Shared writing strategy in teaching writing.

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Wijayati, Rifky Dora. 2014. Shared Writing Strategy in Teaching Writing. Yogyakarta: The Graduate Program of English Language Studies, Sanata Dharma University.

The trends in teaching writing are moving towards a focus on facilitating students’ creative thinking processes. Therefore, English language teachers must be able to implement a certain strategy in their teaching writing. Shared writing strategy is one of an innovative methods of teaching which allows a teacher to help students organize their ideas in a text.

This study aims to investigate the extent to which the implementation of shared writing strategy in teaching writing have impact on students learning motivation and writing skills as well as on the teaching learning process in general. This study also seeks to describe and interpret the implementation of shared writing strategy by the teacher. In order to reach the aims of the study, the research question is What is the implementation of shared writing strategy in teaching writing by the teacher like? As it is a case study, it focuses on the implementation of shared writing strategy by an English teacher of SMA Muhammadiyah I Muntilan. The data for this study was drawn through in-depth interviews with an English teacher and classroom observations. The collected data was then analyzed using a qualitative method of analysis to look for patterns and themes for possible categorization.

Based on the data analysis, this study has produced a number of findings. First, the result of this study shows several emerging themes such as the teacher’s understanding of the roles of the teacher, teaching writing and shared writing strategy. Second, the teacher utilized her previous understanding of the major themes as a foundation in applying shared writing strategy in teaching writing to the students. Upon using the shared strategy, the teacher was able to instill in the students positive ideas about writing tasks and to boost the students’ motivation in learning to write. Similarly, the strategy also motivated the teacher to invest her patience in seeking to understand the students’ individual characteristic and learning style, and to cope with the challenges and constraints during the teaching of writing. Second, the students who have been taught with the shared writing strategy were capable of not only producing short paragraph writings during the class but also extending their learned knowledge and skill outside the classroom in the form of wall magazines. Of equal importance, they also developed self-confidence as they felt their involvement was being encouraged and appreciated in the process of producing their writings

It can be concluded that shared writing strategy has, to some extent, proven to be an effective way to teach writing in the context of high school students. This claim is particularly true in light of the fact that after being treated with such a strategy, the students show growing interest in writing both in and out of the classroom. This study concludes with some recommendations about teaching writing to be considered for further research in the future.

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xiv

Wijayati, Rifky Dora. 2014. Strategi Menulis Bersama dalam Pembelajaran Menulis. Yogyakarta: Program Pasca Sarjana, Kajian Bahasa Inggris, Universitas Sanata Dharma.

Kecenderungan dalam pembelajaran menulis saat ini mulai fokus pada proses memfasilitasi berpikir kreatif siswa . Oleh karena itu, guru bahasa Inggris harus mampu menerapkan strategi tertentu dalam pengajaran menulis mereka.

Pertanyaan penelitian ini adalah Seperti apakah penerapan strategi menulis bersama dalam pembelajaran menulis oleh guru ? Hal ini bertujuan untuk menyelidiki sejauh mana penerapan strategi menulis bersama dalam pembelajaran menulis berdampak pada siswa, motivasi belajar dan keterampilan menulis serta pada proses belajar mengajar pada umumnya. Strategi menulis bersama merupakan metode inovatif pengajaran yang memungkinkan guru untuk membantu siswa mengatur ide-ide mereka dalam sebuah teks . Penelitian ini bertujuan untuk menggambarkan dan menginterpretasikan penggunaan strategi tersebut secara tertulis pengajaran untuk siswa SMA . Karena merupakan studi kasus , berfokus pada pelaksanaan strategi menulis bersama oleh guru bahasa Inggris dari SMA Muhammadiyah I Muntilan . Data untuk penelitian ini diambil melalui wawancara mendalam dengan seorang guru bahasa Inggris dan observasi kelas . Data yang terkumpul kemudian dianalisa menggunakan metode kualitatif analisis untuk mencari pola dan tema untuk kemungkinan kategorisasinya.

Berdasarkan analisis data, penelitian ini telah menghasilkan sejumlah temuan. Pertama, hasil penelitian ini menunjukkan tiga tema berkembang utama seperti pemahaman guru dari peran guru , mengajar menulis dan strategi menulis bersama. Kedua, para guru memanfaatkan pemahaman mereka sebelumnya tema utama sebagai dasar dalam menerapkan strategi menulis bersama kepada siswa selama pembelajaran menulis. Setelah menggunakan strategi bersama, para guru mampu menanamkan pada siswa ide-ide positif tentang menulis tugas dan untuk meningkatkan motivasi siswa dalam belajar menulis . Demikian pula, strategi ini juga memotivasi para guru untuk meningkatkan kesabaran mereka dalam berusaha untuk memahami siswa karakteristik individu dan gaya belajar, dan untuk mengatasi tantangan dan kendala selama pembelajaran menulis. Kedua, para siswa yang telah diajarkan dengan strategi menulis bersama yang mampu tidak hanya memproduksi tulisan pendek selama kelas, tetapi juga memperluas pengetahuan yang dipelajari dan keterampilan di luar kelas dalam bentuk pembuatan majalah dinding. Sama pentingnya, mereka juga mengembangkan rasa percaya diri karena mereka merasa keterlibatan mereka sedang didorong dan dihargai dalam proses memproduksi tulisan-tulisan mereka

Hal ini dapat disimpulkan bahwa strategi menulis bersama dalam batasan tertentu, terbukti menjadi cara yang efektif untuk pembelajaran menulis bagi siswa SMA. Pernyataan ini berlaku mengingat fakta bahwa setelah diberi perlakuan dengan strategi tersebut, para siswa menunjukkan minat dalam menulis baik dalam dan keluar dari kelas . Penelitian ini diakhiri dengan beberapa rekomendasi tentang pembelajaran menulis untuk dipertimbangkan untuk penelitian lebih lanjut di masa mendatang .

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i A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Magister Humaniora (M.Hum.) Degree

in English Language Studies

Rifky Dora Wijayati Student Number: 086332011

THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES SANATA DHARMA UNIVERSITY

YOGYAKARTA 2014

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This is to certify that all ideas, phrases, sentences, unless otherwise stated, are the ideas, phrases, sentences of the thesis writer. The writer understands the full consequences including degree cancellation if she took somebody’s else ideas, phrases, or sentences without proper references.

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Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma Yogyakarta:

Nama : Rifky Dora Wijayati

Nomor Mahasiswa : 086332011

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:

SHARED WRITING STRATEGY IN TEACHING WRITING

Beserta perangkat yang diperlukan (bila ada). Dengan demikian, saya memberikan kepada perpustakaan Universitas Sanata Dharma Yogyakarta hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas dan mempublikasikannya di internet atau media lainnya demi kepentingan akademis tanpa perlua meminta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini yang saya buat dengan sebenarnya Dibuat di Yogyakarta

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In the process of finishing this thesis, many people have given their love, encouragement and support. First, I would like to thank Allah SWT, for His blessings that I can have alot of opportunities to finish this thesis. I would like to give my precious gratitude to my father, H. Abdul Hannan and my beloved mother Hj. Siti Nga’isah who always pray for the best things for me and support me wherever and whenever I need. I am also indebted deeply to my lovely husband, Muhammad Iqbal for having understood and supported my passion and for being a very good listener in every single time.

I would like to express my deepest gratitude to F. X. Mukarto, Ph. D, for his patience, supports and willingness to remind me and guide me in finishing this thesis. Thank you for always giving me outstanding advices during my study.

My great thanks go to Dr. Bismoko, the inspiring lecturer from whom I got clear understanding about beliefs and dedication as educator.

To Dr. B. B. Dwijatmoko, M.A, I would like to express my sincere gratitude for his motivation to finish this thesis and for being my inspiration in using technology in English language Learning.

My gratitude also goes to Dr. Novita Dewi, M, S, who made me aware of the art of reading from different perspectives. I learned to see beautiful art works of literature and different ways to interprete it. Her smiles always inspired me to finish my thesis.

