Post on 25-Feb-2023
ENGLISH FOREIGN LANGUAGE WRITING
INSTRUCTION FOR TENT GRADES OF STATE
SENIOR HIGH SCHOOL 1 MUARO JAMBI
A THESIS
Submitted as Partial Fulfilment of the Requirements to get
Undergraduate Degree (S.1) in English Education
INDRI WIDYASTUTI
NIM: TE. 140 991
ENGLISH DEPARTMENT
TARBIYAH SCIENCE AND TEACHER TRAINING FACULTY
UIN SULTHAN THAHA SAIFUDDIN
JAMBI 2020
Advisor I : Monalisa, M.Pd
Advisor II : Firdiansyah, SS, MA
Address : Faculty of Education and Teacher Training UIN STS Jambi
To Dean of Education Faculty and Teacher
Training The state Islamic University of Saifuddin
Jambi In Jambi
OFFICIAL NOTE
Assalamu’alaikum, Wr.Wb.
After reading and fixing something necessary, we started that thesis by :
Name : Indri Widyastuti
Student ID : TE.140991
Title : English Foreign Language Writing Instruction For Tent Grades Of State
Senior High School 1 Muaro Jambi
Could be submitted to munaqasah exam as a partial fulfillment of the requirement to get an
undergraduated degree (S1) in English Education Program the faculty of Saifuddin Jambi, we
hand in the thesis in order to be accepted well.
Thus, we hope this thesis be useful for all.
Wassalamu’alaikum, Wr, Wb.
Pembimbing I Pembimbing II
Monalisa, M.Pd Firdiansyah, SS, MA
NIP. 195502021980031003 NIP. DTNP
ii
KEMENTERIAN AGAMA RI
UIN SULTHAN THAHA SAIFUDDIN JAMBI
FAKULTAS TARBIYAH DAN KEGURUAN
Jl. Jambi-Ma.Bulian Km.16 Simp.Sungai Duren Kab.Muaro Jambi 36363
CONSULTATION CARD
Document
code
Form code
Date valid
Revision
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date
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Nama Mahasiswa : Indri Widyastuti
NIM : TE.140991
Pembimbing I : Monalisa, M.Pd
Judul : English Foreign Language Writing Instruction For Tent Grades Of State
Senior High School 1 Muaro Jambi
Fakultas : Tarbiyah
Jurusan/Program Studi : Pendidikan Bahasa Inggris
NO DAY/DATE CONSULTATION
TO
MATERIAL
CONSULTATION
SIGNA
TURE
1
03 November 2020
1
Perbaikan Chapter I dan Chapter
II
2
04 November 2020
2
Perbaikan Chapter III
3
10 November 2020
3
Perbaikan Chapter IV dan
Chapter V
4
12 November 2020
4
ACC for thesis trial exam
Advisor I
Monalisa, M.Pd
NIP. 197505152000032004
KEMENTERIAN AGAMA RI
UIN SULTHAN THAHA SAIFUDDIN JAMBI
FAKULTAS TARBIYAH DAN KEGURUAN
Jl. Jambi-Ma.Bulian Km.16 Simp.Sungai Duren Kab.Muaro Jambi 36363
CONSULTATION CARD
Document
code
Form code
Date valid
Revision
number
Revision
date
Page
- - - R-0 - 1 from 1
Nama Mahasiswa : Indri Widyastuti
NIM : TE.140991
Pembimbing I : Firdiansyah, SS, MA
Judul : English Foreign Language Writing Instruction For Tent Grades Of State Senior High
School 1 Muaro Jambi
Fakultas : Tarbiyah
Jurusan/Program Studi : Pendidikan Bahasa Inggris
NO DAY/DATE CONSULTATION
TO
MATERIAL
CONSULTATION
SIGNATURE
1
20 Oktober 2020
1
CHAPTER I
2
21 Oktober 2020
2
CHAPTER II
3
24 Oktober 2020
3
CHAPTER III
4
27 Oktober 2020
4
CHAPTER IV
5
29 Oktober 2020
5
CHAPTER V and
ACC for thesis trial exam
Advisor II
Firdiansyah, SS, MA
NIP. DTNP
KEMENTERIAN AGAMA RI
UIN SULTHAN THAHA SAIFUDDIN JAMBI
FAKULTAS TARBIYAH DAN KEGURUAN
Jl. Jambi-Ma.Bulian Km.16 Simp.Sungai Duren Kab.Muaro Jambi 36363
THESIS AGREEMENT/FINAL TASK
Document
code
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Date valid
Revision
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date
Page
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Matter : Official memo
Attachment : -
The Dean Education and Teacher Training Faculty
The State Islamic University of SulthanThahaSaifuddin
In Jambi
Assalamualaikum Wr.Wb.
