A CASE STUDY ON TEACHING AND LEARNING WRITING IN THE EIGHTH YEAR STUDENTS OF SMP N 2 WEDI KLATEN IN ACADEMIC YEAR 2013-2014 - UNWIDHA Repository
A CASE STUDY ON TEACHING AND LEARNING WRITING IN THE
EIGHTH YEAR STUDENTS OF SMP N 2 WEDI KLATEN IN
ACADEMIC YEAR 2013-2014 S1 - THESISThis thesis is presented as a partial fulfillment of the requirements for accomplishing Undergraduate Degree in English Education Study Program
By: NAME : RIKA NURUL ISLAMIYAH STUDENT NUMBER : 1011202512 THE FACULTY OF TEACHER TRAINING AND EDUCATION WIDYA DHARMA UNIVERSITY KLATEN 2015
APPROVAL
A CASE STUDY ON TEACHING AND LEARNING WRITING IN THE
EIGHTH YEAR STUDENTS OF SMP N 2 WEDI KLATEN IN
ACADEMIC YEAR 2013/2014
By: NAME : RIKA NURUL ISLAMIYAH STUDENT NUMBER : 1011202512 This thesis has been approved by: The First Consultant The Second Consultant
Dr. Hj. Endang Eko Djati, M.Hum Didik Rinan S, S.Pd, M.Pd
NIK. 690 886 103 NIK. 690 909 302
RATIFICATION
A CASE STUDY ON TEACHING AND LEARNING WRITING IN THE EIGHTH YEAR STUDENTS OF SMP N 2 WEDI KLATEN IN ACADEMIC YEAR 2013/2014 By: NAME : RIKA NURUL ISLAMIYAH STUDENT NUMBER : 1011202512 This thesis has been ratified by the Board of Examiners of the Teacher Training and Education Faculty of Widya Dharma University Klaten on: Day : Saturday Date : 18 April 2015 Board of Examiners: Chairman Secretary
Drs. H. Suhud Eko Yuwono, M.Hum Dra. Hj. Sri Haryanti, M.Hum NIK. 691 092 128 NIP.1961 0619 198703 2 001
The First Examiner The Second Examiner
Dr. Hj. Endang Eko Djati, M.Hum Didik Rinan S, S.Pd, M.Pd
NIK. 690 886 103 NIK. 690 909 302
Ratified By: The Dean of Teacher Training and Education Faculty
Drs. H. Udiyono, M. Pd
NIP. 19541124 198212 1 001
PRONOUNCEMENT
This is to certify that I myself write this thesis entitled “A CASE STUDY
ON TEACHING AND LEARNING WRITING IN THE EIGHTH YEAR
STUDENTS OF SMP N 2 WEDI KLATEN IN ACADEMIC YEAR
2013/2014 ”.It is not a plagiarism or made by others. Anything related to other’s work is written in quotation, the source of which is listed on bibliography.
If then this pronouncement proves incorrect, I am ready to accept academic punishment, including the withdrawal or cancellation of my academic degree.
Klaten, April 2015 RIKA NURUL ISLAMIYAH
1011202512
PRESENTATION
This thesis is presented to:
My beloved parents Mom and Dad in Madiun, and my sister Nita,
my brother Boby, Sony, Abrar. Thank you for your prayer and support. I love you all.
Study Program 2010 and all of my friends in Unwidha. Thank you for your kindness, and I hope we will be best friends forever.
My classmates of class A, and class B, class C of English Education
spirit and new life to finish this thesis Anjar, Tari, Cumik, Hany, Ayus, Eva, Tiara, Suci, Yuan, Edo, Abas, Poleng, and Beyong.
Beloved friends, who always take care of me and give much new
help to me, and who is always beside me every time I need him.
My special person Yossi Ari Ardhianto who supports and gives
MOTTO
To get a success, your courage must be greater than your fear.
“Untuk mendapatkan kesuksesan, keberanianmu harus lebih besar
daripada ketakutanmu.
”
Do whatever you like, be consistent, and success will come naturally.
“Lakukan apapun yang kamu sukai, konsistenlah, dan sukses akan datang
dengan sendirinya.
”
Tomorrow is a mystery and today is a gift.
“Besok adalah misteri dan hari ini adalah anugerah.” By:The writer
ACKNOWLEDGEMENT
Alhamdulillah, Praise be to Allah SWT, Lord of the world who has blessed me to finish this thesis as a partial fulfillment for achieving the undergraduate degree of Education in English Education Study Program of Widya Dharma University Klaten.