My deepest gratitude goes to Dr. Concilianus Laos Mbato, M. A., my thesis examiner for his careful correction, criticism, guidance and patience. I thank him for advising me with constructive feedback throughout the revision time.

I would like to say thanks to Azwar Abbas, M. Hum, my former head English Departement for his kindness and patience. The principal of SMA Muhammadiyah I Muntilan for his kindness to support me, and allow me to join this program.

My gratitude also goes to Mbak Lely who made me keep doing anything on time and supported me to finish this thesis. May God bless all of your kindness.

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vii

Page

TITLE PAGE ... i

APPROVAL PAGE ... ii

THESIS DEFENSE APPROVAL PAGE ... iii

STATEMENT OF ORIGINALITY ... iv

LEMBAR PERNYATAAN PERSETUJUAN ... v

ACKNOWLEDGEMENT ... vi

TABLE OF CONTENTS ... vii

LIST OF TABLES ... x

LIST OF FIGURES ... xi

LIST OF ABBREVIATIONS AND CODES ... xii

ABSTRACT ... xiii

ABSTRAK ... xiv

ABSTRAK ... xvii

CHAPTER I: INTRODUCTION ... 1

A. Background of the Study ... 1

B. Problem Identification ... 5

C. Problem Delimitation and Limitation ... 9

D. Statement of Research Questions ... 9

E. Research Goals ... 10

F. Research Benefits ... 10

CHAPTER II: LITERATURE REVIEW ... 12

I. Theoretical Reviews ………... 12

A. Teaching……… ...……….. 12

1. Definition of Teaching…………...………. 13

2. Understanding of Teaching…..………...……….… 14

B. Roles of Teacher ……….…………....……… 15

C. Writing...…...………..…… 20

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viii

3. Teaching Writing……….……… 24

D. Shared Writing Strategy ….………...………….……… 25

1. Strategy ……...……….…… 25

2. Shared Writing ……….……….…… 26

E. The Characteristics of Senior High School Students……….…...…… 29

1. High School Cognitive Development ……….….…… 31

2. High School Social Development ………..….…… 33

F. English Teaching Writing in Senior High School in Indonesia………...….36

II. Pre – Understanding Framework ……….………38

CHAPTER III: RESEARCH METHODOLOGY ………. 42

A. Research Method ...……….. 42

B. Narrative...……….... 43

C. Research Setting ... ……….………. 45

D. Research Participant ……….………...……….. 45

E. Data Collection Technique....……….…...……….……. 47

F. Research Procedures ....……….…...…………...………. 48

G. Technique of Data Analysis ..…...………...………. 50

H. Data organization..………….…...………...………. 51

I . Trustworthiness...………….…...………...………. 51

1. Transferability.. ……….…...……..…………...………. 52

2. Dependability... ……….…...……..…………...……….……. 52

3. Confirmability ... ……….…...……..…………...……….…… 52

CHAPTER IV: Description and Intepretation ..……………….. 54

A. Text of Participant .….……….………. 54

1. Before studying at college ……….………... 55

2. College years ……….………... 56

3. Beyond college ……….……….………... 56

B. The Participant’s Description ...………. 62

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a. Beginning Shared Writing ...………...……… 68

b. Shared Writing Activities ...………...……… 72

c. Shared Writing Post Activities ………...………...……… 75

C. Interpretation of Emerging Themes ...………76

1. Teacher’s faith ...……… 77

2. Teacher’s patience……….77

3. Self-motivated teacher ...………...………...…………... 79

4. Students’ hope ...………...………...…………... 80

5. Equity at the school and in the classroom ..……….…... 81

6. Sharing experiences ……….………... 82

CHAPTER V: CONCLUSIONS ………………... 84

A. Conclusion ………....…… 84

B. Recommendation………....………... 86

BIBLIOGRAPHY ………. 88

APPENDICES ………96

APPENDIX I : Field Notes ...……… ..96

Field Notes 1 ………. ..97

Field Notes 2 ……….…….100

Field Notes 3 ………. 104

Field Notes 4 ………. 108

APPENDIX II : Interview Transcript ...………111

Interview Transcript 1 ………..………. 111

Interview Transcript 2 ………..………. 126

Interview Transcript 3 ………..………. 135

Interview Transcript 4 ………..………. 140

Interview Transcript 5 ………..………. 148

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Table 2.1 Characteristics of High School Cognitive Development Table 2.2 Characteristics of High School Social Development Table 2.3 Implication for Teacher of High School Students

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xi Figure 2.1 . The stages of Shared Writing Strategy

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xii A : Answer

Act : Action

Chs : Characteristic Res : Reason Comm : Comment Con : Concrete Exp : Experience ET : Emergent Themes Int : Interview

Intn : Intention Q : Question Ref : Reflection RoT : Roles of Teacher Std : Students

SWS : Shared Writing Strategy Tc : Teaching

TcE : Teaching English Tcr : Teacher

Und : Understanding W : Writing

Direction of Reading the Codes

A.5.Und.Tcr.Int.1: Answer of question number 5, Understanding, Teacher, 1st Interview

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Wijayati, Rifky Dora. 2014. Shared Writing Strategy in Teaching Writing. Yogyakarta: The Graduate Program of English Language Studies, Sanata Dharma University.

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xiv

Wijayati, Rifky Dora. 2014. Strategi Menulis Bersama dalam Pembelajaran Menulis. Yogyakarta: Program Pasca Sarjana, Kajian Bahasa Inggris, Universitas Sanata Dharma.

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1 CHAPTER I INTRODUCTION

This chapter presents the information related to the issues in teaching writing and the importance of having the study. There are six majors covered, namely(1) background of the study, (2) problem identification, (3) limitation of the study, (4) statement of research question, (5) research goals, and, (6) the benefits of the study.

A.Background of the study

Teaching writing to senior high school students is a compulsory action (PP No. 19/ 2005). It is an attempt to meet the graduate competency for language lesson which emphasizes on literacy education. Literacy education is a language education which prepares the students to be able to take part in the modern life (Hammond, 1992: 171). It proposes that language education has to be education of life skill that is an education that gives abilities so that the students are able to survive in globalisation era.

One of the English skills offering a good opportunity in globalisation era is writing. In line with the paradigm stated above, Amado (2010) states that writing is an important vehicle that should be taught for self expression and support students’ creative process. Thus, students can use writing for self expression, which is stating ideas, thoughts and feeling from their own experiences and others. The documentation of written experiences could be a source of life for

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them to be ready in a competition outhere. Being exposed with a set of writing activities at the school, the students’ creative process of writing will develop automatically so that they can use the skill to support their life as well.

Therefore, as a compulsory skill which is taught at senior high school students, teaching writing requires a skillful English teacher. Danielson (2007) asserts that a skillful English teacher is one of the single most important influences on students’ success. During the teaching time, he or she must be able to perform the roles as a teacher in the classroom, such as, by understanding, engaging, motivating the students and facilitating the instructional process. Dealing with the view, that writing skill can take part in globalisation era, the issues of teaching writing have arisen as well. One of the issues was dealt with the implementation of a strategy in teaching writing.

There was a story when I was teaching at senior high school in Muntilan region. The story caught my attention and I wrote it down in this thesis. On April 2008, there was a monthly meeting with all the senior high school English teachers around Magelang regency. One of the topics was a discussion about teaching writing. At that time, three English teachers of different private senior high schools shared their experiences of teaching writing in their classes.

