2010 - researh paper ratih wulandari (fkip - bhs. inggris)

65
i A DESCRIPTIVE STUDY ON TEACHING WRITING OF ENGLISH RECOUNT TEXT TO THE EIGHT YEAR STUDENTS OF SMP NEGERI 2 BAKI IN 2009/2010 ACADEMIC YEAR RESEARCH PAPER Submitted as a Partial Fulfillment of the Requirements for Getting Bachelor Degree of Education in English Department by RATIH WULANDARI A 320 060 336 SCHOOL OF TEACHER TRAINING AND EDUCATION MUHAMMADIYAH UNIVERSITY OF SURAKARTA 2010

Upload: indriyanto-sahja

Post on 10-Apr-2015

1.190 views

Category:

Documents


10 download

DESCRIPTION

2010 - Researh Paper Ratih Wulandari (FKIP - Bhs. Inggris)

TRANSCRIPT

Page 1: 2010 - Researh Paper Ratih Wulandari (FKIP - Bhs. Inggris)

i

A DESCRIPTIVE STUDY ON TEACHING WRITING OF ENGLISH

RECOUNT TEXT TO THE EIGHT YEAR STUDENTS OF SMP NEGERI 2

BAKI IN 2009/2010 ACADEMIC YEAR

RESEARCH PAPER

Submitted as a Partial Fulfillment of the Requirements

for Getting Bachelor Degree of Education

in English Department

by

RATIH WULANDARI

A 320 060 336

SCHOOL OF TEACHER TRAINING AND EDUCATION

MUHAMMADIYAH UNIVERSITY OF SURAKARTA

2010

Page 2: 2010 - Researh Paper Ratih Wulandari (FKIP - Bhs. Inggris)

ii

APPROVAL

A DESCRIPTIVE STUDY ON TEACHING WRITING OF ENGLISH

RECOUNT TEXT TO THE EIGHT YEAR STUDENTS OF SMP NEGERI 2

BAKI IN 2009/2010 ACADEMIC YEAR

RESEARCH PAPER

by

RATIH WULANDARI

A 320 060 336

Approved to be Examined by Consultant

Consultant II Consultant I

Anam Sutopo, S. Pd, M. Hum. Drs. Djoko Srijono, M. Hum.

Page 3: 2010 - Researh Paper Ratih Wulandari (FKIP - Bhs. Inggris)

iii

ACCEPTANCE

A DESCRIPTIVE STUDY ON TEACHING WRITING OF ENGLISH

RECOUNT TEXT TO THE EIGHT YEAR STUDENTS OF SMP NEGERI 2

BAKI IN 2009/2010 ACADEMIC YEAR

RESEARCH PAPER

by

RATIH WULANDARI

A 320 060 336

Accepted and Approved by the Board of Examiner

School of Teacher Training and Education

Muhammadiyah University of Surakarta

on July 7 , 2010

Team Examiner:

1. Drs. Djoko Srijono, M. Hum. ( )

(Chair Person)

2. Anam Sutopo, S. Pd, M. Hum. ( )

(Member I)

3. Dra. Dwi Haryanti, M. Hum. ( )

(Member II)

Dean,

Drs. H. Sofyan Anif, M. Si.

NIK.547

Page 4: 2010 - Researh Paper Ratih Wulandari (FKIP - Bhs. Inggris)

iv

TESTIMONIAL STATEMENT

Herewith, I testify that in this research paper, there is no plagiarism of the

previous literary work which has been raised to obtain bachelor degree of a

university, nor there are opinions or masterpieces which have been written or

published by others, except those in which the writing are referred in the manuscript

or mentioned in literary review and bibliography.

In the next day, if it is proven that there are some untrue statements in this

testimony hence, I will hold fully responsibility.

Surakarta, June 2010

The Researcher

Ratih Wulandari

Page 5: 2010 - Researh Paper Ratih Wulandari (FKIP - Bhs. Inggris)

v

MOTTO

Actually, Allah will never change men’s destiny, unless they make an effort to

change it themselves.

(Ar Ro’du: 11)

A kind person is a man who is honest in doing everything.

(The Researcher)

Page 6: 2010 - Researh Paper Ratih Wulandari (FKIP - Bhs. Inggris)

vi

DEDICATION

This research paper is wholly dedicated to:

My beloved parents,

My beloved big family, and

All of my friends.

Page 7: 2010 - Researh Paper Ratih Wulandari (FKIP - Bhs. Inggris)

vii

ACKNOWLEDGMENT

Assalamu’alaikum wr.wb

Alhamdulillahirobbil’alamin, praised to be Allah SWT, the owner of this

universe, the most merciful who gives a million blessings, miracles and uncountable

gifts to the researcher, so she can accomplish her research paper entitled “A

DESCRIPTIVE STUDY ON TEACHING WRITING OF ENGLISH

RECOUNT TEXT TO THE EIGHT YEAR STUDENTS OF SMP NEGERI 2

BAKI IN 2009/2010 ACADEMIC YEAR” as a partial fulfillment of the

requirements for getting bachelor degree of education in English department of

Muhammadiyah University of Surakarta.

Peace be upon Muhammad, the last massager of Allah, who will be hero for

all his followers in the life after. The researcher realizes that this research paper

would never been possible without other people’s help, so that the research would

like to thank to the people who have supported her personally over the years and

during the making of this research paper, they are:

1. Drs. Sofyan Anif, M.Si, as the Dean of the School of Teacher Training and

Education of Muhammadiyah University of Surakarta,

2. Titis Setyabudi, S.S, as the chief of English Department who has permitted her to

conduct this research paper,

Page 8: 2010 - Researh Paper Ratih Wulandari (FKIP - Bhs. Inggris)

viii

3. Drs. Djoko Srijono, M. Hum., as the first consultant who has given a valuable

guidance and suggestion during the completion of this research paper,

4. Anam Sutopo, S. Pd., M. Hum., as the second consultant for being best

consultant and giving the researcher suggestion, precious time in correcting this

research paper,

5. All of the lecturers of English Department, thank for precious knowledge given

to her,

6. Dra. Hj. Praptinah, as the headmaster of SMP Negeri 2 Baki who has permitted

her to conduct this research paper,

7. Hayati, S. Pd., as the English teacher of the 8th

year students of SMP Negeri 2

Baki who has helped her in collecting the data,

8. All of the students at the 8th

year students in SMP Negeri 2 Baki, thank for

helping her in collecting the data,

9. Her dearest father and mother, Bapak Suranto and Ibu Sri Suwarni “I learn

to be though and more patients from you”. Thank for every single thing you did.

Absolutely, I cannot do anything without love and prays.

10. Her special relationship, Adhi Gayuh Laksono, A. Md.. You are her only one.

Thank for your support and love to her to finished her paper and accompany her

wherever she goes,

11. Her best friends in English Department Henita, Vika, Yulia, Puspa, Desi,

Linda, Yunita, Angil, Fauzi, Zouvan. Thanks for your support. She will never

Page 9: 2010 - Researh Paper Ratih Wulandari (FKIP - Bhs. Inggris)

ix

forget when the course end, and Tri Wahyuningsih in Sukoharjo, thank for your

patient, who has borrowed your paper to me as the reference,

12. Her friends in her environment, Kiki, Indra, Adji, Maya. Keep fight and spirit

to our friendship, and

13. All of the people, who can not mention one by one, thank for everything.

Deep down on the researcher’s heart, she realizes that this research paper is so

far from being perfect. The researcher invites comments and suggestions from the

readers for the betterment of this research paper. Hopefully, this research paper will

be useful for those who are interested in investigating the materials.

Wassalamu’alaikum wr.wb.

