Sawit Boyolali are to help the students develop their writing skills, to enable
the students in understanding English as a means of communication, and to
enable the students in being active in practicing English in written form.
2. SMP N 2 Sawit Boyolali implemented the 2006 Curriculum. The syllabus
applied by the teacher is theme-based syllabus in every English lesson
especially in teaching writing process to the eighth grade students.
3. The process of teaching writing to the eighth grade students of SMP N 2 Sawit
Boyolali is very good. Because, the teacher used the right materials, approach,
technique, and media to support the English teaching writing process. The
students are enthusiastic to join the class. The English teaching writing
process in SMP N 2 Sawit Boyolali is very interesting.
4. The teacher adopted several approach in teaching writing process to the eighth
grade students at the SMP N 2 Sawit Boyolali. The teacher is easier to deliver
materials to the students.
5. The English teacher, Mrs. SJ implemented some techniques in teaching
writing process to deliver materials to the eighth grade students at the SMP N
2 Sawit Boyolali. Those techniques can make students write well.
6. In SMP N 2 Sawit Boyolali, the teacher used books or worksheet as the
materials for teaching writing. The contents of students’ worksheet are not
only materials but also exercises for the students. The teacher used materials
that are suitable with curriculum, lesson plan, and syllabus. The students are
easier to understand, because the materials are good.
7. The teacher used media to support teaching writing process. She used
worksheet and LCD Projector as the media. Media that the teacher used are
very good because the students are more interested in joining the class.
8. There are three kinds of evaluation used in teaching writing to the eighth grade
students of SMP N 2 Sawit Boyolali. The English teacher used daily test, mid
test and final test.
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9. Problems faced by the teacher are the discipline of the students, the students
do not do their homework, and the students don’t bring dictionary when they
join the class. Then, the problem faced by the students in writing is several
students do not want to write.
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