There were two teachers who were not interested in teaching writing for several reasons. One of the teachers said that during his teaching time for three years, he was hardly able to engage the students in the writing process. According to the teacher, he used to conduct the writing process by giving out the students several topics and ask them to write based on their choice. Then he collected the

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students’ work, checked them as well as gave scores to the submitted works. After that he returned them back to the students. He did those actions for many times. Similarly, a female English teacher uttered that she had difficulties in teaching writing. Not only did the students have low English proficiency, but also the teacher had the problem with time constraints. For her, motivating the students who have low English proficiency to write makes the teaching writing process ineffective. As the consequence, the teaching writing process required longer time On the other hand, another teacher from another private school said that she had applied a certain strategy in teaching writing to her students. The strategy was shared writing. This strategy had helped her to motivate, engage the students to the writing process. Besides, shared writing strategy had helped her in improving the teaching writing process. She was also able to make some reflections of her teaching. In this case, she could monitor the students’ writing progress simultaneously. According the teacher, one of the output of shared writing strategy implementation was writing on a wall magazine.

Based on the facts above, there is a kind of gap between the teacher who uses a shared writing strategy in teaching writing and those who do not. The use of a shared writing strategy in teaching writing is considered as an important factor to provide an actual life skill to the students. Therefore, it is important to know information about the teacher who have applied shared writing strategy in teaching writing. The information that must be explored would be about her life stories in implementing the use of shared writing strategy in teaching writing.

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To support this study, there were some related research on the importance of shared writing strategy used by the teachers in teaching process. The first research is conducted by Kieft, Rijlaarsdam and Bergh (2006) . It is aim at investigating the teachers’ performance as facilitator in using shared writing in teaching literature through writing. The participants of the study were the teachers’ who performed the strategy in their class. In the findings, it is shown that students’ literary intepretation skill have improved significantly by the teachers who performed the shared writing strategy during teaching process. Furthermore, an implication of the study showed that the strategy applied is influenced the students in which those who have taught through shared writing strategy are having better writing skill.

The second research is conducted by Coursen in 2007 at Panorama island. Her qualitative research focuses on the connection between sharing, writing and motivation in teaching process. It aims at describing the implementation of shared writing strategy as the umbrella of a set of sharing writing activities in developing students’ writing skill. Besides, the research also explores that teachers are able to motivate the students through the sharing writing activities during the teaching process. The findings show that exposing the students with a set of sharing writing activities of shared writing strategy have developed their writing skill. Afterward, the second finding reveals that a collaboration between students teachers through sharing writing activities have encouraged students’ motivation during the teaching writing process.

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To sum up, both research illustrate the usefulness of shared writing strategy in teaching process by the teacher. It is noted that the teacher’s role is very essential in implementing the strategy during the teaching process. To be more specific, teaching writing using shared writing strategy can develop students’ writing skill to be used as a provision in their life while during the teaching process, the teacher who uses this strategy would be able to work together with them as well. It can be concluded that a description of teacher who uses shared writing strategy in teaching writing is really interesting to be explored. Related to the field of teaching, this research aims to describe and intepret the the use of shared writing strategy in teaching writing by the teacher. The description and interpretation, then, hopefully will have a significant contribution to education scientifically and practically.

B.Problem Identification

Teaching writing is an inseparable part of teaching English. Its specialty is producing some handwriting, such as, a short descriptive paragraph, a simple recount paragraph as obvious evidences of the result of the process of teaching writing. Teachers sometime provide limited time to teach writing inside the class because of time constraints. They rarely notice students’ writing progress simultaneously or even they missed great opportunity to see students’ writing talent. Since writing needs more attention towards the process, tricks to teach writing is an essential act to break the old concepts of teaching writing. Acoording to Oczkus (2007), the old concept of teaching writing asks the students to follow a

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writing lesson with a predictable pattern. The predictable pattern is when the teacher gives an assignment then instruct the students to write in twenty minutes. Students seem uncomfortable with the strict instruction even unclear direction. They have no idea at all of what they are going to write in a piece of paper. Thus, there were no adequate sources, examples and clues in it. As the consequence, students feel so haunted when they are asked to write and they become low achieving writers. Therefore the use of strategy in teaching writing is consider as an important tool to current time (Hedge, 2000). It is important because it helps the teacher facilitating his/ her students in the teaching process. According to Eacott (2007) a strategy is a set of establishing practices to reach determined expectations. He adds, the determined expectations refer to the purpose of teaching process while the establishing practices refer to the progressive activities which engages the students in teaching process. On the other words, the use of strategy creates an opportunity for the teacher to facilitate the students to apply what they learn in the classroom to real life experiences. In addition Nunan (2003) states the use of the strategy is useful in which writing almost always improves with practice, the more practices done, the better writer will appear.

There is a strategy called shared writing. Shared writing strategy facilitates students to model good writing from the teacher (McKenzie, 1985). It provides an opportunity for students and the teacher to work together in writing activities. The shared writing strategy establishes an activity in which students are gathered around an easel and start a discussion about shared experience that they are studying now or ever experienced before. Students can benefit from practice at

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writing about the results of their own research, as well as expressing their own feelings and experiences (Wallace, Stariha, Walberg; 2004:9). Shared writing strategy covers three different stages namely, beginning shared writing activities, shared writing activities, and shared writing post activities (Routman, 1994). In each stage, the sharing activities between the teacher and students are required to be done together so that they have big opportunities to share ideas, thoughts, views and feeling during the teaching process. These chances create a deeper understanding between them (Larkin, Flowers, Reid; 2005: 2).

In the past, the role of the teacher was the gatekeeper of information. Teachers had access to the information that their students needed. This was an important role 30 years ago when the classroom was the focal point of information dissemination (Johnson & Mc Elroy, 2010). Information was a sparse commodity, and it was the teacher who held the keys to the knowledge kingdom whereas today’s education should be on the personalization and application of relevant knowledge rather than simply filling them with random facts (Johnson & Mc Elroy, 2010). In 21st century, teachers tend to favor particular modes of instruction which suit either the personality of the teacher, or the materials being used, or the expectations of the learners, or the prescriptions of school administrators, or the subject matter being treated, or the preferences of teachers for certain types of classroom process (Appel, 1995). On the contrary, the roles of teacher nowadays has changed. According to Shirley in Cooper (2010: 20) teacher is trusted as someone who has the most precious resource in which he or she is able to face the glorious diversity of the students and the rigors of individual participation in a

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democratic society. It is obvious that the teacher then has to meet the needs of current culture in which he or she should prepare their students for the world of today and tomorrow.

In line with the views shift above, a teacher who serves as a facilitator should use a certain strategy in teaching process. The teacher as a facilitator requires a change in standard teaching strategy (Neville, 1999: 27) where he/she has to guide and assist students as they take on more responsibilities for their learning. Teacher, moreover, has to focus on the progress of students’ learning experiences by applying a particular strategy. Therefore, in teaching writing, shared writing strategy gives a chance for the teacher and students to communicate each other by several activities which lead to create better understanding.

Based on the elaboration above, the teacher has a big challenge in teaching writing using shared writing strategy. He/ she is strived to place themselves as a facilitator, friend, and motivator for the students. Therefore, the importance of sharing idea through shared writing strategy is needed as the implementation of hearing teacher’s voice through his or her experiences when teaching writing. In sum, this research covers the description and interpretation of the use of shared writing strategy in teaching writing by the teacher. The description of participant stories can be seen as a case. According to Burke (2012) a case tells a story of interrelated elements in particular setting. He adds, the interrelated elements are the holistic entities of the understanding, actions, operations of a case. Therefore,

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this study tries to figure out the complex things happen of the use shared writing strategy in teaching writing by the teacher and intepret it.

C.Problem Delimitation and Limitation

As mentioned in problem identification, it is important to break the old of concept of teaching writing. From the teaching with a predictable pattern of writing lesson becomes the teaching with a certain strategy. In teaching writing, the teacher presence is considered important in which he/ she is the one who runs the strategy. Therefore, this research would be limited on the area of description of the use of shared writing strategy in teaching writing by the teacher.

As a matter of time and accessibility, the participant is an English teacher of SMA Muhammadiyah I Muntilan. The participant was recruited because she could understand the principles of her involvement (Larkin, Flowers, Reid; 2005) in this study. Her consent, willingness to express her experiences, opinions and engagement with the students are counted as a supportive contribution in this study. With the limited number of participants, hopefully a deep and focused story of the use of shared writing strategy in teaching writing will be elaborated comprehensively.