Surakarta, June 2010

Ratih Wulandari

Page 10: 2010 - Researh Paper Ratih Wulandari (FKIP - Bhs. Inggris)

x

TABLE OF CONTENT

page

TITLE ………………………………………………………………………………i

APPROVAL ………………………………………………………………………..ii

ACCEPTANCE ………………………………………………………………...…..iii

TESTIMONIAL STATEMENT ……………………………………………………iv

MOTTO …………………………………………………………………………….v

DEDICATION ……………………………………………………………………..vi

ACKNOWLEDGMENT …………………………………………………………...vii

TABLE OF CONTENT ………………………………………………………...….x

SUMMARY …………………………..……………………………………………xiii

CHAPTER I: INTRODUCTION…………………………………………………...1

A. Background of the Study………………………………………...1

B. Problem of the Study…………………………………………….3

C. Objective of the Study …………………………………………..3

D. Limitation of the Study ………………………………………….4

E. Benefit of the Study ……………………………………………..4

F. Research Paper Organization ……………………………………5

CHAPTER II: REVIEW OF RELATED LITERATURE ………………………….6

A. Previous Study ………………………………………………….6

B. Notion of Teaching ……………………………………………..7

Page 11: 2010 - Researh Paper Ratih Wulandari (FKIP - Bhs. Inggris)

xi

C. Notion of Writing ……………………………………………… 8

1. Approach of Teaching Writing ………………………………9

2. Roles of Teacher in Teaching Writing ……………………….11

3. Writing as an Interactive Process …………………………….12

D. Notion of Recount Text ………………………………………….12

E. Techniques for Generating Ideas …………………………………14

F. Notion of Genre …………………………………………………..16

CHAPTER III: RESEARCH METHOD…………………………………………….19

A. Type of the Research …………………………………………...19

B. Subject of the Study …………………………………………….19

C. Object of the Study ……………………………………………..20

D. Data and Data Source…………………………………………...20

E. Method of Collecting Data ……………………………………..20

F. Technique for Analyzing Data ………………………………….21

CHAPTER IV: RESEARCH FINDING AND DISCUSSION ……………………..21

A. Research Finding ……………………………………………….22

1. Teaching Writing of English Recount Text

a. The Goal of Teaching Writing ……………………………22

b. Teaching Material ………………………………………...24

c. Teaching-learning Process ………………………….……24

d. The Means of Assessment/ Evaluation …………...............37

2. Problem Faced by the Teacher in Teaching Writing…………38

Page 12: 2010 - Researh Paper Ratih Wulandari (FKIP - Bhs. Inggris)

xii

3. Problem Faced by the Students in Learning Process ………...40

B. Discussion ……………………………………………………...42

CHAPTER V: CONCLUSION AND SUGGESTION ……………………………...48

A. Conclusion ……………………………………………………….48

B. Suggestion ………………………………………………………..49

BIBLIOGRAPHY …………………………………………………………………...50

APPENDIX…………………………………………………………………………..52

Page 13: 2010 - Researh Paper Ratih Wulandari (FKIP - Bhs. Inggris)

xiii

SUMMARY

Ratih Wulandari. A. 320 060 336, A DESCRIPTIVE STUDY ON TEACHING

WRITING OF ENGLISH RECOUNT TEXT TO THE EIGHT YEAR STUDENTS

OF SMP NEGERI 2 BAKI IN 2009/2010 ACADEMIC YEAR. Research Paper.

Muhammadiyah University of Surakarta. 2010.

This research aims at describing the teaching writing of English recount text

to the eight year students in SMP Negeri 2 Baki in 2009/ 2010 academic year,

describing the problems faced by the teacher in teaching writing, and classifying the

problems faced by the students in learning writing of English recount text.

The researcher uses descriptive qualitative method. The method of collecting

data is observation, interview, and document analysis. The data are the goal of

teaching writing, teaching materials, teaching learning process, the means of

assessment. The research was done on 1st up to 8

th March 2010. The collected data

are analyzed by using descriptive analysis.

The results of this research show that: (a) the goals of teaching writing in

SMP Negeri 2 Baki are to enable the students in understanding English as a means of

communication and to enable the students to practice in using English written form,

(b) the teacher does not only use the text book as the material but also use a

worksheet to make the students understand the materials more, (c) in conducting the

teaching learning-process of writing, the researcher conducts four steps, namely

building of knowledge, modeling of text, joint construction of text, and individual

construction of text, (d) the techniques implemented by the teacher in teaching

writing are clustering and WH-Questions, (e) the means of assessment in teaching

writing is from the writing product.

Consultant II Consultant I

Anam Sutopo, S. Pd., M. Hum. Drs. Djoko Srijono, M.Hum.

Dean,

Drs. Sofyan Anif, M. Si.

Page 14: 2010 - Researh Paper Ratih Wulandari (FKIP - Bhs. Inggris)

1

CHAPTER I

INTRODUCTION

A. Background of the Study

Language is a means of communication among individuals. It is a system of

sounds which is structured and is used to communicate people‟s feelings, intentions

and purpose. It is a special characteristic of human or it can also be regarded as one of

human character.

English is an international language. Nowadays, people‟s life get involved

with a lot of written English, like English notice in public places such as; No Parking,

No Smoking, Enter, In, Out, Sale, Discount, Music Language, and ATM (Automatic

Teller Machine). Therefore, the abilities to write and read are very important.

In global era, literacy in English has important role in education. For English

teacher, globalization has given the big challenge to teach their students to survive in

modern society life. Now, English education has adopted literacy approach, which

prepares their students to participate and create English texts. So, the teacher should

have the ability to teach their students with many facilities available in their schools.

Teaching writing is done by using different methods and techniques which

should be appropriate to the education level. The educational level can be divided

into Elementary School, Junior High School, Senior High School, and Collage. The

most important reason for teaching writing is that it is a basic skill, as important as

speaking, listening, and reading. In writing activity the students need not only the

Page 15: 2010 - Researh Paper Ratih Wulandari (FKIP - Bhs. Inggris)

2

correct application of linguistic aspects but also ability to organize ideas or thought

well, to construct the sentences, to use punctuation and spelling well.

Teaching English in Indonesia is focused on the ability of student‟s

communication. The communication can be in oral and written forms. Oral

communication is easier because it rarely uses standard grammar. People can imitate

speaking when they get interaction everyday in their life; it means that oral language

is mostly used in face to face situations. The examples of oral communication can be

found when we watch TV, listen to radio or talk to someone.

On the contrary, communication in writing should use standard grammar. We

can find examples of written language in public places such as, announcement, news,

pamphlet, and advertisement. In Indonesia the learners of English language should be

capable of developing the four language skills; listening, speaking, reading, and

writing. The learners should have abilities in reading and listening to support their

speaking and writing.

Teaching method and technique are needed in the teaching-learning process,

especially in teaching writing. Methods are treated at the level design in which the

roles of teachers, learners, and instructional materials are specified. The techniques

that can be done in teaching writing are; clustering, brainstorming, free writing, and

WH- Question.

In learning writing of recount text, the 8th

year students of SMP Negeri 2 Baki

often face the difficulties for example; the students write “I am studies last night”.

Page 16: 2010 - Researh Paper Ratih Wulandari (FKIP - Bhs. Inggris)

3

This sentence is wrong; it should be “I studied last night”. It seems that the first

problem faced by the students is on grammar of the sentence.

Based on the description above, the researcher is interested in conducting a

research entitled A DESCRIPTIVE STUDY ON TEACHING WRITING OF

ENGLISH RECOUNT TEXT TO THE EIGHT YEAR STUDENTS OF SMP

NEGERI 2 BAKI IN 2009/2010 ACADEMIC YEAR.

B. Problem Statement

Based on the background of the study above, the researcher formulates the

following problems:

1. What is the implementation of teaching writing of English recount text to the 8th

year students in SMP Negeri 2 Baki in 2009/2010 Academic Year?

2. What are the problems faced by the teacher in teaching writing of English recount

text to the 8th

year student in SMP Negeri 2 Baki in 2009/2010 Academic Year?

and

3. What are the problems faced by the students in learning writing of English

recount text to the 8th

year students in SMP Negeri 2 Baki in 2009/2010

Academic Year?

C. Objective of the Study

Based on the problem statements above, the objectives of the study are as

follows:

1. to describe the implementation of teaching writing of English recount text to

the 8th

year students in SMP Negeri 2 Baki,

Page 17: 2010 - Researh Paper Ratih Wulandari (FKIP - Bhs. Inggris)

4

2. to describe the kinds of problems faced by the teacher in teaching writing of

English recount text to the 8th

year students in SMP Negeri 2 Baki, and

3. to classify the problems faced by the students in learning writing of English

recount text by using the teachers‟ instruction.

D. Limitation of the Study

In this research, the researcher only focuses on teaching writing of recount

text to the 8th

year students of SMP Negeri 2 Baki especially in 2009/2010 Academic

Year.

E. Benefit of the Study

After completing the study, the researcher hopes this study may have the

following benefits:

1. Practically

a. for the researcher herself:

She can get larger knowledge about study of writing of English recount text in

teaching and learning process.

b. for the teacher:

The researcher hopes that this research may increase the teacher‟s ability in the

teaching learning process, especially in teaching writing.

c. for the students:

The students can improve their writing ability and to solve the problem in

learning English especially in learning writing of English recount text.

Page 18: 2010 - Researh Paper Ratih Wulandari (FKIP - Bhs. Inggris)

5

2. Theoretically

a. The result of the research paper can be useful input in English teaching-

learning process especially for teaching writing.

b. The result of this research can be used as a reference for those who want to

conduct a research in English teaching-learning process.