After reading, giving guidance and making necessary correction, we agree that the
thesis of:
Name : Indri Widyastuti
Student’s ID : TE.140991
Department : English Education
Title : English Foreign Language Writing Instruction For Tent Grades Of State
Senior High School 1 Muaro Jambi
Could be submitted to munaqasah exam as one of the requirements for the undergraduate degree
(S1) in English Education Program Education and Teacher Training Faculty the State Islamic
University SulthanThahaSaifuddin Jambi. So, we submit it in order to be examined soon.
We would like to say thanks for attention.
Wassalamu’alaikum Wr.Wb.
Jambi, 2020
First Advisor
Monalisa, M.Pd
NIP. 195502021980031003
KEMENTERIAN AGAMA RI
UIN SULTHAN THAHA SAIFUDDIN JAMBI
FAKULTAS TARBIYAH DAN KEGURUAN
Jl. Jambi-Ma.Bulian Km.16 Simp.Sungai Duren Kab.Muaro Jambi 36363
THESIS AGREEMENT/FINAL TASK
Document
code
Form code
Date valid
Revision
number
Revision
date
Page
- - - R-0 - 1 from 1
Matter : Official memo
Attachment : -
The Dean Education and Teacher Training Faculty
The State Islamic University of SulthanThahaSaifuddin
In Jambi
Assalamualaikum Wr.Wb.
After reading, giving guidance and making necessary correction, we agree that the
thesis of:
Name : Indri Widyastuti
Student’s ID : TE.140991
Department : English Education
Title : English Foreign Language Writing Instruction For Tent Grades Of State
Senior High School 1 Muaro Jambi
Could be submitted to munaqasah exam as one of the requirements for the undergraduate degree
(S1) in English Education Program Education and Teacher Training Faculty the State Islamic
University SulthanThahaSaifuddin Jambi. So, we submit it in order to be examined soon.
We would like to say thanks for attention.
Wassalamu’alaikum Wr.Wb.
Jambi, 2020
Second Advisor
Firdiansyah, SS, MA
NIP. DTNP
MOTTO
يغيروا ما بأنفسهمإن اهلل ل يغير ما بقوم حتى
“Sesungguhnya Allah tidak mengubah keadaan sesuatu kaum sehingga mereka mengubah keadaan yang
ada pada diri mereka sendiri.” (QS. Al-Ra’ad : 11)
“Verily, Allah will not change (the good) condition of a people as long as they do not change their state
(of goodness) themselvess.” (QS. Al-Ra’ad : 11)
DEDICATION
In the name of Allah SWT for the blessing and the merciful, with deep thanks and proud,
Shalawat to the Prophet Muhammad SAW his coming really change the word. Special Thanks to : My
parents, my beloved father Suratman and my beloved mother Darinah who always give me everlasting
love, guidance, motivation and always praying for me. My sister and brother who always pray and give
me support and motivation. All my beloved classmate in the class in English education program 2014
thanks for your support and your participant. My beloved almamater English department and education
and Kampus Biru UIN STS JAMBI thanks your support and your participant. May Allah Subhanallahu
Wata’ala bless us Aamiin
vi
ABSTRACT
Name : Indri Widyastuti
Major : English Educational Program
Title : English Foreign Language Writing Instruction For Tent Grades Of State
Senior High School 1 Muaro Jambi
The aim of this study was to investigate teacher’s strategies in teaching reading at Senior
High School 1 Muaro Jambi. This a qualitative research, the research employing
observations, interviews to collect data and data analysis in this research was descriptive
analysis, data reduction, data display, conclusion or verification and triangulation. The
result of the study showed that there are two teacher strategies in teaching writing they
are guided writing and independent writing. In guided writing the teacher analyzed the
lesson about guiding and helping students who need to learn to write and students
must be able to utilize knowledge, skills and be able to develop ideas. independent
writing the teacher provide opportunities for students to do independent writing without the
intervention of a teacher and students are given full responsibility for completing the writing
assignment. These strategies helped the teacher in getting knowledge, information, thinking easier,
faster, confidence, motivation, taking and accepting responsibility and more enjoyable ways to giving to ideas. These strategies made them interested English and also made them were good in writing the eassy and also their score in academic.