D.Statement of Research Question

To reveal the contribution of the teacher in teaching writing using shared writing strategy, then the research question would be “What is the implementation

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of shared writing strategy in teaching writing by the teacher like?” This question would lead the research thoroughly to find out the answers.

E.Research Goals

In relation to the teaching writing using shared writing strategy, the research aims to describe two main goals, namely, (1) describe the implementation of shared writing strategy in teaching writing (2) interpret the emergent themes that appeared during the implementation of shared writing strategy in teaching writing. To achieve the goals, the narrative description will be employed in this study.

F. Research Benefits

There are two benefits from this research. For scientific benefit, firstly, this research provides the description and interpretation of the implementation of shared writing strategy in teaching writing by the teacher. The documentation from the description and interpretation of the implementation of shared writing strategy in teaching writing is useful for the professional parties who are concerned with English education, especially in teaching writing using a certain strategy. According to Oates (2000) using a certain strategy in teaching writing means helping the teacher to have a worth teaching. The teacher who implements a strategy in teaching writing in his or her classroom is also hoped to help the students to overcome their writing difficulties. Secondly, this research presents the opportunities for students to be involved and to be heard in their

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writing process. For the government and any parties who are concerned in English education, the implementation of shared strategy writing in classroom activities may be valuable for producing more cordially English materials for writing. It is also hoped that this information would be beneficial to the improvement of English language studies in general.

For the practical benefit, since teacher is one of the most important factors in student achievement, it would make sense that this research may become valuable for teachers who are concerned with their own professional development and English education. A series of reflective text of teacher’s performance in the class through shared writing strategy would empower them to perform more efficiently and productively in their work. Reflective teacher is someone who provides the meal for the rest of one’s life (Biggs 2003, p. 7). Her participation to this research is also hoped to be consequential experience to her. It is hoped that she will become more autonomous to improve her professional roles, especially as reflective teacher. Through her autonomy, she will become more empowered and able to do self-actualization in her profession so that finally she can make a continuous improvement in her teaching. As a result, it is hoped that the students will learn better.

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12 CHAPTER II LITERATURE REVIEW

In this chapter, I attempt to explain the theories, concepts and pre-understanding that underlay this research. This chapter consists of two main major discussions; (1) theoretical review of the theories (2) pre-understanding framework which functions to connect all parts in theoretical reviews.

I. THEORETICAL REVIEWS

Theoretical review discusses all theories that support this research. They are interrelated one to another and become the guideline in conducting the research. Therefore, the discussion falls into several foremost points; teaching, teacher, writing, shared writing strategy and senior high school students.

A.Teaching

Teaching often be seen from what the teacher does. It usually refer to the process of imparting knowledge and skills from a teacher to a learner. It encompasses the activities of educating or instructing. It is an act or experience that has a formative effect on the mind, character or physical ability of an individual.

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1. Definition of teaching

Teaching can be viewed from two different paradigms, the old paradigm of teaching and the new paradigm. The old paradigm focuses on keeping students on the teacher‟s toes (Cox, 2012) in which students are explored with a set of strict instructions. Edwards, et.al (2007) also adds that the old teaching habits consider the teacher as the expert. He or she is a center of knowledge who can make a list of desirable communication behaviors and responsible for the primary communication to the students. On the other hand, the new paradigm of teaching focuses on providing someone with the opportunity to learn, it is opportunistic process (Jackson in Parkay and Stanford, 2010). Kimble and Garmezy in Brown (2000) agree that teaching is also recognized as showing or helping someone to learn how to do something, giving instruction, guiding study or something, providing with knowledge, causing to know or to understand. To sum up, teaching is about establishing effective communication relationships between the teacher and students. The effective communication can be showed through the opportunistic process in which the teacher helps students to learn how to do something, such as, giving instruction, guiding study or something, providing with knowledge, and, causing to know or to understand.

Since the opportunitic process as the main focus of the new paradigm of teaching, the students turn out to be the focus of the process. Brown (2000) asserts that teaching is guiding and facilitating learning, enabling the learner to learn, and setting the conditions for learning. It means that the teachers‟ understanding of

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how the learners‟ learn will determine teacher‟s philosophy of education, teaching style, approach, methods, and strategy.

Based on the elaboration above, nowadays teaching should enable the teacher to help students by providing opportunities of learning to gain knowledge in a set of activities through effective communication.

2. Understanding of teaching

Teaching has two inseparable characters; teacher and students. Rodgers and Roth (2006) affirm that the presence of both characters is important during the teaching process. They add that the teacher presence can connect the students to the teaching process in order to have meaningful result. Eisner (2003) affirms that teacher develops his/ her science by using a carefully planned, fine-tuned lesson that reflects an understanding of many different teaching strategies. He states that the teacher is the one who can create a sucessful teaching process for the students. Moreover, Richard and Farrell (2005) highlight that teaching is a complex cognitive activity and focuses on the nature of teachers‟ belief and thinking and how these influence their teaching and learning. Here, the teacher should engage the students splendidly in the whole of teaching process.

In line with the understanding of teaching, a teacher views teaching as the work of art and science in which he or she has control to make decisions from both technical and creative side; he or she is the artist. Teacher sculpts the class using certain planning, activities and evaluation. Furthermore, different strategies applied in teaching process are to gain the desired intellectual, social, affective, or

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kinesthetic result in order to decide what the best is for the students. To sum up, the teacher who understands about teaching can create a meaningful teaching through well-planned activities for his/ her students.

B.Roles of Teacher

In a teaching process, a teacher still plays some important roles. For most people, a teacher is mostly described as a person who teaches students in classroom. Students frequently consider their teacher as the source of knowledge since the teacher is older than them. Nowadays, the teacher does not merely give all knowledge or materials for the students in the classroom, but they are also supposed to become a facilitator or a motivator for their students. According to Harmer (2001: 57), a teacher is no longer the giver of knowledge, the controller, and the authority, but rather a facilitator and a resource for the students to draw on. It means that students become the center of teaching process. The students should be able to develop their competence from teacher‟s help, but develop mostly by their own experiences. In other words, the students should be independent. However, as a facilitator or the resource, the teacher has to be skillful. It is important for teacher to help the students if they face any difficulties in doing an exercise or understanding the materials. Tylee (1999:48) asserts that the teacher, who is a variable in the classroom context, is charged with the function of acting as an intermediary between the variables outside the classroom and the students to assist the students in their learning. Teacher, therefore, have to be able to facilitate students during the process of teaching and learning.

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Furthermore, the roles of teacher in teaching learning process in the classroom should be in line with the responsibilities of teacher as an educator.

In a teaching process, the act of communication is built by having a set of planning and structuring learning activities as a fundamental to success in teaching and learning. The teacher has to prepare what will be done in the classroom. Therefore, an active teacher should vary his/her teaching strategies, methods, techniques in order to motivate the students in a learning process. It is different from an active teacher; a passive teacher will rely on the same old teaching strategies, methods, techniques day after day. Ideally, the teacher has to have good planning in creating the teaching process including the materials and the teaching strategies, methods, techniques. So, the materials are well prepared. Therefore, according to the Law of the National Education System number 20, 2003, a teacher is included as an educator, whose duties are planning and implementing teaching learning process, assessing or evaluating outcomes, and conducting guidance and trainings. Some experts believe the teacher roles can be seen as follow;

a. A teacher is a `transferor of knowledge' to `facilitator' (Davies & Crowther, 1995);

b. A teacher is a `transmitter of knowledge' to `coach', `mentor', `manager of the learning' (Brett, 1996),

c. A teacher is a person who is in charge of the `sage of the stage' to `guide on the side' (Eastment, 1998);

d. A teacher is an `expert on learning psychology', `technical expert', „motivator‟ (Soo & Ngeow, 1997);

e. A teacher is someone in charge of `telling' to someone in charge of `facilitating learning' (Laurillard, 1995)

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A teacher as a „transferor of knowledge‟ to „facilitator‟ (Davies & Crowther, 1995) means, the act known as powerful and all-knowing character in the classroom, teacher is then expected to bridge himself/ herself as a facilitator who helps his/ her students inside the class. He or she is considered as a person who has full responsibility for everything that goes on in the class (Johnson, Delarche, Marshall, Wurr, & Edwards, 1998). As a facilitator, teacher must bring the students into a successful teaching learning process by providing facilities to discover their own ways of learning and to work independently. Furthermore, the teacher should also asses the students, plan the learning, implement the plan, and evaluate the process authentic materials and experiences in the classroom. Those attempts are expected to obtain meaningful learning for the students as well as evocative teaching for the teacher.