I am aware that I can not finish this thesis without other help, I want to give appreciation to person who help finished her thesis, they are:
1. Prof. Dr. H.Triyono, M.Pd., the Rector of Widya Dharma University.
2. Drs. H. Udiyono, M.Pd., the Dean of Teacher Training and Education Faculty of Widya Dharma University, who has given permission to write the thesis.
3. Dra. Hj. Sri Haryanti, M.Hum, as the Head of English Education study Program of Widya Dharma University.
4. Dr. Hj. Endang Eko Djati, M. Hum, the first consultant and Didik Rinan S, S.Pd,M.Pd., the second consultant, who patiently and sincerely read this thesis and give the suggestion, encouragement and motivation to finish this thesis.
5. Drs. Kumiya, M. Pd as the Headmaster of SMP N 2 Wedi Klaten, who has given permission me to do research in SMP N 2 Wedi Klaten.
6. Tri Handayani S,SS as the English teacher in SMP N 2 Wedi Klaten who helps me to do research in SMP N 2 Wedi Klaten.
At last, I realize that this thesis is far from being perfect because I have limited knowledge and experience. However, I hope that this thesis can give contribution in teaching learning English.
Klaten, April 2014
The Writer
LIST OF APPENDIX
Appendix 1. Field note of First Observation ....................................................58 Appendix 2. Field note of Second Observation ...............................................
60 Appendix 3. Transcript of First interview (interviewer with the teacher) .......
62 Appendix 4. Syllabus ......................................................................................
66 Appendix 5. Lesson Plan (Rencana Pelaksanaan Pembelajaran)..................
69 Appendix 6. The Resarch Permition from University ....................................
78 Appendix 7. Research Testimony ...................................................................
79
LIST OF ABBREVIATION
a.Code (Obs/ FN. 1/ 01) this is read:
Obs : Observation FN. 1 : Field Note 1
01 : The number of data got from the observation in the field note.
b. Code (Intr/ FN. 1/ 01) this is read:
Intr : Interview FN. 1 : Field Note 1
01 : The number of data got from interview in field note.
c. Code (Doc/ LP. 1/ 01) this is read:
Doc : Document LP. 1 : Lesson Plan 1 01 : The number of data got from the document in field note.
TABLE OF CONTENTS
TITLE .................................................................................................................. i APPROVAL ........................................................................................................ ii RATIFICATION ................................................................................................. iii PRONOUNCEMENT ......................................................................................... iv PRESENTATION ............................................................................................... v MOTTO .............................................................................................................. vi ACKNOWLEDGEMENT ................................................................................. vii TABLE OF CONTENTS ................................................................................... viii LIST OF TABLES .............................................................................................. x LIST OF APPENDIX ......................................................................................... xi LIST OF ABBREVIATION .............................................................................. xii ABSTRACT ........................................................................................................ xiii CHAPTER I INTRODUCTION .......................................................................
1 A.
1 The Background of the Study ................................................
B.
5 The Reason for Choosing the Topic ......................................
C.
5 The Limitation of the Study ...................................................
D.
5 The Problem of the Study ......................................................
E.
5 The Aim of the Study.............................................................
F.
6 The Use of the Study .............................................................
G.
6 The Clarification of the Key Term ........................................
H.
5 The Organization of the Study ...............................................
CHAPTER II THE REVIEW OF RELATED LITERATURE..........................
10 A.
10 Case Study ………………………………………………… B.
11 Teaching and Learning Writing in Junior High School ........
C.
21 Teaching and Learning Writing ............................................
D.
24 English Material Delivered in the Eighth Year Students .......
CHAPTER III THE RESEARCH METHOD ....................................................
31 A.
31 The Meaning of Research Method.........................................
B.
32 The Strategy of the Research .................................................
C.
33 The Data and Source of the Data ...........................................
D.
35 The Technique of Collecting the Data ...................................
E.
37 The Validity of the Data ........................................................
F.
36 The Technique of Analyzing the Data ...................................
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION .........................
41 A.
41 The Analysis of the Data .......................................................
B.
47 The Discussion of the Findings .............................................
CHAPTER V CONCLUSION AND SUGGESTION .......................................
54 A.
54 Conclusion.............................................................................
B.
55 Suggestion ............................................................................. BIBLIOGRAPHY ...............................................................................................
56 APPENDIX .........................................................................................................
58
LIST OF TABLES
Table 1 Narrative Text ...............................................................................26 Table 2 Descriptive Text ............................................................................