Keyword : teacher’s strategies in teaching writing, Senior High School
vii
ABSTRAK
Nama : Indri Widyastuti
Jurusan : Pendidikan Bahasa Inggris
Judul : English Foreign Language Writing Instruction For Tent Grades Of
State Senior High School 1 Muaro Jambi
Tujuan dari penelitian ini adalah untuk mengetahui strategi guru dalam
pembelajaran membaca di SMA N 1 Muaro Jambi. Jenis penelitian kualitatif, penelitian
menggunakan observasi, wawancara untuk mengumpulkan data dan analisis data dalam penelitian ini adalah analisis deskriptif, reduksi data, penyajian data. kesimpulan atau
verifikasi dan triangulasi. Hasil penelitian menunjukkan bahwa ada dua strategi guru
dalam mengajar menulis yaitu bimbingan menulis dan menulis mandiri, guru
menganalisis pelajaran tentang membimbng dan membantu siswa yang membutuhkan untuk belajar menulis harus dapat memanfaatkan pengetahuan, keterampilan dan dapat
mengembangkan ide; menulis mandiri guru memberi kesempatan kepada siswa untuk
menulis mandiri tanpa adanya campur tangan seorang guru dan siswa diberi tanggung
jawab sepenuhnya untuk menyelesaikan tugas menulis.. Strategi-strategi ini membantu guru dalam mendapatkan pengetahuan, informasi, berpikir lebih mudah, cepat, percaya
diri, motivasi, menerima dan menerima tanggung jawab serta cara-cara yang lebih
menyenangkan untuk menguasai ide-ide. Strategi ini membuat mereka tertarik pada
bahasa Inggris dan juga membuat mereka pandai menulis karangan dan juga nilai
akademis mereka.
Kata kunci: strategi guru dalam mengajar menulis, Senior High School
viii
TABLE OF CONTENTS
PAGE OF TITLE ................................................................ i
OFFICIAL NOTE ............................................................... ii
ORIGINAL THESIS STATEMENT ............... .................. iii
THESIS APPROVAL/FINAL TASK.................................. iv
MOTTO ............................................................................... v
DEDICATION .................................................................... vi
ABSTRACT ........................................................................ vii
ABSTRAK .......................................................................... viii
ACKNOWLEDGEMENTS ................................................ ix
TABLE OF CONTENT ...................................................... x
LIST OF APPENDICES ..................................................... xii
CHAPTER I INTRODUCTION
A... Background ............................................................. 1
B... Focus of Research ................................................... 3
C...Formulation of The Problems .................................. 3
D...Research Objectives and Purpose ............................ 4
1.... Research Objectives .......................................... 4
2.... Usability Research ............................................. 4
a.... Theoretical Benefits .................................... 4
b.... Practical Benefits ......................................... 4
E... Objective of The Study ............................................ 5
CHAPTER II REVIEW OF RELATED LITERATURE
A... Theoretical Framework ........................................... 6
1....The Definition of Writing .................................. 6
2....The Teaching of Writing ................................... 6
3.... The Writing Process .......................................... 8
a.... Prewriting .................................................... 8
1.... Brainstorming ........................................ 8
2.... Clustering .............................................. 9
3.... Writing ................................................... 9
4.... Revising ................................................. 10
5.... Genre Based Approach .......................... 10
4.... Purposes of Writing ........................................... 11
x
a ... Writing to Inform ........................................... 12
b ... Writing to Explain .......................................... 12
c ... Writing to Persuade ....................................... 12
d ................................................................... Writing to Amuse Others
.................................................................................. 13
e .................................................................... Strategies to Engage
Students in Writing 13
5 ... Types of Learning Media ........................................... 15
6 ... The Use of Visual Media in Teaching Writing . 16
B .. Relevant Research ............................................................... 16
CHAPTER III METHOD OF RESEARCH
A... Research Design ...................................................... 19
B... Research Subjects .................................................... 19
C... Types and Sources of Data ...................................... 20
1.... Types of Data .................................................... 20