Teaching process cannot be far from organizing plan, activities and rhyme of the class (Harmer, 2001: 58). A teacher, therefore, has to be able to run his/her role as planner in the classroom. Planning class activities in the class indicates teacher as professional worker, in which he or she will bring the latest ideas to the class. By bringing new ideas and activities in the class, he/she would be able to maximize the teaching process. Being a planner therefore requires more attempts (Throop, 2007). He or she must be able to choose materials and/ or methods, strategies, techniques before the lesson begins. Another example, when students need to work cooperatively with their friends on a project, they need a person who can manage the activities well. In such situation, they also need manage to manage the class well. As stated by Brett (1996), a teacher is a transmitter of

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knowledge to coach, mentor, and manager of the learning, in which as a manager the teacher has a role to organize and manage the classroom environment and student behavior in a way that will optimize the teaching process. A well-managed classroom will result in a meaningful teaching process for both students and teacher, in which it has to be carefully established and maintained.

A teacher as an educator, therefore, has to maintain his/ her compassion, patience and understanding towards the students in order to guide the students to be better learners. The students need to be guided wisely during the process of learning because they also have need of model to be emulated in the future. A teacher is a person who is in charge of the sage of the stage to guide on the side (Eastment, 1998). Therefore, the teacher‟s role as a person who guides the students into better learning is emergently needed in order to open the awareness on the importance of meaningful learning. As the consequence, the assistance from the teacher with full of erudite deed will help the students learn better and be responsible with their actions.

As a teacher that most of the times sees the progress of the students, he or she sometimes finds the students in the state of at the end of one‟s rope, feeling so down and moody (Xianmei, 2011). She highlights that the teacher will work well with the entire students when he or she understands the individual. Besides, the teacher should make the students feel the hope of success as well. Therefore, to overcome what the students feel, one of the teacher‟s roles suggests teacher to carry out his/ her role as a motivator. He or she has to find ways to motivate the students to be back in the circle of a confidence learner. The teacher also has to

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figure out on how to give motivation and spirit to his/her students in order to build students‟ confidence (Soo & Ngeow, 1997; Richards, 2005). He or she also needs to improve students‟ confidence and interest in learning and to build a classroom climate that will motivate students. A teacher is supposed not to give a punishment if his/her students make a mistake in answering or doing an exercise. However, the teacher will continue to support and motivate students to correct or repair the mistake. Besides, the teacher must be able to build the character of his/her students through a variety of activities that can enhance students‟ creativity in building self-motivation. He/ she should always be constructive to adopt innovative teaching strategies by placing the students as the center of learning. It means that the extent of the material presented does not depend on the teachers and the curriculum but it depends on the students.

To maintain the success of a teaching process in the classroom, the teacher has to empower the students. The act of teacher then tries to take as little control or direction over the lesson as possible and lets the students make decisions about why they want to learn and how they want to learn it (Richards, 2005). Furthermore, as a part of empowering students, a teacher is also someone in charge of `telling' to someone in charge of `facilitating learning' (Laurillard, 1995). Performing constructive advisory would also uphold the quality of meaningful teaching learning activities, reinforcing the students to be better learners and leading the students to actualize their competency in the classroom. As a conclusion, the teacher must perform different roles in different time during the teaching process. He or she has to be able to facilitate the students to a

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meaningful teaching process, for instance, planning classroom activities, managing the class with the certain rules and regulation, and guide them side to side with the same ease and care. Those acts result in a teacher as a facilitator and motivator who always encourages the students to improve themselves in any particular activities. A teacher is responsible to help the students in any situation. As a good listener, a teacher should comfort the students with wise words, build their confident, and make sure that there are lots of things to correct their mistakes. These activities are common actions to motivate the students. In addition, the teacher should take a minimum direction over the lesson so that the students will be able to explore various experiences. This would be part of empowering students during a teaching process.

C.Writing

As the subject of the research, literature about writing is necessary to be described in this chapter. The discussion covers three areas, such as, definition of writing, product vs process and teaching writing. To incorporate understandable information, a number of theories will be encompassed to the areas described. As one of the productive skills that have to be mastered by the language learners, writing is considered as the most challenging aspects of second language teaching (Hyland, 2003). The challenges appear when the teacher must develop students‟ writing skill through his/ her teaching time.

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1. Definition of Writing

Writing is a part of productive performance to identify and to value one‟s competency (Hyland, 2003). The productive performance requires physical and mental act (Nunan, 2003). The physical act focuses on some medium to commit the words or ideas on the paper, while mental act hubs on the process of inventing ideas, thinking on how to express the ideas, and organizing them into written expression that will be clear to the reader. Writing is considered as a means of communication as well (Oates, 2000). It is a means to learn about themselves and the world around them, as well as an important means to express themselves. Through writing, communication would be easier to do without time and space boundaries. Whatever the discussion is, writing becomes a vital connection of every discussion in society. As the consequence, English writing skill is required in an effective communication. Although communicating through writing takes practice, ideal routine practices and a simple strategy would be able to improve the writing skills.

In writing, certain considerations are important. Suitable strategy in teaching writing is the most important point. How to engage the students in writing activities, reviewing previous work of students thoroughly and giving feedback to their writing would help students to learn as much as possible. Furthermore, most teachers tend to stick on technical matters of teaching writing such as grammar, punctuation, organization, clarity, conformity and coherence. They occasionally fail to remember that students are creative writers and need to be heard (Cummings in Hyland, 2003: 31). In fact, students‟ idea, thoughts and

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opinion could not be blocked with the technical matters. Those technical matters might help students to be skillful writers but it is also significant for teacher to accommodate several perspectives from students, assist students practice, and build beliefs on how students learn to write and conceptualize the teaching in the classroom. Here, the power of sharing between teacher and students is the upmost aspect to consider in order getting better teaching learning atmosphere.

2. Product vs Process

Two of the most commonly used approaches to teaching writing are the product approach and the process approach (Murray, 1972). The product approach is a traditional approach, in which students are encouraged to mimic a model text, which is usually presented and analyzed at an early stage. It is also focus on what students write. According to Johns (1987) product approach emphasizes on mechanical aspects of writing, such as focusing on grammatical and syntactical structures. He adds that this approach is primarily concerned with the correctness and form of the final product of written expression. In relation to the teaching writing, White (1988) states that teaching writing was language focused in which it is used to reinforce the spoken form. Furthermore, related to the teaching writing, product approach tends to focus on the forms of the written products that students compose (White, 1988). The writing exercises applied in this approach frequently deal with the sentence writing and paragraph organization. The writing exercises applied in this approach typically deal with the sentence writing and paragraph organization. Here, the students are often given a framework which

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illustrates a pattern of rhetorical organization, then, they are asked to fit the ideas into this framework. Thus, the teacher controls both the content and the form which the students are dealt with. It can be concluded that product approach puts the correctness in teaching writing to the students.