F. Research Paper Organization

Chapter I is introduction. This chapter involves background of the study,

problem statement, objective of the study, limitation of the study, benefit of the study,

research paper organization.

Chapter II is underlying theory. It delivers previous study, the notion of

writing, aspect of writing, the notion of teaching, the notion of recount text, technique

of generating idea.

Chapter III is research method that presents type of the study, subject of the

study, object of the study, data and data source, method of collecting data, technique

for analyzing data.

Chapter IV is research finding and discussion. This chapter discusses result of

research and discussion. The research finding is divided into teaching writing of

recount text, problem faced by the teacher and problem faced by the students.

Chapter V draws conclusion and suggestion.

Page 19: 2010 - Researh Paper Ratih Wulandari (FKIP - Bhs. Inggris)

6

CHAPTER II

REVIEW OF RELATED LITERATURE

A. Previous Study

In accomplishing her research, the researcher uses the previous research

dealing with the topic of her study as her guidance. There are two previous

researches. The first is conducted by Wulansari (UMS, 2007) entitled A Descriptive

Study on the Method of Teaching Writing Applied by the Teacher at SMA Negeri

Kebak Kramat in 2006/2007 Academic Year shows that the objectives of teaching

writing at SMA Negeri Kebak Kramat are to improve the writing competence of the

students, prepare the students to face the National Examination in Indonesia it is

called Ujian Akhir National (UAN) and prepare the students to continue their study to

university. The approaches adopted by the teacher at SMA Negeri Kebak Kramat are

process-based approach and product-based approach.

The second research is written by Wahyuni (UMS, 2008) entitled Teaching

Writing Based on School Level- Based Curriculum to the 1st Year Students in SMA

Negeri 1 Sukoharjo in 2997/2008 Academic Year. The result of her research is that

the goals of teaching writing in SMA Negeri 1 Sukoharjo are to enable the students in

understanding English as a means communication and to enable the students to

practice in using English in written form. The approaches adopted by the teacher are

product-based approach and process-based approach.

All the studies above have the similarities with the researcher‟s studies

because all the data are analyzed based on the teaching writing. The differences from

Page 20: 2010 - Researh Paper Ratih Wulandari (FKIP - Bhs. Inggris)

7

the studies above, the researcher presents her study focused on teaching writing of

recount text in 8th

year students of SMP Negeri 2 Baki and it is supported by the

research result of the previous studies.

B. Notion of Teaching

Teaching, according to Brown (1980: 7), is showing or helping some one

learn how to do something, giving instruction, guiding in the study of something,

providing with the knowledge, causing to know or understand. Furthermore, Quina

(1989: 5) reports a sample of list from teacher‟s responses in his university (Wayne

State University) about good teaching as follows:

1. Share experience between students and the teacher

Here, the teacher and the students discuss about something

and the teacher gives some example based on his/ her

experience for the students so it can help the students to

imagine what they will write.

2. Impart information and critical thinking skill to others

The teacher and the students give critic to each other so the

students and the teacher can know that they make some errors

and it helps to improve the student‟s skill.

3. Facilitate the learning process

The teacher and the school have to facilitate to the students

so it can help the students to improve their skill and the

students will get good mark.

4. Practice the art of analyzing content and distributing the

information to others

The teacher analyzes the student‟s product to measure

that the students have understood of the material or not.

5. Guide students to be critical thinkers and enabling them to

evaluate their world

The teacher gives motivation for the students that they are

clever students so it can motivate the students to more diligent

study and asked the students to not be afraid when share their

opinion for their friends or the teacher.

Page 21: 2010 - Researh Paper Ratih Wulandari (FKIP - Bhs. Inggris)

8

6. Convey their facts of information through machine or person

The teacher gives some information by bring the authentic

proof for example the teacher brings newspaper, radio, and

native speaker.

7. Show, share, and explore aspects of life

The teacher and the students discuss anything what they

have done in the past time and it can be done by telling in front

of the class so all of the students pay attention of it.

8. Motivate students to use their full potential

The teacher gives motivation that all of the students have

capable to do the assignment by self and explore their skill as

much as.

9. Help students to find knowledge within them selves

The teacher asks the students to get information as much as

by reading newspaper, listening radio, and browsing internet.

10. Perform art

The teacher asks the students to show their result in front of

the class to the teacher and the other students can correct if

there are errors together and to know what they students have

understood or not.

It can be concluded that there are interaction and communication between the

students and the teacher so it can help the students to improve their skill and get good

mark especially in learning writing and the students will feel more comfort with the

teacher if the teacher sees the students as his/ her friends not as a speaker and listener.

C. Notion of Writing

According to Nunan (2003: 88), writing is both physical and mental act. At

the most basic level it is a physical act of community words or an email message

typed into a computer. On the other hand, writing is the mental work of inventing

ideas. Thinking about how to express the idea and organizing the idea into statements

and paragraph are needed by the writer to make a good paragraph.

Page 22: 2010 - Researh Paper Ratih Wulandari (FKIP - Bhs. Inggris)

9

Nunan (2003: 88) defines writing as both a process and a product. The writer

images, organizes, drafts, edits, reads, and rereads. The process of writing is often

cyclical sometimes disorderly. Ultimately, what the learners see, whether it‟s an

instructor or wider audience is a product. It can be on essay, letter, story, or research

report.

According the explanation above, it can be concluded that writing is a process

of expressing ideas by producing a sequence of sentences arranged in particular order

and linked together in certain ways to convey meaning.

1. Approach of Teaching Writing

Fauziati (2005: 148-150) defines there are two approaches in teaching-

writing, namely: Product-based approach and Process-based approach.

a. Product-based Approach

In the product based approach, the main purpose of the learner‟s

writing activity is to catch the grammar, spelling, and

punctuation errors. In the advanced classes, the students are

given composition or other kind of the text to write based on

certain topics. Then the teacher takes the student‟s work grade

especially based on the grammatical errors. Finally the teacher

returns the students work with some comments and corrections.

The students will get a good score if the texts are free from errors

or have only just very few errors. That will be make the students

often avoid writing what they can control to avoid errors.

In product- based approach, writing quality is judge on the basis

of final products and grammatical and linguists accuracy.

Furthermore, due to this product focus, students pay little

attention to the whole process of writing. They know little about

how to generate ideas for writing. Consequently, they struggle

with the text organization, independent thinking, and generating

ideas.

Page 23: 2010 - Researh Paper Ratih Wulandari (FKIP - Bhs. Inggris)

10

The major concerns of product-based approach are form and

correctness. The teacher provides drill work on specific skills, makes

many of the major writing decisions for the students (topic, form,

lengthy, ect) and serves as the only audiences to judge. In the writing

class the students work alone on their writing assignment. They try

to get their writing right, because the paper turned in will be only

version. The teacher marks all the mechanical errors in circle of the

essay.

b. Process-based Approach

In the process-based approach, students are taught strategies that

should help them to finally reach a decent product. The process

approach encourages students to experiment with ideas through

writing to share the writing with their classmate and to get

opinion from several people to help them figure out what to say

it.

In teaching writing as a process, consequently, the students may

produce several drafts or version of their writing with the

emphasis on the process of writing and on getting feedback from

classmate. The new emphasis on the process, however, must be

seen in the perspective of a balance between product and process.

“The product is, after all, the ultimate goal; it is the reason that

we go through the process of prewriting, drafting, revising, and

editing” (Brown, 1994: 322) in Fauziati (2005: 150). Caudery

(1995) in Fauziati (2005: 150) argues that the process of writng

includes planning, drafting, and revising. Brown (1994) in

Fauziati (2005: 150) states that prewriting, drafting, revising, and

editing take place throughout the process of writing.

The major elements of the process approach are student‟s

awareness and teacher intervention. The process-based approach

concerns how writers generate ideas, record them and refine them in

order to form a text. Feed back is important in this approach. Diverse

Page 24: 2010 - Researh Paper Ratih Wulandari (FKIP - Bhs. Inggris)

11

types of feedback are recommended to help the students become

more active writers.

Based on the explanation above, it can be concluded that there are

communication and interaction between the students and the teacher in order to

get good result in writing class and the process of learning more effective.

2. Roles of Teacher in Teaching Writing

Fauziati (2005: 151) in classroom technique the teacher has roles in teaching

writing, as follows:

a. Instructional should be focused on the writing

process.

The teacher should prepare to intervene in the

students writing process with suggestion and

correction to help the students overcome difficulties

encountered in each of the stages.

b. Conferencing is an important part of the classroom

activity.

It occurs between teacher and students as well

as between students. Such an activity provides

students with immediate and meaningful response to

their writing.

c. A facilitator

The teacher no longer focuses just on error in

the product but is free to respond to number facets of

students writing.