2.... Data Sources ...................................................... 20
D... Data Collection Techniques .................................... 21
1.... Observation ....................................................... 21
2.... Interview ............................................................ 22
3.... Documentation .................................................. 24
E. Trustworthiness Of The Data
1.... Reduction of Data .............................................. 25
2.... Presentation of Data .......................................... 26
3.... Verify Data ........................................................ 26
F... Test Data Credibility ............................................... 26
G... Research Schedule ................................................... 28
CHAPTER IV THE FINDING AND DISCUSSION
A... Research Finding ..................................................... 29
B... Specific Finding ...................................................... 30
C... Discussion .............................................................. 36
CHAPTER V CONCLUSION AND SUGGESTION
A... Conclusion ............................................................... 38
B... Suggestion ............................................................... 38
REFERENCES ..................................................................
APPENDIX
DOCUMENTATION
CONSULTATION CARD
CURRICULUM VITAE
xi
LIST OF APPENDICES
Appendix I : Instruments of data collecting
Appendix II : Reseacrh activities documentation
xi
CHAPTER I
INTRODUCTION
A. Research Background
Education is one of the most important things in this globalization era.
Education develops in every country in different ways. In Indonesia, the
government gives more attention to education by making some regulations
especially for basic and secondary education units. Education in Indonesia is held
from kindergarten up to University. Teaching language is one of the most
importance things in education because language is the most effective way to
communication.
One of the most popular languages in the world is English. It is very popular
among people in every country, and so is our country – Indonesia. English becomes
popular because English is a medium of communication for people in some
developing countries and becomes an international language. “By the end of the
twentieth century English was already well on its way to becoming a genuine
lingua-franca, that is a language widely used for communication between people
who do not share the same first (or even second) language.” (Harmer, 2007 : 13).
English becomes very important to be learnt because English is an
international language. David Graddol in Harmer (2007:18) states a number of
future possibilities, all of which is questioned of English as the number one world
language. English is also used for transferring, technology, economy, and education.
Language skills includes four aspects namely listening, speaking, reading,
and writing. The fourth aspect is always closely related. Speaking skills support
listening skills, reading, and writing. In terms of language, listening and speaking
categorized as an oral language skills (Munawaroh, 2008 : 6).
As one of the language skills, writing is the most difficult subject. Everyone
needs to learn writing, to make communication for occupation oracademic purpose
and especially for the students they need to learn writing
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skills to communicate with other and prepare themselves for final academic
assignment and their requirement for the future.
Writing is an activity that is productive and expressive. In the writing
activity, a person skilled writers should take advantage of graphology, grammar,
and vocabulary (Tarin, 2008 : 3). Writing skills are used to record, persuade, report,
inform, and influence the reader, intent and purpose as it can only be achieved by
well-trained students who can compose and assemble way of thinking and in writing
clearly, fluently and communicative. Clarity is independent of the mind, the
organization, the use and choice of words and sentence structure (Tarin, 2008: 3).
However, writing is not just preparing or arranging the words, phrases, or
sentences. Students need to follow the rules of a specific language to be able to
produce writing that can be understood and accepted by the reader. According to
the circuit continuity of learning the language proposed by Hammond, write better
given to high school students at the end of the level. However, simply writing
skills can be given to students from secondary education first. This point
according to Harmer said:
“They are many reasons for getting students to write, both in and outside class gives them more ‘thinking time’ than they get when they attempt
spontaneous conversation. This allows them more opportunity for language
processing that is thinking about the language wheter they are involved in study or activation.” (Harmer, 2010 : 112).