On the contrary, process approach to writing tend to focus more on the varied classroom activities which promote the development of language use, such as, brainstorming, group discussion, re-writing. That is supported by White (1988) who affirms that language teaching should be concerned with the language learner want to say. Here, the students concentrate on conveying message through a creative expression. The process approach also concerns with the process of how ideas are developed and formulated by students (Hyland, 2003). It enables the students to be involved in entire writing process. This approach focuses on how clearly and efficiently the students can express and organize their ideas, not on correctness of form. Moreover, there is no such targeted activities that students should meet in this approach. There is only an assumption that what the students are going to say will become clearer through this process. During the process approach applied, students are also taught writing devices used in marking the organization and in making the general coherence clearer. From the elaboration above, it can be concluded that process approach in teaching writing is able to facilitate the students to learn better and help the teacher to work together with the students.

Summarizing about the theories generated by the experts above, writing must be taught through both approaches to the students. It is clear that the teacher

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who teaches writing should focus on the process approach which deals with the organization of the writing at first, then followed by the product approach in which focuses on the grammatical matters.

3. Teaching Writing

In the previous discussion, it is stated that process takes an utmost point in developing students‟ writing skill. Writing cannot be done perfectly without having mistakes through the process. Famous writers should also pass a writing process before they are able to publish their work. Making drafts, writing the content, revising the content and finalizing the result of writing surely take long time. Second language writing then should be taught continually with patience in a long period. There is no exact time whether the teaching writing would stop after few years or it must be continued in the next few years. Regarded as a process, teaching writing requires lots exercises and practices to get a result. The students who learn to write need time to adjust themselves to get into the writing. On the other hand, a teacher who is responsible to the teaching learning process has to be able to give a chance to the students to develop their writing skill. Teaching second language writing in Indonesia mostly occurs in secondary schools level; junior high school and senior high school. That is supported by the recent studies that have conducted in different school levels. First, a research of teaching and learning writing using teacher‟s written feedback and conference on the 8th grade of SMPN 1 Prambanan, Sleman which is conducted by Irawati and Maharani on 2012. Secondly, Basyirudin, Maharani and Dantes (2013) carry out

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a research entitled the investigation of the teaching writing at the 10th grade of senior high school 1 Aikmel in East Lombok. From the related research above, it is obvious that the second language writing are important to be taught in Indonesia. Before writing, students learn a lot through the process of reading and listening. The complexity level of writing in second language is totally different from writing in the first language. According to Silva in Hyland (2003), writing in second language tends to be tenser, more difficult, and less effective than writing in the first language. Every student has a different proficiency level in requiring a second language whereas students‟ proficiency will affect the process of writing. The better second language proficiency they have, the better writing performance would be resulted.

As a consequence, teacher as the central part in teaching learning process must develop a set of steps to assist students in second language writing. Teacher, therefore, has to facilitate the students through a variety of interactions in writing and writing instruction as well.

D.Shared Writing Strategy

One of strategies offered in teaching writing is shared writing strategy. Shared writing is a powerful teaching strategy, this strategy explains how to use shared writing to teach students in effective way.

1. Strategy

The term strategy is frequently used by the educators, practitioners and language pedagogy as the way of teaching. Strategy in common can be defined as

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various important parameters of the language teaching process or general approaches to instruction that apply in a variety of content areas and are used to meet a range of learning objectives (Eggen and Kauchak, 2012). Strategy also opens a priority to a student-centered teaching process and an engagement for both teacher and students as well. Therefore, strategy in teaching learning process considers important components to attain meaningful and effective teaching. According to Schwandt (1997), strategy in teaching should evolve as the study proceeds with the flexible option of allowing for and anticipating changes in procedures. In relation, English teaching calls for distinctive strategy to focus on students‟ learning process. Dealing with teaching writing, the use of strategy is believed to result a gradually developing text from the series of composing process (Hedge, 2000)

A strategy use also opens a priority to a student-centered teaching process and an engagement for both teacher and students as well. Therefore, strategy in teaching process considers important components to attain meaningful and effective teaching. According to Schwandt (1997), strategy in teaching should evolve as the study proceeds with the flexible option of allowing for and anticipating changes in procedures. In relation, English teaching calls for distinctive strategy to focus on students‟ learning process.

2. Shared Writing

Shared writing strategy offers an opportunity that allows the teacher to model good writing for his/her students (Booth & Swartz, 2004). Shared writing is a joint writing strategy in which both tutor and learners contribute to the plan, the

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ideas, and the language of the text they construct together (Tertiary Education Commission, 2009). The teacher begins the teaching writing by gathering the students around an easel and starts a discussion about a shared experience, for instance, a topic they all are studying or know about. Afterward, the teacher then elicits information and leads a discussion based on the topic they have decided before.

During the discussion, the students share their ideas while the teacher records them on a chart paper in paragraph form. The illustration below is the sequence of shared writing and I also put a short description on it.

Figure. 2.1

The stages of Shared Writing Strategy (Routman, 1994: 86; Tertiary Education Commission, 2009).

Shared Writing Strategy

Beginning Shared Writing Activities

Shared Writing Whilst Activities

Shared Writing Post Activities

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The illustration above shares the idea of the activities using shared writing strategy. Both teacher and students have to play their roles in teaching learning process. The implementation of shared writing strategy raises mutual understanding, positive interaction between teacher and students. The voice of the students is acknowledged as an attempt to put them equally in a meaningful teaching learning process.

According to Routman (1994: 87), shared writing is a cooperative instructional activity in which the teacher serves as the scribe. The students contribute their ideas and the teacher negotiates the text. She proposes some recognition for shared writing;

a. Reinforces and supports writing

b. Makes it possible for all students to participate

c. Encourages close examination of texts, words, and options of authors

d. Demonstrates the conventions of writing-spelling, punctuation, and grammar e. Focuses on composing and leaves transcribing to the teacher

Shared writing strategy provides student-centered activities. Teacher facilitates the students during the process of writing. Students are able to learn simultaneously through the process without being ordered strictly. Graves (1994:95) adds that students need this kind of instruction to focus on the lesson. Moreover, shared writing requires students‟ participations in all activities. The teacher might facilitate the process with the lesson plan, interesting activities and valuable feedback to the students.

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Next, shared writing strategy also encourages close examination of texts, words and options of authors (Routman, 2005: 58). This means that a writing process is a shared experience and it makes an experience visible.

During the process of shared writing, teacher also models a certain text to the students. It is done continuously to demonstrate the conventions of writing, spelling, punctuation, and grammar through the process of writing. At last, students may focus on the composing while the teacher helps to do the revision. To sum up, shared writing strategy is a specific method of writing in which teacher models the thought of process to achieve a particular result and allows students to engage in and focus on the process. The teacher, acting as a scribe, frees students from that aspect of the writing process so that they can focus exclusively on the thinking involved in writing. Furthermore, shared writing is considered as a powerful method to teach directly the key skills and concepts needed in a writing process. The power of sharing between students and teacher is tied during the process of shared writing.

E.The Characteristics of Senior High School Students

High school students are qualitatively known as early adult learners (Pennington, 2009). They start to know what they want to do and what they are going to be in the future. They also generally demonstrate full, adult and abstract reasoning because previously they have experienced challenges during early period in junior high level. Most high school students have achieved the formal operational stage, as described by Piaget in Pribilova (2008) that in this age,

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students become more concerned with the hypothetical, future and ideological problems, means, they are also able to think abstractly and need fewer concrete examples to understand complex thought patterns.

In Indonesia, high school students are mostly called as teenagers in which they are between age fifteen and nineteen. They grow physically and develop cognitively during the school days. Their views also develop faster by having social interaction with surrounding society. In teaching learning area, high school students tend to be very skeptic. According to Clark & Starr (1991: 27), that because high school youths entering the formal operation stage of cognitive development may be inclined to be unrealistic, teachers should quiz them about their facts and ask them to back up their theories, hypotheses, and solutions to society‟s problems. Means, they are eager to learn, full of curiosity, energetic, sociable and ready to be a problem solver. In line with Kerangka Kualifikasi Nasional Indonesia (Indonesian Qualification Framework) as cited in Nuh (2010), the level of senior high school students are expected to (1) accomplish a specific task by employing tools, information and standard procedure in order to perform their measurable qualities under supervision, means they are required to draw a close of any tasks given with teacher‟s control (2) have basic competency and factual knowledge in performing their task which can be deduced that high school students need to be fulfilled with authentic tasks in order to have actual basic competencies after they finish their study, (3) responsible on their own tasks and reliable in advising others, means, they have to be conscientious to waht they are doing and able to share with their friends.