28 Table 3 Recount Text .................................................................................
29 Table 4 Describing Process ........................................................................
30
ABSTRACT
RIKA NURUL ISLAMIYAH, 1011202512, English Education Study
Program.Teacher Training and Education Faculty,Widya Dharma University, Klaten in 2015. Thesis: A Case Study on Teaching and Learning Writing of
The Eighth Year Students of SMP N 2 Wedi Klaten in Academic Year of
2013/2014.This study is intended to answer the question which becomes problem of this study: “How is the process on teaching and learning writing of the eighth year students of SMP N 2 Wedi Klaten in Academic Y ear of 2013/2014?’the aims of this study are to describe the process of teaching and learning writing in the eighth year students of SMP N 2 Wedi Klaten and to find out and to describe on the problem idea in the eighth year students of SMP N 2 Wedi Klaten in Academic Year of 2013/2014.
This study is included into case study therefore, the strategy used is qualitative. The data of this research are the result of observation interview and document which is collected by the techniques of observation, interview and documentation. Then the data are analyzed by flow model.
After analyzing the data of the research, the writer can conclude the process of teaching and learning English writing in the eighth year student of SMP N 2 Wedi Klaten consist of first, the preparation such as leson plan, material and source of learning; second, the teacher and students’ activity in classroom such as opening, main activity, and closing; third, the implementation of teaching method. The teacher uses brainstorming, modeling of text, and and independent construction of text method; fourth, the evaluation of teaching and learning writing. The teacher give the assignment and homework for the students.
1
CHAPTER 1 INTRODUCTION A. The Backgroundofthe Study Language is an important tool that helps people to communicate. English
plays a very important rule as a means of communication. According to Davies and Pears (2000: 5) English should be used for real communication in the classroom as much as possible. This means introducing some of the needed for genuine communication in the course, for example that needed for routine greetings, instructions and request. Depending on the overall objective of the course, as much as time as possible should also be given to realistic work on the language skills that the learners need to master, for example, conversation, reading comprehension, or written composition.
Recognizing the importance of English, the government has established English as the first foreign language that is taught as a compulsory subject to the students from the first grade up to the third grade of Junior High School. English is necessary material that must be taught in the seventh year students until ninth year students. The objective of teaching English in Junior High School is the students have capability in mastering four language skills; they are listening, speaking, reading and writing. As stated in Permendikbud (2013: 74-75) that the material of English lesson junior high school includes four languages skill; they are listening, speaking, reading, and writing. The teaching materials of writing for the eighth grade students of junior high school is given in two semesters. The teaching material of writing skill in the first semester is recount text, while in the
2 second semester are narrative and descriptive text. To get the success in learning English, the student must master the materials which have been taught by their teacher.
In relation to that, to get the objectives of teaching and learning English in Junior High School,based on Permendikbud No 64 tahun 2013 tentang Standar
isi Lulusan untuk Satuan Pendidikan Dasar dan Menengah (2013: 75), the
materials of teaching and learning in Junior High School are about descriptive, recount, narrative, procedure and report. Those materials are taught to the students as a graduation competence standard for the materials of English subject in the first and second semester in Junior High School.Teaching and learning English for Junior High School is a way to make the students master four language skills; listening, speaking, reading and writing. In learning those language skills, the learners start to listen then they speak, after that, they learn to read and write. Listening is a language skill that is used most frequently. Listening, like reading, has often been referred to as a “passive” or “receptive” skill. These terms stand in contrast to “active” or “productive” used to refer to speaking and writing (Lee and Vanpatten, 2003:195).
Speaking has important role in teaching and learning a language, as Brown (2000: 15) states that to most people then mastering the art of speaking is the single most important aspect of learning a second or foreign language, and success is measured in terms of the ability to carry out a conversation in the language. Besides listening learners have to study speaking, as they can study and practice speaking in class by role-play, drama, discussion and so on, so that they can speak well. While, reading is one of the language skills which needed be
3 taught in language classroom. Students need to be able to read texts in English either careers, for study, or simply for pleasure. Moreover, the fourth is writing, it is an important skill, just as important as speaking, listening and reading. Studying writing skill is essential for students to develop their language skills. Students need to know how to write correct sentence, how to write paragraph, letter and so on.
As one of the four language skills, writing has always occupied a place in most English course. One of the reasons is that more and more people need to learn to write in English for occupational or academic purposes (Brown 2000: 45). According to Harmer (2004: 31) writing encourages student to focus on accurate language use and, because they think as they write, it may well provoke language development as the resolve problems which writing puts into their minds. Writing, in addition to being a communicative skill of vital importance, is a skill which enables the learner to plan and rethink the communication process Celce-Murcia (2001: 213). Based on the statements above, writing is one of the four language skills to encourage students on accurate language use so it can develop their writing whether in Elementary or Secondary school even in higher education. In addition, writing is an important communicative skill which enables the learner to plan and rethink the communication process. Richards and Renandya state (2002: 316), writing process is as a classroom activity incorporates the four basic writing stages- planning, drafting (writing), revising (redrafting) and editing.