Some roles that can be done by the teacher when teaching about writing is
as follows : (1) Correcting written work: One way of avoidng the “over-correction”
problem is for teacher to tell their students that for a particular piece of work they
are only going to correct mistakes of puctuation, or only spelling or only grammar,
etc. This has two advantages: it makes students concentrate on that particular aspect,
and it cuts down on the correction. (Harmer, 2010 : 120). (2) Responding: telling
students what you think, teasing out alternatives and making suggestions. (3)
Motivating: Looked briefly teacher at the writing process itself and said how
impotant it is to build the writing habit. (Hamer, 2010 : 122)
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Based on observations in the field it is known that English teachers in
teaching and learning activities in the classroom are active. The teacher seemed
enthusiastic about dealing with students in the class and often motivated his students
to be enthusiastic in receiving lessons.
Then, the English teacher in the class also seemed to actively use the media
in the teaching and learning process in the classroom. For example when giving
instructions to write descriptive text, an English teacher uses a media picture in front
of the board. Then, students are assigned to make a short descriptive text in English
through student imagery of the picture in front of the class.
In maximizing English writing learning activities also have innovations in
teaching, one of which is students are told to write personal dictionaries that are
handwritten with one page in one sheet. It aims to improve the craft of students in
writing using English while at the same time improving their ability to remember
vocabulary in English.
English teachers also have a firm attitude when teaching in class. This is a
positive thing. So students feel reluctant and respect their English teacher.
Therefore, every learning instruction given by an English teacher is always obeyed
by the students.
Based on the uniqueness in the English writing learning instruction activities in
the school, it encourages researchers to conduct research in the form of a thesis
with the title: English Foreign Language Writing Instruction for Tent
Graders of State Senior High School 1 Ma. Jambi.
B. Focus of Reseacrh
The study deals with writing instruction for tent Graders of Senior High
School focused on Strategy and Media used by the teacher.
C. Formulations of The Problems
Based on the problem that the researcher has explained in the background
of the study, the researcher formulate the problem into : how is writing instruction
4
of descriptive text held at Senior High School 1 Muaro Jambi which is broken into
two pieces of research a questions :
1. What strategies conducted by the teacher in Senior High School 1
Muaro Jambi?
2. What media are used in writing instruction of descriptive text in
Senior High School 1 Muaro Jambi?
D. Research Objectives and Purpose
1. Research Objectives
Based on the formulations of the problems above, the objectives of
the research are as follow:
a. To find out what are strategies or techniques in writing instruction in
Senior High School 1 Muaro Jambi.
b. To find out the media are used in writing instruction in Senior High
School 1 Muaro Jambi.
2. Usability Research
a. Theoritical Benefits
By conducting this research, the researcher hopes that her research
will give valid information about condition writing instruction in tent grades
of state senior high school 1 Muaro Jambi. .
b. Practical Benefits
1. The results of this study are expected to provide benefits for the school,
especially SMA Negeri 1 Muaro Jambi in the implementation of learning
English language skills, especially in writing become even more good and
fun.
2. For the teacher can be used as a reference in order to further improve the
quality of learning English, especially in the learning of writting skills.
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3. For students can be motivated to achieving maximum learning results,
particularly in terms of learning English writting skills.
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Theoretical Framework
1. The Definition of Writing
In learning English, there are four skills that should be mastered; those
are listening, speaking, reading, and writing. Among the four skills, writing is
the most difficult skill to be learnt. This opinion is supported by Jack C.
Richards and Willy A. Renandya,”Writing is the most difficult skill for second
languange learners to master”. (Richards, 2002: 303) The difficulty is not only
in generating and organizing ideas, but also in translating idea into readable text.
There are many different definitions about writing given by experts from
many resources. According to Rise B. Axelrod and Charles R. Coopers’ said,
“writing is a complex process and as such contains element of mystery and
surprise. But we know and believe that writing is a skill that anyone can learn
to manage”. (Axelrod, 1985: 3)
Marianne C. Murcia said, writing is “the ability to express one’s ideas
in written form is a second or foreign language”. (Murcia, 1991: 233). (It means
that writing is an activity to express our ideas in written form.
