B. The Participant’s Description
The previous text of participant was related to the historical context which had presented sequence, provided the initial meaning of the topic of the inquiry.
Her history was presented in order to give a view on what she had been through during her life. This part would reveal the main themes of the implementation of
shared writing strategy in teaching writing that described concrete experiences and reflection experiences that lived and worthy under teacher‟s understanding,
intention and actions of the implementation of shared writing strategy in teaching writing .
1. Teacher’s understanding
During the interview sessions, this theme was asked implicitly. Firstly, the researcher focused on her understanding of becoming a teacher. Mrs. N
’s first view was originated from her former English teacher at Junior High School. Next,
she agreed with her friend that a teacher had to meet some qualifications to be called as a teacher. However, in her opinion, the one who could transfer
knowledge in a small amount, handle the class and teach well was also the criterion of being a teacher.
When I was at the first and second grade, Mr. B was my English teacher. It was so delightful. Learning was not looked
like learning. He understood the students, so learning process was pleasant. I had a thought, that this is called teacher
A.4.1.Und.Int.1. A teacher is the one who is digugulanditiru. His her deeds must be well-mannered and could give good
example to the students. His her way of talking has to be polite. He she might be upset, but it must be done wisely and
carefully A.10.1.Und.Int.1. Most of teachers are observed
from his her way of teaching and handle the students well A.10.2.Und.Int.1.
As reviewed previously on the theoretical framework, a teacher did not merely a giver of knowledge and a source of information for the students. He she
had to stand as someone who assists students to experience different situations of teaching learning process. Afterwards, the participant got many experiences from
her former English teacher who had been charged as an intermediately of different contexts.
Next, teacher could not only stay as a form. Heshe had a role as a professional worker. Throughout the interview sessions, Mrs. N did not explicitly
state her understanding of teacher. Conversely, she showed the roles of teacher frequently during her teaching time in the class as well as the story of her earlier
teaching experiences. Her performances were the real evidences about her understanding toward the roles of a teacher. Besides, previous experiences when
she was in Junior High School built her understanding of teacher‟s roles as well. This point was the researcher‟s second question related to the understanding of
teacher roles. Emmm, his way of teaching made me understand of the
teacher’s roles. He didn’t act like teacher to, serene, and patient
A.9.Und.RoT.Int.1. In his class, the time management was always precise. Sometimes, it could be a little longer
because we haven’t finished doing our task. Usually, it was caused by the students who were joking at the same time
A.9.1.Und.RoT.Int.1.
Mrs. N ‟s former teacher inspired her much and grew a lot experiences
during her journey as a teacher. At some points, the understanding of teacher‟s PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
roles affected her teaching time at Senior High School. The first point was her consideration of understanding the students‟ characteristics.
The current generation is diverse from my time, you and my father. Every generation will be different. Nowadays, Senior
High School students are smart and skeptical, asking many things beyond our imagination. We know that they are
exposed to gadget, various kinds of society. So that, we have to suit our teaching to their situations, harmonizing our
teaching style, up-to-date, including put eastern norms. It would be difficult if we do not ally with students, the
impression of killer teacher would appear. Have faith on it, so
that it
is why
we have
to know
them A.14.Und.Shs.Chs.Int.1.
Since our students need better guidance and we cannot lose them off
A.17.Und.Sts.Chs.Int.1 It was obvious that understanding students‟ characteristic affected her way
in teaching. Regarding students‟ situation, Mrs. N suited her teaching style in order to avoid „killer‟ labeled to her. Different exposures from societies to the
students gave her an understanding about the importance of functioning eastern norms. The second point was about the understanding of teaching. Teaching
previously reviewed as establishing an effective communication relationship between teacher and students. In the participant‟s view, it was recognized as
showing understanding and making tally of teaching learning process for both teacher and students. Therefore, she had an understanding that the ability to adapt
teaching style stimulated her and students to keep learning. She, as a teacher, taught the students but at the same time she learned feedback of her teaching from
students‟ response and behavior. Conversely, students got various experiences from teaching learning process then they would sort out them through a critical
thinking process. The understanding of teaching English and students‟ characteristics were appeared during the interview session.