Based on Patricia it can be concluded that the teacher as the central of role in

the classroom so the students have to pay attention what the teacher asks and tells for

them. The teacher should give the information and commend correctly and clearly.

Page 25: 2010 - Researh Paper Ratih Wulandari (FKIP - Bhs. Inggris)

12

3. Writing as an Interactive Process

According to Patricia (2003: 102), writing is an interactive process, involving

three basic components:

a. First, the writer brings to the process his or her own values,

relationships, experiences, prior knowledge, culture, culture dreams,

goals, and expectation. But, the writer must also consider one

additional category: the audience. Writers must anticipate the

possible reactions, backgrounds, of those who will be reading and

creating meaning out of what is being produced.

b. Second, the interactive process of writing includes other writers at

home, in school, (mainly the teacher and peers, some of whom will

probably be more advanced) and in the community and beyond.

Good writers often consult or conference with other writers to ask

for their reactions, comments, and suggestions.

c. Finally, the interactive process of writing includes other texts, written,

and oral-stories, drama, essays, novels, poems, formal speeches,

informal written communication, song lyrics, periodicals,

miscellaneous books, and so on that can serve both as sources of

information and as models.

.

The writing process itself involves; brainstorming for topics of interest and

discussing them with others, gathering information; allowing that information to

settle into some sort of overall plan (clustering and other graphic organizers might be

useful in planning), putting the words down on paper, and consulting with others

again.

D. Notion of Recount Text

Recount is a reconstruction of something happened in the past. It is unfolding

sequence of events over time and the purpose is to tell what happened. Recounts

begin by telling the reader who was involved, what happened where this event took

Page 26: 2010 - Researh Paper Ratih Wulandari (FKIP - Bhs. Inggris)

13

lace and when it happened. The sequence of event is then described in some sort of

order, for instance a time order (http://understandingtext. what-is-recount.html).

According to Siswanto (2005: 202) recount is a text that tells someone‟s past

experience in a chronological order. A recount is the unfolding of a sequence of

events overtimes. It is used to tell past events for the purpose of informing or

entertaining. Its focus is on a sequence of events.

The generic structure of a recount text consists of three parts; they are the

setting or orientation, series of event, and the conclusion. The setting or orientation is

the background information answering who, when, where, and why. It is also where

you give an outline of what you are writing about. Events are where you write about

the things that happened and are identified and described in chronological order. And

the conclusion expresses a personal opinion regarding the events described. In other

words this is where you bring your writing to close by saying how thing occurred,

what saying what you feel about the things that happened and mentioning something

which will or may happen later.

A recount has a title, which taken by the main idea of the text. Since recount

tells about past experience, it uses past tenses; as simple past, past perfect, past

continuous tense, and past perfect continuous tenses.

It can be concluded that recount text is text tells about the last experience for

someone and it has general structure to arrange into good text and can be understood

easily.

Page 27: 2010 - Researh Paper Ratih Wulandari (FKIP - Bhs. Inggris)

14

E. Techniques for Generating Ideas

Smalley (2001: 4-7) states that there are some techniques for

generating ideas:

1) Brainstorming

A brainstorm is a sudden insight or connection.

Brainstorming is a way to associate ideas and stimulate

thinking. To brainstorm, star with a word or phrase and let your

thoughts go in whatever direction they will. For a set period of

time, do not attempt to think logically but write a list of ideas

as quickly as possible, putting down whatever comes to mind

without looking back or organizing. After the set time is up,

look over what you have listed to see if any of the ideas are

related and can be grouped. If so, the groupings suggest a topic

or area of support.

It means that the students are given a topic by the

teacher. Then the students write down every single think that

exist or comes into their minds. They can write their ideas in

phrases or single words in complete sentence.

2) Free Writing

Free writing is writing without stopping. It means

writing whatever comes to your mind without worrying about

whether the ideas are good or the grammar is correct. It

purposes is to free up your mind to let it make association and

connection.

In free writing, the teacher asks the students to write

nonstop on a topic for a set time. Then they stop to read and

consider what they have written and then written nonstop again

for another set amount of time.

Page 28: 2010 - Researh Paper Ratih Wulandari (FKIP - Bhs. Inggris)

15

3) WH- Question

When newspaper reporters write articles, they try to

answer the following questions in the first sentence of the

report: who, what, when, where, why, and sometimes how.

You can use these same questions to generate materials for

your writing. Asking these questions allows you to see your

topic from different points of view and may help to clarify your

position on the topic. To use this technique, write out as many

WH- questions as you can. Then answer them as fully as you

can.

The teacher gives the students a set of questions to

guide their writing. By answering the question, the students can

stimulate their thinking, drawing on their experience, and

developing and shaping their ideas.

4) Clustering

Clustering is making a visual map of your ideas. It frees

you from following a strictly linear sequence; thus it may allow

you to think more creatively and make new association. To use

this technique, begin with your topic circled in the middle an

idea associated with the topic. Circle this idea and from it draw

lines and write ideas associated with it. Continue to map or

cluster until you can not think of any more ideas. When you

have finished, study your map to find new associations about

your topic and to see the relationship of ideas.

In clustering the teacher asks the students to write down

their idea (whatever comes to their mind). Then, they make

lists every word related to the idea. Then, they can develop

their writing based on their words list.

From the explanation above, it can be concluded that the teacher usually has

some methods in teaching-learning process, especially in teaching writing. The

Page 29: 2010 - Researh Paper Ratih Wulandari (FKIP - Bhs. Inggris)

16

method is theoretically related to an approach and is organizational determined by

design (fauziati, 2001: 5).

F. Notion of Genre

Based on Swales (1990: 58) in Fauziati (2009: 211) identified a genre as “a

class of communicative events, the members of which share come set of

communicative purposes”. His definition offers the basic idea that there are certain

conventions or rules which are generally associated with a writer‟s purpose. For

example, a personal letter tells about private stories and film reviews analyze movies

for potential viewers. Most genre use conventions related to communicative purposes;

a personal letter starts with a cordial question in a friendly mood because its purpose

is to maintain good relationships, and an argument essay emphasizes its thesis since it

aims at making an argument. They are the examples of written genres.

Meanwhile, according to Yusak (2004: 24), the types of genre involve spoof,

recount, report, analytical exposition, news items, anecdote, narrative, procedure,

descriptive, explanation, and discussion.

a. Spoof

The social function of spoof is to retell an event with a

humorous twist. The generic structures are orientation, events,

and twist.

b. Report

The social function of report is to describe the things are, with

reference to a range of natural, man made, and social

phenomena in our environment. The generic structure of is

general classification and description.

Page 30: 2010 - Researh Paper Ratih Wulandari (FKIP - Bhs. Inggris)

17

c. Recount

The social function of recount text is to retell events for the

purpose of informing or entertaining. The generic structures are

orientation, events, and reorientation.

d. News Items

The social function of news items is to inform reader, listener,

or viewer about events of the day which are considered

newsworthy or important. the generic structures are newsworthy

events, background events, and sources.

e. Anecdote

The social function of anecdote is to share with others an

account of an unusual or amusing incident. The generic

structures are abstract, orientation, crisis, incident, and coda.

f. Narrative

The social function of narrative is to amuse, entertain, and to

deal with actual or vicarious experience in different ways;

narratives deal with problematic events which lead to a crisis or

turning point of some kind, which in turn finds a resolution. The

generic structures are orientation, complication, and resolution.

g. Procedure

The social function of procedure text is to describe how

something is accomplished through a sequence or steps. The

generic structures are materials needed and the steps.

h. Explanation

The social function of explanation is to explain the processes

involved in the information or working of natural or social-

cultural phenomena. The generic structures are general

statement to position the reader and explanation.

i. Description

The social function of description text is to describe a particular

person, place, or things. The generic structures are identification

and description.

j. Discussion

The social function of discussion is to present (al least) two

points of view about an issue. The generic structures are issue

and argument for points and elaborations.

It means that genre is used to product the kinds of writing and the main idea

of uses genre are to associate with a writer‟s purpose on their writing and to share

come set of communicative purposes. The goal of using genre is to help the students

Page 31: 2010 - Researh Paper Ratih Wulandari (FKIP - Bhs. Inggris)

18

to do things with language independently through mastery of the text types based on

the genre that used. In process of learning is a social activity that means there are

collaboration between the teacher and the student and between the students and the

student in the group.

Page 32: 2010 - Researh Paper Ratih Wulandari (FKIP - Bhs. Inggris)

19

CHAPTER III

RESEARCH METHOD

Research method is an important part in a research. It is used for the

researcher to apply an appropriate method. It is needed in order to reduce the possible

mistake. In conducting a research, the researcher presents the points of research

method, namely, (a) Type of the Research, (b) Subject of the Study, (c) Object of the

Study, (d) Data and Data Source, (e) Methods of Collecting Data, (f) Technique for

Analyzing Data.