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Furthermore, the teaching learning process cannot be separated from the teacher‟s presence. Teacher need to be familiar with the students as well. To be au fait with the students, the teacher can teach an old dog new trick by understanding the cognitive and social characteristics of them. It is hoped that he/she would be able to use the right instructional strategies to maximize the learning advantages and address the learning challenges of high school students which can make all the difference in their success. In relation, Pennington (2009) identifies two essentials high school students‟ characteristics namely, cognitive development and social development.

1. High School Cognitive Development

In cognitive development, there are five characteristics of high school students. First, high school students as conscious learners generally seek for answers. They mostly curious on what would they do and what they have done during the teaching learning process. Thus, they are able to retain instructions, to visualize learning purpose and organize behavior for effective use. Therefore, their curiosity might be the acceleration of developing cognitive structures (Heckhausen and Farrugia, 2003). According to Pennington (2009), it is customarily known as the need of understanding the purpose and the relevance of instructional activities.

Secondly, high school students like to be motivated and challenged. By having competition during the teaching learning process, they are capable to compete with their friends and prospectively prompted to do the best things in

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different situation. According to Warren and Cantu (2003) competition rises the qualities of achievement, success, outstanding performance, drive, ambition and motivation. They will internally and externally motivated with different challenges. The more challenges given, the more students would be interested in teaching learning process.

Conversely, competition sometimes emerge unsecure feeling towards high school students. Some educators believe that any competition that causes students left behind and even temporarily do not belong in class (Rimm, 1995: 127). Students who have cognitive barriers may pull out themselves far away from the competition. As the result, they lack of confidence because of cognitive barriers. Therefore, sometimes high school students may have “shut down” in certain cognitive areas and will need to learn how to learn and overcome barriers to learning. After they fell down from the competition, the desire of learning would disappear for few moments. However, they are provided with the ability to choose and typically they would be back to catch up what they have left before.

Afterward, high school students also like to show their independence, want to establish immediate and long-term personal goals and want to assume individual responsibility for learning and progress toward goals (Wiggins, 1958; 37 Pennington, 2009). Although they ever fail, new adult world impose them to adjust and discover them in.

To abridge, high school students have been able to let themselves grow cognitively, think abstractly and wrap up things with their own ability. Therefore, teachers can let their students to find out what the facts are, throw facts at them,

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face them with any incongruities in their positions, and face the facts and consider the various sides of issues. It occurs because senior high school students are able to think creatively and originally. Elements of this type of thinking may include an increased ability to think in hypothetical ways about abstract ideas, the ability to generate and test hypotheses systematically, the ability to think and plan about the future, and meta-cognition

Table 2.1

Characteristics of High School Cognitive Development (Pennington, 2009) Cognitive Development

1. Need to understand the purpose and relevance of instructional activities. 1. Internally and externally motivated.

2. Have self-imposed cognitive barriers due to years of academic failure and lack self-confidence

3. May have “shut down” in certain cognitive areas and will need to learn how to learn and overcome these barriers to learning.

4. Want to establish immediate and long-term personal goals.

5. Want to assume individual responsibility for learning and progress toward goals.

2. High School Social Development

The second characteristic is the growth of social development of high school students. In this phase, they will begin to form many different types of relationships, and many of their relationships will become more deeply involved and more emotionally intimate. During children's younger years, their social sphere included their family, a few friends, a couple teachers, and perhaps a coach or other adult mentor. But during this time, teens' social networks greatly expand to include many more people, and many different types of relationships. As a

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result, high school social development involves a dramatic change in the quantity and quality of social relationships. Afterward, they are trying to adjust and discover themselves is a world of diversity of values, tensions and problems, and unexpected challenges (Wiggins, 1958: 42). They are experimenting with adult-like relationships. They are also look for opportunities to be adult-adult-like and to be trusted by others. They want privileges of adulthood without being willing to take the reciprocal responsibilities. As this concern, Pennington (2009) clarifies four characteristics of high school social development as follow;

Table 2. 2. Characteristics of High School Cognitive Development (Pennington, 2009)

Social Development

1. Interested in co-educational activities.

2. Want adults to assume a chiefly support role in their education. 3. Developing community consciousness.

4. Need opportunities for self-expression.

In the first point, it is stated that high school students are interested in co-educational activities. A co-co-educational activity creates a feeling comradeship in which during the process of teaching learning advocates students equally. There is no differentiation between male and female students; both have the same opportunities, chance and status in the class. They also have a tendency to explore various possibilities and are able to establish a clear sense of identity and self-awareness (Erikson, 1997). As the result, teenagers who always try to communicate with different communities, they apt to be treated as the same as the other person in that group.

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The teacher, therefore, have to be able to create various activities, friendly atmosphere and allow the students to express their views openly and assertively in the class, so that the teaching learning process is more interesting and challenging. Secondly, high school students mostly want adults to assume a chiefly support role in their education. During school days, high school students using their new thinking abilities in which adult plays role to support whatever the processes are. By the time, they quest for identity shifts from relying on others to self-reliance (Parkay and Stanford, 2010: 76). In this stage, as stated by Pennington, high school students would also develop their community consciousness as well. They experience themselves in a peer group, with a school or with a cause to test their sense of fidelity. Moreover, by testing themselves into different causes, they would be able to strengthen their confident at the end of the process.

At last, high school students which mostly known negatively as wild, rude, irresponsible (Scale, 2001) need opportunities for self-expression (Pennington, 2002). Their array of interests, talents and goals in life call for teacher‟s understanding in order to achieve independence.

To go over the main points, since high school students have their own distinctive characteristics, they need a great deal of assistance in making choices for themselves in this important phase of decision making immediately affecting their adult living. Opportunities of sharing and interaction between teacher and students would provide students a large room to develop themselves in achieving their independence in teaching learning process.

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everlasting. Trus, tulisan mahal harganya mbak, karena tuh waktu dan tenaga. Dan yang pasti nek jadi penulis handal, koyo A.Fuadi bisa bagi ilmu dan dapat rejeki, hehehehe, contoh di sekolah kita tuh ada lho mbak. Anak – anak bikin spanduk sama stiker pas life skill, bisa dijual mbak. Pinter mereka. Nek dihungkan sama bahasa inggris yo samalah mbak, nulis pake bahasa apapun hasile sebelas duabelas, mirip gitu.

Q.13 Rdw Selanjutnya , bagaimana peran guru atau i dalam pengajaran menulis dalam bahasa inggris, baik didalam dan diluar kelas?

A.14 Nh Piye yo mbak, secara umum sih sama aja dengan peran guru di semua mata pelajaran. Akeh mbak, at rencana pembelajaran, transfer ilmu, jadi fasilitator pas ngajar, motivator juga, koreksi juga. Selain itu juga guru yo sinau dari pengalaman yang sudah-sudah supaya besoknya lebih baik lagi nek ngajar. Guru tuh kudu serba bisa mbak, saktilah mbak. Hahahahaha. Q.15 Rdw Hehehehe, i nih ada acara sakti segala.

Oiya , bisa cerita tentang implementasi shared writing strategy? Sudah berapa kali i lakukan dan dimana saja ? A.15 Nh Hahahaha, iyo mbak, sekti

mandraguna. Panjang lagi ya mbak. Kenal shared writing dari dosen saya, pernah tak coba waktu saya praktek ngajar pas semester 6, di SMP. Trus pas ngajar di SD abis saya lulus, tak praktekin di SMP juga, njur disini dua kali mbak. Akeh yo mbak

A.15.Con.Exp.Int.5

Q.16 Rdw Dari implementasi terset, pengalaman apa yang i dapatkan?