In my opinion, teaching must be flexible and meaningful. M
eans, we see our students’ characteristics then suit it to the process of teaching and learning
A.13.1.Und.Tc.Int.1. We have to be smart in order to fit our teaching style to the
students. We learn, students learn too A.13.1.Und.Tc.Int.1.
Before I went to the Mrs. N ’s class, she gave me a description
of this class. She assumed that X.A students are mostly active students. There are 18 female students and 12 male students.
They tend to be very noisy when she didn’t challenge them with certain games. “This class is attractive” said Mrs.
N Obsvr.I.FN
In relation with her understanding of students‟ characteristics and teaching process, English teaching in Indonesia is a compulsory subject to be taught at
Senior High School. As an English teacher, the participant‟s perspectives of teaching English were holistically focused on mastering four English skills,
listening, reading, speaking and writing. That’s correct that English four skills must be mastered, even
be evaluated as well A.20.Und.Tc.E.Int.1. English is alike
Indonesian, it can be evaluated if we master the four skills listening, reading, speaking, writing
A.20.1.Und.Tc.E.Int.1. Learning language means could listen well and understand the
meaning, read and able to give answer, could speak fluently and ended by writing. The learning process can be done
together
A.20.2.Und.Tc.E.Int.1. She clarified that mastering four skills were an essential point to determine
someone‟s capability of certain language. She explained that every skill had a different outcome. To her, writing was situated as the most difficult skill to be
mastered. She pointed out that Indonesian government only focused on reading skill whereas writing was important to maintain students‟ ability to produce
written product as an information remembrance. She had an understanding that writing must be taught to Senior High School students since it would be the
window of the world. Writing is the most difficult part in language learning. Many
people say so, I understood in that form as well. Moreover the teaching writing. But it is precisely essential because writing
can change the world. The government focused on reading skill, it is weary, and it is easy to forget if there is no
productive activity. It is hard but possible. Writing is a window of world, as a bridge as well
A.20.Und.Tc.W.Int.1. The understanding about writing was turning out as the beginning point of
the shared writing strategy. The researcher intended to reveal her understanding about shared writing strategy which was applied by her on several classes that she
had before. She un derstood that writing needed a tool to gain students‟ attention.
One of powerful tools to teach writing was the implementation of strategy. She chose shared writing strategy to teach Senior High School students since it
provided many slots to be explored. Shared writing is a strategy to teach writing using sharing
system, sharing experiences, ideas, works until the evaluation. If I am not mistaken, it divided into three parts, beginning
activities, whilst activities, and post activities, just like standard teaching. At the beginning, I usually perfumed like
last week meeting delivering pictures, asking students to
mention each picture’s ingredients, giving explanation about procedure text through drawing, assigning students to bring
unused package contains several instructions, after that, I ask my students to write a text and choose same topic in order to
make it easy. Then I draw a mind map just like brainstorming, they are asked to fill out necessary things to be written in their
paragraph
A.11.1.Und.SWS.Int.2. The use of shared writing strategy in her class was an attempt to teach
writing to her students. She understood that shared writing strategy could facilitate PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
an effective communication between her and the students. She gradually developed her understanding in order to make better teaching and deliver
meaningful teaching learning process to her students. This part was certainly touched the researcher‟s heart because it was clear that she had huge
understanding of every single factor on her teaching.
2. Teacher’s intention and action
Along with the interview session, an observation was conducted in her class as well. The researcher observed one of her three classes that she taught at
that time. It was conducted to verify whether her understanding and belief was actually shown in her intention and action. Even though conformity between the
themes are not an absolute thing, it was necessary to see the basic view of the participant and its progression. Since this study was progressive, every
phenomena of teaching writing using shared writing strategy to high school students needed to be proven by series of action to divulge the actual meaning of
the topic. Action was an actual deed that someone does; it was intentional to reach
certain goals. It was well-planned and carefully sketched. Teaching writing using shared writing strategy to High School Students for the participant was a part of
her desires to deliver English through meaningful teaching learning process. Her actions were done based on her careful thinking of understanding and belief.