A. Type of the Research

In this research the reseacher uses qualitative research. Qualitative

research is a research which does not use statistic data, it is associated with

hypothesis generating and developing an understanding. Moleong (1995: 2) states

that qualitative research is a type of research which does not include any calculation

or numerating. In this research, the researcher conducts descriptive qualitative

research which describes teaching writing. So in this case the researcher describes

without giving any calculation or statistic procedure.

B. Subject of the Study

The subject of this research is the English teacher and the 8th

year students

in SMP Negeri 2 Baki.

Page 33: 2010 - Researh Paper Ratih Wulandari (FKIP - Bhs. Inggris)

20

C. Object of the Study

The object of the study is teaching methods used in teaching writing of

English recount text to the 8th

year students in SMP Negeri 2 Baki in 2009/2010

academic year. The content of the object of the study is the problem faced by the

teacher in teaching writing and the problem faced by the students in learning writing.

D. Data and Data Source

In this research, there are two sources of data: 1) Event, the English

writing teaching-learning process. 2) Informant, the English teacher of 8th

year

students at SMP Negeri 2 Baki. The data are document, writing material, and

syllabus.

E. Method of Collecting Data

The researcher uses some ways to collect the data as follows:

1. Observation

Observation is the way to observe something important in order to get

the understanding about objects that observed.

2. Interview

Interview is a verbal communication to collect the data through face to

face relationship between interviewer and interviewee.

3. Document Analysis

It means that the researcher analyzes the related document with method

used in teaching writing. It consists of reports, syllabus, and learning

materials.

Page 34: 2010 - Researh Paper Ratih Wulandari (FKIP - Bhs. Inggris)

21

F. Technique for Analyzing Data

Technique for analyzing data of this research is descriptive qualitative

research. To know the process of teaching writing the researcher applies the

following steps:

a. Collecting the data taken from observation and interview

Here the researcher uses some techniques to collect the data that

consists of: (1) the goal of teaching writing, (2) teaching materials, and (3)

teaching-learning process, and (4) the means of assessment.

b. Classifying the data of the observation and interview.

The researcher wants to classify the result of data based on observation

and interview.

c. Analyzing the data from the result of observation and interview.

The researcher wants to describe the result of doing observation and

interview.

d. Drawing conclusion and giving suggestion.

The researcher draws the conclusion based on the result and giving

suggestion for the teacher to increase to student‟s knowledge in teaching

writing.

Page 35: 2010 - Researh Paper Ratih Wulandari (FKIP - Bhs. Inggris)

22

CHAPTER IV

RESEARCH FINDING AND DISCUSSION

In this chapter, the researcher presents the data which have been collected

from the observation, interview, and document analysis. The data are the teaching

writing English of recount text, problem faced the teacher, and the students in

teaching learning process of recount text. In the implementation teaching writing of

English recount text, the researcher presents and discusses the goal of teaching

writing, teaching materials, the teaching learning process, and the means of

assessment.

A. Research Finding

In the research finding, there are data found in the field necessary to be

presented. The data are the goal of teaching writing, teaching materials, the

teaching learning process, and the means of assessment.

1. Goal of Teaching Writing

From the interview and observation in the classroom at the eight year

students in SMP Negeri 2 Baki, the goal of the language teaching is to

develop the communicative competence of the students. Specifically, the goal

of the language teaching is to master the four skills, namely speaking,

listening, reading, and writing. Here, the researcher just focuses on writing

skill.

Page 36: 2010 - Researh Paper Ratih Wulandari (FKIP - Bhs. Inggris)

23

Based on the syllabus, the standard of competence, the general

objective of the language teaching writing at the Junior high School is to

express the meaning of functional written text and simple short essay on

recount and narrative form to make interaction in environment. The specific

objective of the language teaching learning process at SMP Negeri 2 Baki is

to make the students active in the language class both in oral/spoken and

written.

The goals of teaching writing at SMP Negeri 2 Baki are to enable the

students in understanding English as a means of communication and to enable

the students to practice English in written form. It is hoped that the students

would produce a good essay. Besides, the students would have a good Basic

English before the continued their study in class nine.

2. Teaching Material

The syllabus for the eight year students at SMP Negeri 2 Baki is based

on School Level-based Curriculum. The syllabus is just a guideline so the

teacher must develop it by themselves.

Material has very important role in the teaching-learning process. The

material should be appropriate to the syllabus. It must be able to develop the

students‟ competence and knowledge. The role of material reflects the

decision concerning to the primary goal of the material. It can facilitate the

ability to express the ideas, feeling, and opinion.

Page 37: 2010 - Researh Paper Ratih Wulandari (FKIP - Bhs. Inggris)

24

The materials of English Subject are listed in the syllabus but the

sometimes the teacher teaches her students based on the topic and sub-topic in

the main textbook. The textbook is an English textbook for Junior High

School entitled “Lets Talk” published by Balai Pustaka. This book focuses on

improving the student‟s English language skills and using these skills as a

medium to broaden their knowledge. There are four basic language skills

covered in this book. They are listening, writing, reading, and speaking. This

book also provides example, exercises, and passage which are relevant to the

student‟s real life. In the textbook, the students are given material such as

writing, speaking, reading, and listening.

Beside that book, the students are given a work sheet entitled “English

for Elementary School” published by CV. Cahaya Alam. This booksheet

provides the summary of materials, examples, exercises, daily test, and

semester/UAS (Ujian Akhir Sekolah or School Examination) exercises.

In the worksheet, the writing materials are such as write small recount

text and narrative text. The students also should have to bring a dictionary in

every meeting. This is meant to make the process of teaching and learning run

well.

3. Teaching-learning Process

In writing class, the teacher should use the time approximately to meet

the purposes of the lesson. The time duration is 80 minutes. The school has

4X40 minutes per week scheduled in English subject.

Page 38: 2010 - Researh Paper Ratih Wulandari (FKIP - Bhs. Inggris)

25

Observation is suggested as way of gathering information about

teaching writing. This observation was done four times. In this section, the

researcher describes some activities that had been done by the teacher and the

students during observation. The description of each observation will be

explained as follows:

1. First observation, Monday 1st March 2010

a. Opening the class

The teacher used opening session to focus the student‟s attention

on the learning aims of the lesson. The opening took 5 minutes. The

teacher came to the class and let the students to pray together. Then she

greeted and asked the students about their attendance list, asked the

students to prepare the book, and dictionary. Before, the lesson was

started, the teacher introduced the observer. The teaching learning

process was held in the language laboratory. This purpose is to control

the laboratory situation.

b. BKOF (Building Knowledge of Field)

To begin the lesson, teacher asked to the students about recount.

“What do you know about recount? teacher asked. Students answered “it

is a kind of genre.” “Yes, it is right or it can be called as type of text”

teacher said. “Then, can you mention the kinds of genre? the teacher

said. Students answered,” narrative, descriptive, recount, explanation

Page 39: 2010 - Researh Paper Ratih Wulandari (FKIP - Bhs. Inggris)

26

and report”. The teacher added the other genres namely anecdote,

exposition, news items, procedure, and review.

c. MOT (Modeling of Text)

Teacher gave a short story text entitled ”Having Sickness” to the

students. After all of the students have received the text, the teacher

began to read the text by himself and instructed her students to listen and

read their own text carefully. After the teacher finished reading the text,

she asked one of the students to read the text. A student read the text and

the other students listened.

d. JCOT (Joint Construction of Text)

After a student finished reading the text that was instructed by

the teacher, the teacher wrote the difficult words on the white board in

front of the class. The difficult words are stomachache, drug store,

injection, prescription, headache, and called. After she finished writing

the words, she gave an opportunity to the students to look for those

words meaning using their own dictionary. This makes not all the

students look for the word‟s meaning. Several times later, the teacher

asked them “Have you finished? The students answered “Yes”. Then,

they discussed together the word‟s meaning by giving opportunity for

students to answer it. If the student‟s answer is not correct, the teacher is

corrected by giving the right meaning. For example the teacher corrects

the meaning of the word “went” it means go or pergi (Indonesian).