In teaching and learning process, writing is probably difficult to learn. As stated in (Celce-Murcia, 2001: 231) since the ability to write well in second language is no doubt even more difficult to achieve than ability to read, speak or
4 understand the language. There is no doubt that writing is the most difficult for L2 learners to master. The difficulty lies not only in generating and organizing ideas, but also in translating these ideas into readable text. The skills involved in writing are highly complex. L2 writers have to pay attention to higher level skills of planning and organizing as well as lower level skills of spelling, punctuation, word choice and so on (Richards and Renandya, 2002: 303).
Those reasons causing the students feel difficult in writing can be overcome, teacher may use approach, methods and media to teach writing.
According to Harmer (2001: 78), an approach describes how people acquire their knowledge of the languages and makes statements about the conditions which will promote successful language learning. Brown (2000: 171) states that methods tend to be primarily concerned with the teacher and student roles and behaviors, and secondarily with such features as linguistic or subject matter objectives, sequencing, and materials. Besides using methods media also help in the teaching and learning, as stated by Celce-Murcia(2001: 461), media help the teacher to motivate the students by bringing a slice of real life into a classroom and by presenting a language in its more complete communicative complex.
Based on the reason above the researcher will conduct the case study. According to Yin (2002: 13), case study means an empirical inquiry that investigates a contemporary phenomenon within its real life context, when the boundaries between phenomenon and context and not clearly evidence are used. In this study, the phenomena is the process of teaching and learning writing of the eight year students of SMP N 2 Wedi Klaten in academic year of 2013/2014.
With a large class, the teacher find it a difficult in teaching and learning process in
5 submitting material of writing. So, the researcher investigates it to analyze the teaching and learning writing of the eighth year students in SMP N 2 Wedi Klaten in academic year of 2013/2014.
B. The Reason For Choosing the Topic
The reasons that encourage the researcher to choose the topic are as follows: “Studying writing skill is essential for students to develop their language skills and need to know how to write sentencescorrectly, how to write paragraph, and letter
(e.g. spelling, punctuation, dictions).” C.
The Problem of the Study
The researcher wants to formulate the problem of the study as follows ''How is the process on teaching and learning writing in the eighth year students of SMP N 2 Wedi Klaten in academic year 2013/2014?''
D. The Limitation of the Study
The limitation of the study will be as follows: “This study focuses on teaching and learning writing through the skill aspects of spelling, punctuation and word choicewhichhas been conducted by the English teacher and the eighth year students of SMP N 2 Wedi Klaten in academic year 2013/2014.
” E.
The Aim of the Study
In this study, the researcher has three aims of the study as follows: 1. To describe teaching and learning process writing in the eighth year students of SMP N 2 Wedi Klaten in academic year 2013/2014.
6
2. To find out and to describe the problem of teaching and learning process writing in the eighth year students of SMP N 2 Wedi Klaten in academic year 2013/2014.
F. The Use of The Study
The uses of the study can be stated as follows: 1. This study is expected to help the English teachers improve their competence in teaching writing, such as the aspects skills of spelling, punctuation and word choice (dictions) in theoretical practical use.
2. The result of the study is expected to give positive contribution to the teacher in enriching the knowledge of the teaching writing, such as describing approach how teachers acquire their knowledge of the language and makes statements about the condition, which will promote successful language learning to the students of the eighth year students of SMP N 2 Wedi Klaten in academic year of 2013/2014.
G. The Clarification of The Key Term
In order to get a clear concept of the material discussed in this research, the researcher tries to clarify the terms of this study. Those are as follow: A.
Case Study Gerring and Barresi (2003: 171) state for purposes of methodological discussion, it is essential to develop a vocabulary that is consistent and clear.
In arriving at definitions for key terms, I rely on ordinary usage (within the language region of social science) as much as possible. However, because ordinary usage is often ambiguous, encompassing a range of meanings for a given term (as we have seen above for “case”), some concept reconstruction
7 is unavoidable. At the end of this discussion, I hope it will be clear why this particular way of defining terms might be useful, at least for methodological purposes. Case connotes a spatially delimited phenomenon (a unit) observed at a single point in time or over some period of time. It comprises the type of phenomenon that an inference attempts to explain. Thus, in a study that attempts to elucidate certain features of nation-states, cases are comprised of nation-states (across some temporal frame); in a study that attempts to explain the behavior of individuals, cases are comprised of individuals, and so forth. Each case may provide a single observation or multiple (within- case) observations.