On the other side, Barnet and Stubb’s said that writing as a physical act,
it requires material and energy. And like most physical acts, to be performed
fully, to bring pleasure, to both performer and audience, it requires practice”.
(Barnet, 1983: 3)
2. The Teaching of Writing
Writing is a real life rality. It was in social, work or study situation.
Teaching writing on EFL was to get things done and to form and maintain social
relationship. In reality, the teacher can taught the student such a letter, journal,
notes, instruction, essay, reports, menus. Teaching writing is away of conveying
massages or just to keep a record of what was in our mind
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writing can help anxious students give them time to think about their meaning
and purpose writing can also raise awareness of how language works. Through
writing students will become more familiar with the linguistic and social
conventions of writing in English. According to Adamson, in writing task, a
communicative elements should include: a. accuracy, b. a certain target
structure, c. enough preparation before the writing stage, d. sense of audience e.
sense of authenticity f. creativity g. inventing their town, h. not test oriented
(Adamson, 2007: 212).
According to Brown summary the features of process writing as follow:
(1) focus on the process writing that leads to the final written products.
(2) help students writer understand their own composing process. (3) help
students build report of strategies for prewriting, drafting, and rewriting. (4) give
student time to write and rewriting. (5) place central importance on the process
of revision. (6) let students discover what they attempt to bring their expression
closer and closer to intention, (7) give students feedback both from the instructor
and peers. (9) include individual conference between teachers and student
during the process of composition (Brown, 2001: 320-321).
Susanto Leo say, writing as a process of expressing ideas or thought in
world should be done at our leisure. Writing can be very enjoyable as long as
we have the ideas and the means to achieve it (Leo, 2007: 1). Karen and
Christine, state that writing is a process that involves several steps namely:
1. Prewriting is thinking about your topic and organizing your ideas.
2. Writing, using your ideas to write a first drat.
3` Revising, improving that you have written (Root, 1989: 41).
Writing a form of communication many people take for granted and
encounter every day, can prove surprisingly difficult to define. Writing as
the communication of relatively specific ideas in a conventional manner by
mean as permanent, visible marks (Boone, 2010: 3).
While the new insight into composing processed are important, we
also know that grammar is important, and learners seems to focus best on
grammar is important and learners seem to focus best on grammar when it
8
relates to their communicative need and experiences. In second language
setting, we cannot ignore grammar or can we related it to handbook and
refers students to page number. Learning the syntax and vocabulary of the
new language is basic to our students ability to write. The feedback method
propose here suggest only one way to address the need of level writer to
increase vocabulary an learn the syntax of their new language as they learn
to erite in it. We need to develop many way of doing so. Second language
learning is as much a process as writing is a process, and among our students
writing is firmly embedded in the matrix of second language learning.
3. The Writing Process
Writing is a process that involves several steps. At least, there are
three steps in the writing process mentioned by Karen Blanchard, and
Christine Root in their book; Ready to Write: A first Composition Text. Step
one: Prewriting: Thinking about your topic and organizing your ideas. Step
two: Writing Using your ideas to write a first draft. Step Three: Revising
Improving what you have written. (Blanchard, 2003: 41). If the writers
follow the steps, and practice by writing often, they will find it easier to
write paragraphs and to improve their writing.
a. Prewriting
Prewriting is the thinking, talking, reading, and writing we do about
our topic before we write a first draft. Prewriting is a way of warming up our
brain before we write, just as we warm up our body before we exercise.
There are several ways to warm up before start writing:
1) Brainstorming
Brainstorming is a quick way to generate a lot of ideas on a
subject. The purpose is to make a list of as many ideas as possible
without worrying about how you will use them. To brainstorm, follow
these steps:
a) Begin with a broad topic.
9
b) Write down as many ideas about the topic as you can
in five minutes.
c) Add more items to your list by answering the
questions what, how, when, where, why, and who.
d) Group similar items on the list together.
e) Cross out item that do not belong.