Page 40: 2010 - Researh Paper Ratih Wulandari (FKIP - Bhs. Inggris)

27

Almost of the students participate actively in doing the exercise. After

discussing the word‟s meaning, the teacher said “OK”. After the

students explained the difficult words, she asked the students to answer

the questions using complete answer with their group. 8 minutes later

the students had completed the answer and then the teacher asked

students to write on white board and then discuss and correct the

answers of those questions. Hare the researcher only takes an example of

question below:

1. Did you ever get sickness?

2. Did you go to the doctor?

3. What time did you go to the doctor’s house?

4. Who did accompany you?

5. What did you feel the next morning?

e. ICOT (Individual Construction of Text)

After the students and teachers discussed and corrected the

answer, the teacher asked students to make a new text based on their

experience in the past with theme “Getting Sickness”. This individual

assignment is taken home so the students had more chance to arrange

the sentences into good text and develop their skill of writing.

f. Closing the class:

In the last step, the teacher gave comment, such as thankfulness

to the student‟s attention, gave some advices and information about what

Page 41: 2010 - Researh Paper Ratih Wulandari (FKIP - Bhs. Inggris)

28

they will learn tomorrow. The, teacher closed the class by wishing

“Thank you for your attention and see you”.

2. Second observation, Wednesday 3rd

March 2010

a. Opening the class

The teacher used opening session to focus the student‟s attention

on the learning aims of the lesson. The opening took 5 minutes. The

teacher came to the class and let the students to pray together. Then she

greeted and asked the students about their attendance list, asked the

students to prepare the book, dictionary. Before, the lesson was started,

the teacher introduced the observer. The teaching learning process was

held in the language laboratory. This purpose is to control the laboratory

situation.

b. BKOF (Building Knowledge of Text)

Today the teacher asked the students to collect the home

works. And then the teacher asked the students to open the work sheet

and then she explained the past tense. 5 minutes later, the teacher gave

chance to the students to ask if they found difficulties. No one of them

asked her because the teacher‟s explanation was clear enough and the

students could open the dictionary if they had difficult word.

c. MOT (Modeling of Text)

Here, the teacher explains about the use of grammar especially

in past tense. The teacher gives some examples based on the textbook

Page 42: 2010 - Researh Paper Ratih Wulandari (FKIP - Bhs. Inggris)

29

and the teacher gives other example of sentences too. The students pay

attention for the teacher‟s explanation and they are active on discussing

that materials

d. JCOT (Joint Construction of Text)

The teacher asked the students to work in pairs. She asked

them to write a paragraph using past tense and the topic is free. Here, the

students discussed about that assignment with his/ her partner. They

should cooperate in making a text. But in fact, there were students who

ignored it. They did some activities which made the others disturbed, for

example making noisy and gossiping. After the students did that

assignment, she asked three of students to write their text on the white

board. After they wrote their work, the teacher and the students

discussed and corrected their text. Here, the example of the sentences:

1. I went to Jogja last Sunday with my family.

2. Father bought new bicycle for me.

3. My brother cut his hair last week.

4. The students got good mark

5. The teacher gave homework for the students

e. ICOT (Individual Construction of Text)

Here, the teacher asked the students to back their chairs and

asked them to open the work sheet and then asked them to answer the

questions using past tense based on their experience. The questions were

Page 43: 2010 - Researh Paper Ratih Wulandari (FKIP - Bhs. Inggris)

30

ready on the worksheet. Because the time was over, she told them to

continue their work at home and arrange that questions into a good text.

f. Closing the class:

In the last step, the teacher gave comment, such as

thankfulness to the student‟s attention, gave some advices and information

about what they will learn tomorrow. Teacher also remembered them to

submit their assignment in next meeting. Then, teacher closed the class by

wishing “Thank you for your attention and see you.

3. Third Meeting, Saturday 6 March 2010

a. Opening the class:

The teacher used opening session to focus the student‟s

attention on the learning aims of the lesson. The opening took 5 minutes.

The teacher came to the class and let the students to pray together. Then

he greeted and asked the students about their attendance list, asked the

students to prepare the book, and dictionary.

b. BKOF (Building Knowledge of Text)

Today, the teacher asked the students to collect the homework

first. The teacher reviewed the generic structure of recount text by

pointing the students. The teacher explained that the generic structure of

recount text that consists of title, orientation, series of events, and

reorientation. In fact, the students still remembered the generic structure,

it means that they memorize and understand it well. Teacher asked the

Page 44: 2010 - Researh Paper Ratih Wulandari (FKIP - Bhs. Inggris)

31

students to make group. Each group should consist of three students.

Teacher asked each group to make a paragraph. Then, the teacher gave

them recount text entitled” The Holliday that Make Me Happy”.

c. MOT (Modeling of Text)

After all of group received the text, the teacher read the text

firstly and she asked the students to listen carefully. After she finished

reading the text, she asked one representative of the student‟s groups to

read the text, while the other group listened carefully. This activity was

take place for 10 minutes.

d. JCOT (Joint Construction of Text)

Teacher asked each group to discuss and determine the generic

structure of recount text have been given by the teacher. When the

students do their assignment, the teacher controlled their student‟s group

activities by exchanging them. She also helped the students, if they got

difficulties in understanding anything related to the material. After the

students finished their discussion, the teacher asked them present their

result in front of the class. The representative of each group read only

one paragraph, and they also determined the part of the story of the

paragraph he read. There were five paragraphs that should be

determined the generic structure of the story. When all of the

representatives finished reading and determining the part of story,

teacher tried to make them understand about the content of the story by

Page 45: 2010 - Researh Paper Ratih Wulandari (FKIP - Bhs. Inggris)

32

translating the language and storytelling well. In listening the story was

told by teacher, students looked interested and enthusiastic. Here, the

example of the text:

A Holliday That Make Me Happy

1. We were very happy in that holiday

2. On Thursday, we visited the temples in Prambanan.

There were three big temples, the Brahmana, the Syiwa,

and the Wisnu temples. They were really amazing. We

visited only Brahma and Syiwa temples, because Wisnu

temple was renovated. I was very happy looked this

temples.

3. On Wednesday, we went to Yogyakarta. We stayed at

Dirgahayu Hotel which was not far from Malioboro.

4. In the Second semester holiday, at VIII class, my friends

and I spent to Yogyakarta and Magelang for three days,

from Wednesday to Friday.

5. On Friday morning, we went to Jogja Kraton. We spent

about two hours there. We were lucky because we were

led by a smart and friendly guide. Then we continued

our journey to Borobudur. In the evening we left for

Tegal by wisata bus.

e. ICOT (Individual Construction of Text)

After students group discussed and determined the generic

structure of recount text that has been given by the teacher step, the

teacher asked students to work individually. She asked students to write

the sentences as the result of group‟s discussion from the assignment

before into a recount text in their own notebook. The teacher‟s

guidelines were given before they began do this assignment as follows:

1) write the story into a good recount text; 2) identify the generic

Page 46: 2010 - Researh Paper Ratih Wulandari (FKIP - Bhs. Inggris)

33

structure. Students finished their assignment individually and silently in

their own chairs.

f. Closing the class:

In the last step, teacher gave comment, such as thankfulness to

the student‟s attention, gave some advices and information about what

they will learn tomorrow. The, teacher closed the class by wishing

“Thank you for your attention and see you”.

4. Fourth Observation, Monday 8th

March 2010

a. Opening the class

The teacher used opening session to focus the student‟s

attention on the learning aims of the lesson. The opening took 5 minutes.

The teacher came to the class and let the students to pray together. Then

she greeted and asked the students about their attendance lists, asked the

students to prepare the book, dictionary, textbook, and worksheet.

b. BKOF (Building Knowledge of Text)

That day the teacher memorized the generic structure of

recount text and to make sure that all of the students understood of the

generic structure of recount text and the students still remembered it.

The teacher gave some examples of theme in recount text, such as

holliday, birthday party, camping, and funny experience.

Page 47: 2010 - Researh Paper Ratih Wulandari (FKIP - Bhs. Inggris)

34

c. MOT (Modeling of Text)

The teacher gave recount text to the students entitled “My

Birthday Party”. After all of students have received the text, the

teacher began to read the text and asked the students to listen carefully.

She told story well, she made the students are enthusiastic to join the

class. After she read the text, she asked students to read together the

vocabulary related to the text that is available under of the text. The

teacher read vocabulary firstly and students repeated after her. The

vocabulary are presents, candle, made a wind, cut, and sang. After

students read and understand the vocabulary used in the text, the

teacher asked them “Do you understand the content of that story?”.

Students answered “Not Yet” for thus reason they discussed together

the content of the story by translating the language and the teacher told

the story well. Finally they understand the content of story.

d. JCOT (Joint Construction of Text)

To measure the student‟s understanding of the content of the

story, the teacher gave an opportunity to student to answer the

questions that are available on the text. Before they began to answer

the question, the teacher gave guidelines namely he said “You have

read the passage. Now, write full answers to these questions. Try to

answer them in your own words. Be careful of changes in tenses”.

Then, the students did their assignment silently while the teacher

Page 48: 2010 - Researh Paper Ratih Wulandari (FKIP - Bhs. Inggris)

35

controlled their activities in front of class. Sometimes he came to his

students to help and to manage them.