A.16 Nh Secara umum aja ya mbak, maksudnya yang paling sering gitu. Satu,

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manajemen kelas yang baik itu penting. Kedua, mengerti kondisi kelas sama siswa. Ketiga, sabar adalah kunci juga. Dari yang implementasi kemarin yang dilihat mbak, ada tambahan mbak, mengatur jumlah pertemuan sama sistem evaluasi cepat, koyo quick count mbak.

Q.17 Rdw Wuah, luar biasa . Pengalaman yang i miliki memat banyak ilmu yang didapat, lagian i masih muda juga, speechless saya . Nah, i pernah share ke teman – teman i? Sesama pengajar bahasa Inggris kan? Bagaimana tanggapan mereka ?

A.17 Nh Hahahahaha, yo ngono mbak, ibaratnya terbiasa makan tempe, Cuma dibikin dengan rasa yang berbeda, tapi dasare yo tempe itu. Begitulah guru, kudu jeli juga. Oiya, tadi tentang sharing ya, udah sih mbak, tapi yen konco-konco itu kadang kurang sabar. Apalagi nek guru cowok mbak, nggak sabar pake banget lah. Tapi ni Dewi udah mulai ngerasain efek positif ngajar nulis pake shared writing strategy. Coba aja besok mbak tanya ke mereka. Saya pokoknya wis bagi – bagi. Hehehehe.

A.17.Act.Int.5

Q.18 Rdw Oke , besok pas interview, saya pasti obrolin sama bapak – i yang lain. Selanjutnya , didalam shared writing strategy ada tiga bagian ya, beginning shared writing activites, shared writing and shared writing post-activities, apakah i mengaplikasikan semua bagian terset?

A.18 Nh Dulu sih persis sama mbak, dan super repot sendiri karena perfect banget mbak. Terus, saya coba lompat – lompat tapi goalnya ketinggian, abis itu, lompat – lompat tak turunin goalnya, mayan sih. Akhire, saya coba

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154

tak aplikasiin sesuai dengan ketuhan murid dan setting goalnya agak tinggi, alhamdulilah, ya jadinya seperti kemaren itu mbak.

Q.19 Rdw Lalu, dengan implementasi strategi shared writing, i pernah ngendiko bahwa, ingin berbagi, membangun kebiasaan dan memberi bekal kepada murid. Nah tujuan atau maksudnya apa ya , khusus untuk pengajaran bahasa inggris atau khusus pengajaran menulis ya ?

A.19 Nh Bener banget mbak, jeli juga mbak ini, ngulang apa yang kemaren ya. Betul kuadrat mbak. Pada dasarnya sih secara umum dalam mengajar bahasa inggris, tapi bisa dikhususkan untuk ngajar nulis dengan shared writing strategy. Podo wae yo intine mbak. Hahahaha, itu kali yang harus saya pikirin lagi mbak. Sik mbak dapet sms penting dari Pak Irul nih. Oooo, mereka pada nggak mau diwawancara mbak, isin jarene, piye ki mbak?

Rdw Nggak papa , hehehe, mungkin lain kesempatan nggih .

Nh Oh, ya udah nek gitu, coba nanti tak rayu deh. Dewi aja gimana, kalau dia mau. Ntar gampanglah mbak, tak kabari pokokke.Oiya, mbak, saya mo keluar nih mbak. Ada acara, sementara udah ya, besok nyamng lagi. Sms aja. Rdw Nggih , mohon diusahakan, jika Dewi

bisa. Monggo kalau mau tindhak, ni list pertanyaanya pas habis koq . Maturnuwun lho .

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155

INTERVIEW TRANSCRIPT 6 Interviewee : (Nh)

Dewi Hajar (Dh) Interviewer : Rf (Rdw)

Day, Date : Tuesday, October 2, 2012 (re-interview 1) Time : 09.00 – 10.10

Place : Teachers’ room Interview pointers

No. Name Topic Transcripts Coding

Rdw Assalamu’alaikum Niha and Dewi. Nh,

Wa’alaikumsalam mbak. Sini duduk dulu mbak. Eh, ayo pindah aja ke ruang BK kayak kemarin. Ben penak mbak. Rdw O, nggih , monggo.

Dh Ngene lak penak , adem lan iso lendhetan Nh Hahahaha, hobine njenengan kuwi yo

ngene. Ki mbak Rf arep wawancara njenengan. Jarene mung sedilut wae. Dh Opo iki jal, tentang sik njenengan aturke

mbiyen kae yo?

Nh Ho’o, pengajaran menulis dengan shared writing strategy, nang kelas njenengan. Dh Owh, yo kelingan aku. Ning yo sithik thok,

aq isih sinau seko Niha lho. Priye mbak? Q.1 Rdw Begini Dewi, sebelumnya mohon maaf,

merepotkan i. Saya ingin tahu mengenai aplikasi shared writing strategy dalam pengajaran menulis dikelas i Dewi.

A.1 Dh Owh, rapopo mbak, sante lah. Saya ki guru anyar mbak, gek dua tahun. Dulu pas awal –awal dikasih tau sama Niha tapi pas itu saya dikasih kelas EFT (English for Tourism) jadine nggak saya pake. Terus bar satu semester, eh saya ngajar EFT lagi, njur saya pakai sekali waktu itu.

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156

Q.2 Rdw Ada pengalaman menarik dari pengajaran menulis dengan menggunakan shared writing strategy ?

A.2 Dh Angel mbak, soale kelas EFT tuh banyak kosakata baru dan anak – anaknya susah ngeling-eling kata – katanya. Malah jadi lama, gitu mbak. Dulu sih Niha bilang kudu sabar, tapi saya tuh nggak sabaran mbak. Tapi semester kemaren saya coba dikela EFT lagi, ternyata yo iso sithik mbak, hasilnya lumayan sih. Manut Niha saya, suruh nurunin targetnya. Tak gawe sante mbak.

A.2.1.Comm.Int.6

A.2.2.Comm.Int.6

Q.3 Rdw Mengapa i mengaplikasikan kembali shared writing strategy, padahal sebelumnya menurut i cukup sulit? Adakah alasan tertentu ?

A.3 Dh Hahahahaha, penasaran mbak. Kelasnya Niha koq heboh, hahaha. Anak – anak sik tenan. Nek dikelas saya anak –anak sik main. Lha tak ajak sinau diluar kelas, EFT gitu lhoo.

A.3.Comm.Int.6

Q.4 Rdw Hehehehe, saya ketemu guru gaul nih, ada pengalaman yang bisa i pelajari setelah implementasi kedua yang i lakukan? A.4 Dh Super gaul mbak. Saya ki tomboy,

hahahaha. Pengalaman opo yo mbak? Sabar mbak, tuh waktu agak panjang, yo paling itu. Lainnya wis lali mbak.

A.4.Comm.Int.6 Q.5 Rdw Menurut i, apakah pengajaran menulis

dengan shared writing strategi memberikan pembelajaran yang bermakna untuk siswa dan untuk i?

A.5 Dh Ya iyalah, mosok ya iya dong. Semua jenis pembelajaran dengan strategi apapun kayaknya bermakna deh mbak. Yo at anak – anak nemu cara baru dalam belajar, nek saya yo perlu banyak belajar. Hahahaha, sori mbak, maksude saya nek mau serius ngajar terutama nulis, kudu niat betul dan jibaku mbak. Saya akhire belajar sabar dari strategi itu. Ning yo ora sabar – sabar.

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157 Malah dadi sur.

Rdw Hehehehe, begitu ya .Oke , terimakasih banyak atas waktunya nggih . Maturnuwun lho Niha.

Dh Uwis ki mbak, sip. Ora suwe mbak, saya ke kantin yaa.

Nh Sama – sama mbak. Saya tunggu hasilnya ya.

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