2) Clustering
Clustering is another prewriting technique. It is a visual way of
showing how your ideas are connected using circles and lines. When you
cluster, you draw a diagram of your ideas. This term will be explained in the
next section. On the other hand said that pre-writing is any activity in the
classroom that encourages students to write. It stimulates thoughts for
getting started. In fact, it moves students away from having to face blank
page toward generating tentative ideas and gathering information for
writing. The following activities provide the learning experiences for
students at this stage: (Richards, 2002: 316)
a) Group Brainstorming
b) Clustering
c) Rapid Free Writing
d) WH-Question
3) Writing
After we have spent some time thinking about our topic and doing
the necessary prewriting, we are ready for the next step in the writing
process: writing our paragraph. When we write the first draft of our
paragraph, use the ideas we generated from prewriting as a guide. As you
write, remember to:
a) Begin with a topic sentence that states the main idea.
b) Include several sentences that support the main idea.
c) Stick to the topic.
d) Arrange the sentences so that the order of odeas makes sense.
10
e) Use signal words to help the reader understand how the ideas in
your paragraph are connected. (Blanchard, 2003: 43)
4) Revising
It is almost impossible to write a perfect paragraph on the first try.
The first try is called the first draft. After you complete the first draft, you
must look for ways to improve it. This step is called revising. (Blanchard,
2003: 44) When students revise, they review their text on the basis of the
feedback given in the previous stage. They reexmaine what was written to
see how effectively they have communicated their meanings to the reader.
In another source stated that writing is a process that involves the
following steps: (Langan, 2006: 20)
a) Discovering a point-often through prewriting.
b) Developing solid support for the point-often through more
prewriting.
c) Organizing the supporting material and writing it out in a
first draft.
d) Revising and then editing carefully to ensure an effective,
error-free paper.
5) Genre Based Approach
Derewianka (1990) gives a simple definition that genre can be
defined as, "The schematic structure of a text which helps it to achieve its
purpose."
a. Text Types
There are eight kinds of Genre in GBA, between the of there
Procedure, Narrative, Descriptive, Recount, Report, Exposition,
Explanation, and Persuasive.
1. Procedure
Is a text that describe how something is accomplished or operated
trough a sequence of steps.
2. Narrative
11
Is a text that will amuse entertain and to deal with actual or vicarious
experience in different ways.
3) Descriptive
Is a text that describe a particular or specific thing trough a detail
explanation about its features.
4) Recount
Is a text that will retell events for the purpose of informing.
5) Report
Is a text that describe the way thing are, with, reference to a range of
natural, man - maid and social phenomena in our environment.
6) Exposition
Is a piece of text that presents one side of an issue. The purpose of the
exposition is to persuade the reader or listener by presenting one side of an
argument, that is, the case or the case againts.
7) Explanation
Is a text which tells processes relating to forming of natural, social,
scientific and cultural phenomena. Explanation text is to say 'why' and 'how'
of the forming of the phenomena.
8) Persuasive
Is any text where the main purpose is to present a point of view and
seeks to persuade a reader. A persuasive text can be an argument, exposition,
discussion, review or even an advertisement.
4. Purposes of Writing
According to Penny Ur “the purpose of writing, in principle, is the
expression of ideas, the conveying of messages to the reader. So the ideas
themselves should arguably be seen as the most important aspect in the writing”
(Ur, 1996: 163) It means that when the writers do their writing, of course they
have some purposes. They have to consider the purpose of their writing since
this will influence, not only the type of text they wish to produce, but including
the language which they use, and the information that they
12
choose. In addition, there are really only four common purposes in writing
they are: to inform, to explain, to persuade, and to amuse others.
a) Writing to Inform
In much of the writing that the writers will do, they will intend
simply to inform their readers about a subject. To inform is to transmit
necessary information about the subject to the readers, and usually this
means just telling the readers what the facts are or what happened.