After they finished their assignment, the teacher asked them to

discuss the student‟s answer together. She gave an opportunity to

students to answer the question by showing them. There are ten

questions that must be answered by them and they could answer

almost of the questions correctly. If there is a wrong answer or

students can not answer the question, the teacher corrected the

question and helped them if they got difficulties in the teaching

process. Here the example of those questions:

1. Did you ever celebrate birthday party?

2. When did you celebrate birthday party?

3. Where did you do?

4. How many persons that you invite?

5. Who were they?

6. What did your friends bring to you?

7. Did your friends sing birthday song?

8. What did you do after your friends sang?

9. Did you give a slice of cake for your parents?

10. Did your friends enjoy your party?

11. What did you feel when celebrated birthday party?

12. Would you forget that party?

Page 49: 2010 - Researh Paper Ratih Wulandari (FKIP - Bhs. Inggris)

36

e. ICOT (Individual Construction of Text)

In this step, teacher gave other assignment to the student. She asked

them to write a composition based on the available pictures on the text.

There are six pictures that can lead them to write a composition. Before

students began to do it, the teacher explained about what they have to do.

She said “Look carefully at the six pictures. Now, answer the questions by

using long answer. Sometimes there can be more than one answer to a

question. In this case, give as many answer as possible”. After they

comprehended the teacher explanation or guidelines about what they have

to do, she asked students to answer the questions based on their

imagination.

In the next session, after they finished answering the questions, the

teacher gave previous assignment namely she asked student to write a

short composition. Before students begin to do it, the teacher gave some

guidelines for them. The guidelines given are such as: 1) Connect all your

sentences smoothly into one paragraph, 2) Then, divide your material into

three paragraphs. Remember to begin a new paragraph for each new event

or step in the story, 3) Write your composition by using past tense, 4) keep

the length of your composition within 80 words. The teacher provided

some vocabulary that can help them to find the correct words that can be

used to write a composition. After the teacher finished explaining the

guidelines, students do their assignment immediately while teacher

Page 50: 2010 - Researh Paper Ratih Wulandari (FKIP - Bhs. Inggris)

37

controlled their activities. Several minutes‟ later the students have finished

doing their assignment; teacher asked them to submit their assignment in

front of the class.

f. Closing the class:

In the last step, teacher gave comment, such as thankfulness to

the student‟s attention, gave some advices and information about what

they will learn tomorrow. Then, teacher closed the class by wishing

„Thank you for you attention and see you”.

4. Means of Assessment/ Evaluation

Evaluation is very important. It is the way to know how far the

students understand the material. It is necessary for the teacher to evaluate and

measure the effectiveness of the teaching process. In writing evaluation, the

teacher measures and evaluates the students‟ achievement from their writing

product. Their writing products are taken from several assignments. They are

responsible in team working and writing assignment for individual.

The way to give score at responsibility in teamwork can be taken from

the result of the product. Responsibility in teamwork is a group work for other

students to create a product. So, compactness and creativity are a sign post to

evaluate the student‟s achievement. The teacher does not ignore the score

which is from their result of writing product.

In teaching writing itself, the teacher evaluates the product of the

students in writing skill from the content of paragraph (whether or not the

Page 51: 2010 - Researh Paper Ratih Wulandari (FKIP - Bhs. Inggris)

38

content of paragraph is appropriate to the topic or the title), grammar (the

arrangement of the sentences is appropriate to grammar or not?), and

connector (it is right or wrong in using connector in writing?).

5. Problem Faced by the Teacher in Teaching Writing of Recount Text.

There are some problems faced by the teacher in teaching and learning

process. It also occurs in teaching writing in this school. The following are

some problems faced by the teacher in teaching writing of recount text.

a. Limited Time

The English schedule in senior high school is 3 X 40 minutes in

a week. This time is used to teach all language skills, namely, writing,

reading, listening, and speaking. So, the time is not enough for all the

language skills. Moreover, the numbers of the students make the teacher

more difficult to manage the time. For example, when the teacher asked

the students to present their work in front of the class, not all students

could present their work because of limited time. Beside that, based on the

interview with the teacher, the school condition also influences a lack of

time. For example, at lesson time, students are forced to go home because

there is a family from teacher or workers which pass away, holding a

meeting, and disaster.

b. Different Capability of the Students

Each student has different capability in receiving the materials.

Some of them could learn the material fast and others learned it slowly.

Page 52: 2010 - Researh Paper Ratih Wulandari (FKIP - Bhs. Inggris)

39

This situation will make the teaching learning process does not run well.

For example, when the teacher explained the material to the students,

some of the slow learners did not understand what the material she has

explained. While the general or fast learners understood it well. If the slow

learners do not ask the teacher about their difficulties, the teacher will not

know that they still do not understand. Consequently, the slow learners

should be given much attention rather than the general students. The

teacher should recognize the capability of her students well.

c. Classroom Management

Every classroom consists of more than 35 students. The numbers

of students are too crowded. It makes the teacher get difficulties to

manage the class. For example, the teacher gave the students an exercise.

He used group work activity. He got difficulties to control all students‟

activities. Some students participated actively and the others did not. They

were noisy such as chatting and gossiping so they disturbed their friends.

d. Interest of the Students

Some of the students are not interested in studying recount text,

based on their opinion, study of recount text need a lot of energy; they

have to concentrate of using correct grammar to arrange good sentences

and easy to understand the meaning of the passage for the readers and

choose the correct diction of words that they will use. The students have to

have high concentration for arranging the sentences on their writing.

Page 53: 2010 - Researh Paper Ratih Wulandari (FKIP - Bhs. Inggris)

40

6. Problem Faced by the Students in Learning Process

There are some difficulties faced by the students in learning writing

recount text process:

a. Using Grammar

Recount text is the text that tells about the past experience. To

write English recount text we have to use the past tense. There are some

kinds of past tense such as simple past tense, past perfect tense, past

future tense, and past continuous tense. This sentence is using the V2.

Some of the students are confused to change V1 becomes V2 and

choose the regular verb or irregular verb. Another case, the students get

the problem in using personal pronoun as the subject or as the object,

some of them use personal pronoun as object for personal pronoun as

personal subject. The students were still confused in making the

agreement between subject and verb. It could be because in Indonesian

language there is no agreement between subject and verb.

The students were still confused in differentiating whether to

use the definite or indefinite articles. It could be because in Indonesian

language grammar there is no definite article. The students are still

confused in deciding which preposition should be used, to use in, on, or

at. The students over generalized the pluralization of nouns. They just

added the-s/-es without considering that there are some irregular forms

of nouns pluralization. The students are still confused in deciding which

Page 54: 2010 - Researh Paper Ratih Wulandari (FKIP - Bhs. Inggris)

41

pronoun should be used to substitute nouns, whether it is personal,

relative, possessive, or demonstrative pronouns.

b. Limited Time

The time of teaching writing in junior high school is 3 x 40

minutes a week. It is not maximal because this time is used to study

another subject kills for example, reading, speaking, and listening. In

one session the students have to do the assignment given by the teacher.

When the students are still confused to arrange the sentences of recount

text, the time is over. It is not maximal because the students do not know

whether their sentences are correct or incorrect because the teacher does

not have time to discuss the student‟s sentences together.

c. The Class Situation

The situation of the class is an important aspect for teaching

English process. If the situation is crowded it will make the students

difficult to pay attention for the teacher‟s explanation, the students will

pay attention to the situation out of the class. So, the crowded situation

out the class will make the understanding of students need a long time

for learning recount text. Because learning recount text need serious

attention.

Page 55: 2010 - Researh Paper Ratih Wulandari (FKIP - Bhs. Inggris)

42

d. Choose the Theme

Some of students get confusions in choosing the theme for

their writing. They always choose same theme with their friends. For

examples, most of them, when write recount text, choose theme about

holliday, some of them seldom choose the theme about funny

experience, their last birthday party, and their last school.

e. Generic Structure of Recount Text

Here, some of the students are confused to different between

orientation and series of event. Based on their opinion, sentences of

orientation near similar with series of events. Sometime, they write

some of series of events in orientation. The students are also confused to

write how many events that they will write.

B. Discussion of the Finding

Based on the research finding above, the researcher discuses the

general objective of teaching-learning process is to develop the

communicative competence of students in written and in spoken form. The

objective of teaching writing at SMP Negeri 2 Baki are enable the students in

understanding English as means of communication and enable the students in

being active of practicing English in written form.