B.
Teaching and Learning Teaching is guiding and facilitating learning, enabling the learner to learn, setting the condition for learning. Learning is acquiring or getting of a knowledge of a subject or a skill by study, experience or instruction (Brown, 2000: 7). According to Hyland (2002: 1), writing is central to our personal experience and social identities, and we are often evaluated by our control of it. According to Dechant (1970: 517), teaching is a system of actions directed to pupils”. How well a child learns frequently is dependent upon the educational provisions that the teacher makes for the child. The teacher constan tly expands the pupil’s meaning by broadening his experience or by helping him to recombine and to perceive new relationships between his existent knowledge and ideas.
Fauziati (2010; 132), states learning is a whole person’s process” and the learner at the each stage is involved not only in the accomplishment of
8 cognitiv e tasks but in the solutions of effective conflicts and “the respect for the enactment of value” as well. In this studyteaching and learning is giving students knowledge and skill. Then, the students gain knowledge or skill by studying, practicing or being taught, having or showing much knowledge. In this study teaching and learning means guiding and facilitating learning, enabling the learner to learn, setting the condition for writing of the eighth year students of SMP N 2 Wedi Klaten in 2013/ 2014, by acquiring or getting knowledge of a subject or a skill by study, experience or instruction C. Writing
According to Hyland (2002: 1) writing is central to our personal experience and social identities and we are often evaluated by our control of it. According to Longman (2010: 640-641), writing is viewed as the result of complex processes of planning, drafting, reviewing and revising and some approaches to the teaching of first andsecond language writing teach students to use these processes. While according Nunan (2003: 88) 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.
In this study, writing is an activity conveying personal experience, social identities and ideas about to express them and organizing them into statements and paragraph in the written material of the eighth year students of SMP N 2 Wedi Klaten in 2013/ 2014.
H. THE ORGANIZATION OF THE STUDY
9 In order to give a description to the readers and to facilitate the thesis arrangement, the researcher presents this thesis as follows: Chapter I deals with introduction consists of the background of the study, the reason for choosing the topic, the problem of the study, the limitation of the study, the aim of the study, the use of the study, the clarification of the key terms, and the organization of the study.
Chapter II deals with review of related literature consisting of the theory of case study research, theory of teaching and learning English in Senior High School, theory of writing, and theory of English teaching materials in Senior High School.
Chapter III deals with the research methods consisting of the meaning of research method, the strategy of the research, the data and the source of the data, the method of collecting the data, and the technique of analyzing the data.
Chapter IV deals research findings and discussion, it consists of analysis of the data and the discussion of the findings. Chapter V is conclusion suggestion.
54
CHAPTER V CONCLUSION AND SUGGESTION In this chapter, the researcher discusses the conclusion and the suggestion. The further explanation is as follows: A. Conclusion After the researcher analyzes the result of observation to the event,
interview with the informants, and document, the researcher gets the information about teaching and learning English writing of the eighth year students of SMP N 2 Wedi Klaten.
Based on the analysis of the process of teaching and learning writing of eighth year students of SMP N 2 Wedi Klaten, The researcher can to answer the problem statement: ''How is the process on teaching and learning writing in the eighth year students of SMP N 2 Wedi Klaten in academic year 2013/2014?'' The process of the teaching and learning English of the eighth year students of SMP N 2 Wedi Klaten is as follows: 1) Preparation: the teacher prepares the lesson plan which is arranged based on syllabus. He uses it as a guidance in teaching. He also prepares the material before teaching the students. The material is taken from En glish textbook “English in Focus”; 2) teacher and students activities in classroom: in teaching learning activity in classroom there are opening, main, and closing activity. The teacher opens the lesson by greeting the students and asking their presence. She also asks about the homework. In main activity the teacher follows the three phase method activities: presentation, practice and production. In the closing activities the
55 teacher gives the students homework. After that the teacher lets the students pray together then the teacher greets the student while walking out the classroom; 3) teaching method implementation: the teacher uses three phase method. Three phase method involves presentation, practice, and production; 4) evaluation: the teacher gives the students written test. In written test the teacher asks the students to make recount text about their experience.
B. Suggestion
Some suggestions are provided in the following: 1. For English teacher
The teacher should apply the other media, for example: puzzle, power point of teaching and jig-saw technique. The teacher should also give more exercise, such as the students can practice by writing diary book in English language to improve the students’ abilities in writing.
2. For students
The students should take a part in the process of teaching and learning in the classroom, for example the students do the exercise, answer when the teacher gives questions, give opinion and ask the teacher when the explanation of the teacher is not clear enough.
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