As a teacher, she had an intention to good things to the students. One of good things was knowledge about English because she believed that English was
important for students‟ future. English could be used as a means to communicate with people around the world. If the students did not have an opportunity to speak
with many people out there, they could speak to them through written expression.
My intention as a teacher is to share knowledge to my students.
A.10.Intn.Tcr.Int.1. She realized that English must be mastered through the learning of four
skills; they are, listening, reading, speaking and writing. The students would be evaluated from their ability in using those skills. Since teaching English was a
compulsory subject to be taught in Senior High School, a teacher had to be able to have a proper strategy in transferring the knowledge of writing. Globally, it was
believed that one of the four English skills was known as the most difficult skill to be mastered. Moreover, it was identified as a proof for critical thinking process.
Writing was complicated for teacher to teach and for students to learn. Good intention from teacher created deliberate actions in teaching writing. The
following part is the journey of the participant‟s intention and actions of teaching writing using shared writing strategy. The narrative was taken from observation
and interview session.
1. Beginning Shared Writing
Before going to this phase, the participant had shared a lot about her understanding about shared writing strategy. She had believed that shared writing
would help her as a teacher to teach writing to students. Since she had understa
nding about students‟ characteristics, she believed that students needed to be heard. Through shared writing, she was able to unite every single part of
consideration to her teaching. This stage was applied at the third week of her teaching. She took a procedure text as the discussion that day. The aim of her
action was to provide a description of procedure text to the students. Giving a description of a procedure text to her students were actually just a recall because
this lesson had been taught at Junior High and this kind of text was easy to find around their surroundings. As a result, the participant had an intention to focus on
teaching writing. Last week, I focused on procedure text. I attempted to give a
general description, give examples that they usually find in their
daily life A.7.1.Act.Int.2. My intention was
synchronizing the material to their world, authentic material is believed to catch students’ attention. That’s why I gave them
picture to make them easy to understand A.7.1.Intn.Int.2.
Next, she delivered a piece of paper to every student. In the paper, there was a picture of food and beverages
Obsvr.1.FN. Mrs. N gave explanation about procedure text in front of the class. Previously, she has drawn a glass of iced tea
as imaginary picture in the black board. Then she also wrote down the ingredients. After that, she explained the steps of
making an ice tea. During her explanation, she always repeated some words, such as, first, next, second, third,
prepare, add, pour, dip, stir, and mix. While she was describing the steps, the students were listening to her
explanation
Obsvr.1.FN. This text is easy to find wherever they are. Next, I focus on
writing in few weeks later. Trying to produce a text from the easiest one
A.8.Intn.Int.2 Earlier, on the theoretical framework, the researcher had listed a figure of
shared writing strategy. The beginning shared writing was the first stage of shared writing strategy. The following clarifications were the implementation of the first
stage and tea cher‟s action and intention during its implementation.
a. Before beginning the shared writing task, teacher clarified with the
students why writing was being done collaboratively. b.
Teacher clarified the purpose and the audience with the students and discussed the choices and consequences they would need to take into
account for the purpose and audience. So today, we will learn about procedure text. There are some
essential things that I will explain later about a procedure text. Next, we will try to write a procedure text with our own words,
not from the book or cheat from the other book. The aim of this activity is that you will be able to identify every procedure text
yet in different topics and create a simple procedure text. We will learn together, I will help you. Besides, you will be able to
help your friends as well. Are you agree with me to learn together?
Obsvr.2.FN From the observation, she had declared two parts of beginning shared
writing in one explanation. The first was her intention of working with students collaboratively and secondly was to get an agreement from the students. She
eliminated the choices and consequences because she had modified it. She stated that she would not use all elements of shared writing strategy yet she would
deploy most of it. I am not that strict in following every detail of the steps. There
are some points that I bring them up together, or even cast some of them. The important thing is the core intention and
actions are still same
A.11.1.Act.Int.2. Next, she continued to the next part of this first stage. She provided
examples to her students and directed students to answer the questions given related to the procedure text.
c. Teacher discussed the topic with students, activating their prior
knowledge, and brainstorming ideas for example, by drawing a mind map PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
or listing words that are related to the topic. Teacher may ask probing questions to determine whether the ideas gathered reflected an
understanding of the topic and the purpose. d.