The techniques which are used by the teacher are clustering and W-H

questions. By using those techniques, it can open the students‟ imagination to

master language more. Besides, the students are easier to produce the writing

Page 56: 2010 - Researh Paper Ratih Wulandari (FKIP - Bhs. Inggris)

43

product. Those techniques can also stimulate the student‟s creativity in making

a writing product. Beside that, the students have to be competent in English

writing and master English in written form. It is used to prepare the students to

face the Final Examination.

The teacher uses some books as the materials sources, entitled “Lets

Talk” and “English for Elementary School”. The materials of the book support

the students to improve their abilities in English. That book consists of materials

and exercises so it can make the students understand the materials more. Beside

that, the students are also given worksheet and they have to bring a dictionary to

make the teaching- learning process run well.

Based on the observation, the teacher uses six steps of teaching

learning process of writing. They are opening the class, building knowledge of

field, modeling of text, joint construction of text, and individual construction of

text and closing the class.

The researcher concludes that teaching learning process of writing can

create the interaction between the teacher and the students. The teacher

instruction is not monotonous because the teacher‟s instruction is variation for

example, in producing writing product; the teacher asks the students work

individually and group work. By using those, the students do not feel bored and

surfeited. They are more enjoyable in receiving the materials.

Here, the students are easier to understand and master the writing

materials which are given by the teacher because in teaching learning process of

Page 57: 2010 - Researh Paper Ratih Wulandari (FKIP - Bhs. Inggris)

44

writing, the teacher does not only explain the materials but also the teacher

gives the example to make the students more understand.

Based on interview, the teacher evaluates and measures the students‟

proficiency in understanding the writing materials by the product of writing.

The product of writing can be taken from group work, individual work, and

writing assignment. Here, the teacher can asses the students‟ writing product

involving the content of the product, grammar, punctuation, and connector in

writing product in which they are competent or not in producing a product.

The teacher has some problems in teaching learning. The problems

faced by the teacher are classroom management, limited time, different

capability of the students, and interest of the students.

In classroom management, the teacher uses group activity so that the

teacher gets difficulties to control the class. In this case, the teacher is less to

control the class so the students are lack to concentrate the teacher‟s

explanation. It is caused by the students which do not have respect to the

teacher. Beside that, there are some students which underestimate the lesson.

The second problem is limited time. It means that the teacher is lack of

time to implement the techniques, process in learning, especially writing

because the time duration of teaching writing is not enough to every student in

presenting the writing product. To anticipate a lack of time because of the

Page 58: 2010 - Researh Paper Ratih Wulandari (FKIP - Bhs. Inggris)

45

condition of school, it can be giving additional time or extra time to substitute

the time which is expelled.

The third is different capability. It means that every student has

different capability in receiving the materials. Here, the teacher can do the

grouping of the students. It means that the teacher joins the students between

the students which have less capability in mastering the lesson in responsibility

in group work.

The last is interest of the students. It means that every student has

different interest to study recount text. Some of them dislike studying recount

text because it needs much energy and concentration when using the past tense

to make good paragraph.

The students have some problems in learning recount text. In using

grammar, the students work in group so that the students who do not understand

of using grammar can get information from their friends by sharing when the

assignments are done. It is more effective because the teacher has not need a lot

of time to explain the use of grammar especially V2.

The second problem is limited time. It means that when the students

has still confused on doing the assignment from the teacher the time is over so

the students do not know what his/her result is correct or incorrect because the

teacher has not time to discuss together.

Page 59: 2010 - Researh Paper Ratih Wulandari (FKIP - Bhs. Inggris)

46

The third problem is the class situation. It means that sometimes the

situation is crowded. It breaks the student‟s attention. When the situation is

crowded it needs long time for the teacher to explain the material more detail.

The fourth is choosing the theme. It means that some of the students

are difficult to choose the theme for their writing product. Some of them do not

want to have same theme from their friends but their difficulties to determine

the theme that is appropriate with their mind.

The last is generic structure. It means that the students have difficulties

to definite between orientation and series of events. Sometimes they think that

between orientation and series of events are similar and they are confused how

many series of events that they will write.

.

Page 60: 2010 - Researh Paper Ratih Wulandari (FKIP - Bhs. Inggris)

47

CHAPTER V

CONCLUSION AND SUGGESTION

This chapter presents the conclusion of the study and suggestion for

developing teaching-learning process to the eight year students in SMP Negeri 2

Baki.

A. Conclusion

From the result of the research, the researcher concludes that:

1. The implementations of teaching writing of recount text are:

a. The techniques implemented by the teacher in teaching writing are

clustering and WH Questions. Beside that, the students have to be

competent in English writing and master English in written form.

b. The goals of teaching writing in SMP Negeri 2 Baki are to enable the

students in understanding English as a means of communication and to

enable the students to practice in using English written form.

c. The teacher does not only use the text book as the material but also use

a worksheet to make the students understand the materials more.

d. In conducting the teaching learning-process of writing, the researcher

conducts six steps, namely opening the class, building of knowledge,

modeling of text, joint construction of text, and individual construction

of text and closing the class.

Page 61: 2010 - Researh Paper Ratih Wulandari (FKIP - Bhs. Inggris)

48

e. The means of assessment in teaching writing is from the writing

product. The teacher evaluates the content of paragraph, grammar,

punctuation, and connector.

2. The problems faced by the teacher in teaching writing are classroom

management, limited time, different capability of students, and the student‟s

interest.

3. The problems faced by the students are limited time, grammar, the class

situation, and generic structure.

B. Suggestion

In order to make the teaching-learning process run effectively, the

researcher likes to propose suggestion to the teacher, the students, school, and the

other researcher.

1. To the teacher and school

a. The teacher should motivate the students to be more active in using

English written form.

b. The teacher may use the various techniques not only clustering and WH

Questions but also the teacher may use the other techniques to combine

teaching writing method to make the students will not get bored.

c. The school should facilitate with adequate material, media, and sources of

learning. For example, in the library, the school should add the English

material such as magazine, newspaper, books in English written form.

Page 62: 2010 - Researh Paper Ratih Wulandari (FKIP - Bhs. Inggris)

49

2. To the students

a. Each student should practice using English in written form.

b. The students should be more creative in producing English written product.

c. The students should study more about the grammar and enrich the

vocabulary to increase their knowledge.

3. To the other researcher

It is expected that the other researcher can develop this research

based on their own views. In other words, they can use it as the reference to

get some information and find the books which are related to their research

paper.

Page 63: 2010 - Researh Paper Ratih Wulandari (FKIP - Bhs. Inggris)

50

BIBLIOGRAPHY

Brown, H. Douglas. 1980. Principles of Language Learning and Teaching. New

Jersey: Prentice Hall Inc.

Fauziati, Endang. 2005. Teaching of English as a Foreign Language (TEFL).

Surakarta: Muhammadiyah University Press.

Fauziati, Endang. 2009. Introduction to Methods and Approaches in Second or

Foreign Language Teaching. Surakarta: Muhammadiyah University Press.

Siswanto, Joko. 2005. Lets Talk VII. Bandung: Pakar Raya.

Margono. 2004. Metodologi Penelitian Pendidikan. Jakarta: Rineka Cipta.

Nunan, David. 2003. Practical English Language Teaching. New York Mc Grow

Hill Contemporary.

Patricia, A. Richard. 2003. Making It Happen. America: Longman.

Quina, James. 1989. Effective Secondary Teaching: Going Beyond the Bellcurve.

New York: Harper Ron.

Richard, Jack. 1985. The Context of Language Teaching. Cambridge: Cambridge

University Press.

Smalley, Regina. 2001. Refining Composition Skills Rhetoric and Grammar. Boston:

Heinle&Heinle.

Sundayana, Wahyu, dkk. 2006. English in Context; Developing Competencies in

English. Bandung: Grafindo Media Pratama.

Wulansari. 2007. A Describtive Study on the Method of Teaching Writing Applied by

the Teacher at SMA Negeri Kebak Kramat in 2006/2007 Academic Year.

Surakarta: Muhammadiyah University of Surakarta.

Wahyuningsih, Tri. 2005. Teaching Writing Based on School Level-Based

Curriculum to the 1st Year Students in SMA Negeri 1 Sukoharjo in

2007/2008 Academic Year. Surakarta: Muhammadiyah University of

Surakarta.

Yusak, Muchlas. 2004. A Brief Introduction to Genre; Examples of Thirteen Genres

and Their Generic Structure. Semarang: LMPM.

Page 64: 2010 - Researh Paper Ratih Wulandari (FKIP - Bhs. Inggris)

51

VIRTUAL REFERENCE

http://understandingtext. What-is-recount.html. Accessed on February 10th

2010.

http://recounttext.info. Accessed on February 10th

2010.

Page 65: 2010 - Researh Paper Ratih Wulandari (FKIP - Bhs. Inggris)

52