Teacher decided on an appropriate text form. Teacher discussed with the students to decide what kind of text would be learnt based on that day‟s
objectives of the study. Have you ever read information related to procedure text?
Anyone? Raise your hand please? The student were busy talking with their pairs and tried to give the best answer, they
were also opened their books and read it. Mrs. N repeated her question to the students. Few minutes later, a female
student raised he hand and gave an answer. She replied, “ Emmm, procedure text looks like recipe, there are
ingredients, steps. Like that bu, the example looked like previous meeting, how to make an iced tea.
Other students, do you agree with her answer? The students replied, Yes, bu. Basically it was related to steps, procedures
and how to ...a male student stated his opinion
Obsvr.2.FN The action above was the result whether students understood the general
description of a procedure text in which the participant had drawn a mind map, given a description and listed words that were related to the topic. To make sure
that students really comprehended the description of a procedure text, she asked some students to present their work in front of the class. Before the presentation,
she allowed the students working together with their friends. During the discussion, she was walking around to the students‟ group while checking their
work even having discussion related to their work. Okay class, have you finished your work? We will check
some of your work in front of the class. I need a volunteer to explain his her work here. Who will try to come here and
explain what you have done before? I will help you. Three PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
students may come here. Panggah, Desi and Upik were three students who were willing to show their work in front of their
friends. During their presentation, Mrs. N also asked the students to pay attention on several new information that
their friends added on their work. Mrs. N assisted them while they were explaining their work
Obsvr.2.FN After the presentation ended, she asked the leader of the class to collect his
friends work and organize them neatly. Lastly, she summarized a short detail of that day discussion. In this first stage, the participant used most of the activities of
shared writing strategy. She also removed some activities that she though unnecessary for students‟ characteristics and need.
2. Shared Writing Activities
In this illustration, she applied the next stage of shared writing strategy namely shared writing activities. It was divided into seven parts as follow:
a. Teacher modeled how to clarify ideas, choose appropriate vocabulary, and
draws on language and text knowledge to compose and revise a text. Teacher helped students to do several activities in group or individually.
b. Teacher worked with students to organize the ideas and plan an outline,
reminding them of the outlines they had worked with previously In this phase, activating simplified activities were done by the teacher. She
used to unite two or three activities in a row. The aim was to create effective teaching. Firstly, she unified two shared activities into one description.
Two and a half hour ago Mrs. N gave me a short description for her class today. She will try to ask her students to make
notes from the unused packages. It is used for students’ basic materials in shared writing. She will also ask her students to
activate their notes to write a text, specifically, procedure text. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
She said that this was the beginning of shared writing strategy. As last week meeting, Mrs. N went to class X. A with lots of
stuff. She brought books and pictures for today’s class. She has great expectation that today the students will be able to obtain
and memorize some new vocabularies. Afterward, she will ask the students to apply those vocabularies in their writing
Obsvr.2.FN. Next, she grouped the students in order to introduce the meaning of
cooperation among them. The students worked collaboratively to analyze the text based on teacher‟s description of a procedure text. During the discussion, teacher
ruled herself on supporting each group. She walked around the class to make sure that her students worked with their friends, and assisted the students who had a
difficulty in grasping the description of a procedure text. To make it helpful, the participant had unified three activities in a row.
c. Working together with the students, the teacher critically analyzed how the
main ideas were to be expressed for example, whether they would be supported by evidence or illustration
d. Teacher wrote with the students, constructing the text together. They discussed
the choices that were made by learners and the possible consequences of different choices
After she finished explaining procedure text, she asked the students to group them in five, then take a look on their
unused package and gave several instructions: 1.
Every student in one group has to identify the text organization Mrs. N helped the students by writing down
some clues on the blackboard 2.
Then they have to write down the language features imperatives, action verbs, connections
While students are working with their friends, Mrs. N is moving around to each group and checking their work. She
sometimes has a little discussion with the students or re- PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
explained the information that she had explained before Obsrv.2.FN.
The students are busy with their own work. They are drawing a map like Mrs. N has given to them. It is little bit strident
because some of them keep calling Mrs. N to make sure that they are doing the right thing. This situation occurs for forty
minutes. Mrs. N keeps checking on her students. She sometimes goes back to her desk and sits for a while
Obsrv.3.FN e.
Teacher had a discussion with the students whether appropriate language features had been used to link ideas and whether the text was likely to engage
its intended audience. Mrs. N made a map for her writing, the students concentrated
on her explanation. After she closed her explanation, she requested the students to do the same thing like what she did.
Now you can try to create a mind map like the previous one. After that, you can write down the title and the purpose of the
text. Write down the ingredients that needed. Make it short and simple. Use the previous notes to create the text,
remember, the language feature is simple present tense. You may work with your pairs and starts writing. I will walk
along and help you
Obsvr.3.FN. At the end of this shared writing activities phase, students and teacher
checked the writing together. She asked the students to evaluate their friends‟ writing and gave score on it. This activity was ended by collecting students‟
result. f.
Modifying the writing, attending to surface features such as spelling, grammar and punctuation if necessary. Teacher and students did grammar checking and
other parts if necessary. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
g. Review the purpose for writing and adapt content if necessary. The teacher did
a quick check on the students‟ writing
Mrs. N asked them to give their work to the friends who sat in front of them and for those who sat in the first line, should
give their work to the friends who sat at the last line. She directed the students on checking their friends’ work.
Students, I need your attention please? Now, we are going to check your work, your friends’ work. Ok, now check them all
carefully. Mrs. N repeated the instruction for three times and made sure that they put the right score. It took 7 minutes to
finish this part
Obsvr.3.FN. Mrs. N asked the students to stop and collect the books in front of the class. She requested
the leader and vice leader to help bringing the books on her desk at teachers’ room. Mrs. N said thanks to the students
and class ended
obsvr.3.FN
3. Shared Writing Post Activities
The last stage of shared writing post activities was conducted in the fourth meeting. Before it was conducted, the participant evaluated students‟ work
comprehensively. She also gave a feedback to every student‟s writing. In this meeting, she asked the students to present their own work in a group after she
proofread the text. The aim of the presentation was to obtain feedback from students and their peers. At the end of the meeting, she collected students‟
presentation in a compact disk in order to keep students‟ work as portfolio.
a. Reflecting on ways the text could be presented and choosing a way that best
met the purpose of writing. The teacher asked the volunteer among the students to present their work at glance.
Before the presentation, Mrs. N delivered few folded papers containing numbers to determine the order of the
presentation. She asked six students to get the papers and mention the numbers on the papers. After that, Mrs. N started
to give an instruction for every group that each group had to present two works in front of their friends in six minutes.
They had to show with power point slides as she requested last Thursday. At the end of the presentation, there would be
two questions for each group and they have to answer it directly
Obsvr.4.FN Most of the students did not deliver the questions, Mrs. N
then asked the reason why they did not raise questions. Most of the students said that they understood the presentation
because they had written the same text although with different title, and the content of the procedure text were
same, so they clarified that they knew how to write it and deconstruct the procedure text
Obsvr.4.FN Mrs. N
smiled brightly after she listened on students’ answer. Then she asked if the result of
the students’ work would be collected in a compact disc as a prove that they had learned
about procedure text and probably they can do the same thing for the next discussion
Obsvr.4.FN b.
Proofreading and finalizing the text. The teacher collected students‟ work and checked it again.
c. Make the completed text available to the intended audience and seek feedback.
In the following week, teacher gave feedback to the students‟ writing. I put the previous result to the evaluation list. It hasn’t
ended yet. The scoring was easy. I asked them to give score but I have to check it again. Then I gave feedback to their
writing. I also did proofread before giving feedback
Obsvr.4.FN
C. Interpretation of Emerging Themes
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