Although informative writing is the simplest kind of writing, it is also one
of the most important, because information lays a foundation for other
writing purposes. As the writers write to inform, they will want to keep
two large concerns in mind; selecting the right information and arranging it
effectively.
b) Writing to Explain
Writing to explain means writing to take what is unclear and make it
clear. In explanatory writing, a writer who understandsa complex topic must
take sure that his readers understand it as well. All of us use several common
methods of explaining something to another person in our everyday
conversation, and these same techniques can provide basic strategies for
organizing an explanation in writing. All of us use several common methods
of explaining something to another person in our everyday conversation, and
these same techniques can provide basic strategies for organizing an
explanation in writing.
c) Writing to Persuade
The most important writing we ever do in our personal life, our work
life, and may be our school life will probably persuasion. Complaints to the
rent board about our landlord, letters of application for jobs, essay on
examinations are all likely to involve writing persuasively. Your task in
persuasion is to convince your readers to accept the main idea, even though
it may be controversial. (Brown, 1984: 129)
13
d) Writing to Amuse Others
Writing to amuse requires that you focus on readers other than
yourself. You may enjoy the experience and take pride in what you
accomplish, but you cannot settle for amusing yourself alone. Writing to
opportunity and make the most of it. If you find pleasure in writing to amuse,
it will come from knowing that you succeed in bringing pleasure to others.
When write to amuse, your primary object is to make readers enjoy
themselves. You can be funny, but you should also be goodhumored. This
means having sympathy for human frailty rather than a contempt for anyone
or anything that seems different from what you are accustomed to. (Meiler,
2006: 570)
e) Strategies to Engage Students in Writing
There are some way for increase writing ability. All of them as
follow:
a. Modelled Writing
Modelled writing means using both models and modelling.
Modelled writing refers, on the one hand, to the selection of models to show
students how writing works and, on the other hand, to the teacher’s practice
of modelling or demonstrating writing to students. The best source of models
for writing is the real world, that is, the texts that students read. In modelled
writing, teachers provide students with examples of the type of text they will
be composing, explanations of how these texts work and structured
demonstrations of what efficient writers know and do. (NSW, 2007: 27)
Modelled writing helps students to gain knowledge about
language, vocabulary and text structures required to write for a range
of purposes. Modelled writing includes explicit teaching about the
processes involved in composing text. b. Think Aloud Writing
Think aloud’ is exactly what it means – the process of saying
aloud what the writer is thinking while completing a writing task. It
14
can be described as self-narration. By modelling for students the types
of behaviours good writers are engaged in as they write, teachers are
providing students with the opportunity to become aware of the many
strategies writers use to generate and organise ideas. As appropriate, the
teacher can encourage students to chime in and help ‘think’ through the
writing task (NSW, 2007: 33).
It is a strategy that can be used to demonstrate a comprehensive
range of skills, knowledge and understandings about writing. The
purpose of this strategy is to explicitly demonstrate the choices and
decisions that writers make as they plan, analyse and edit their own
writing.
c. Guided Writing
Guided writing is a key strategy for assisting students who need
additional support in writing. In guided writing students are required to
draw on the knowledge, skills and understandings developed during
modelled writing sessions, with varying degrees of support from the
teacher.
A common guided writing activity involves students and the
teacher jointly composing a text. The guided writing sessions can
involve the whole class, small groups or individuals. They can provide
a setting for effective team teaching with the support teacher learning
assistance (STLA) and other support personnel such as the English as a
Second Language (ESL) teacher (NSW, 2007: 34).
d. Independent Writing
When writing independently, students should be encouraged to:
1) Define their purpose
2) Identify their audience
3) Engage in further research if necessary
4) Got down ideas and notes
5) Think about how to organise ideas effectively
6) Write drafts
15
7) Share drafts with peers and the teacher
8) Rework drafts in the light of comments about text
organisation, cohesion, grammatical choices, sentence
structure, spelling, punctuation and layout
9) Prepare and edit a final draft
10) Publish and present their work for further feedback.
e. Writing Conference
A writing conference is a discussion between a teacher and a student
or between one student and another about a student’s writing. It may be a
highly structured process in which the student and the teacher keep a written
record over time, or it may be an informal process applied incidentally as
required. The writing conference may occur before, during or after writing.
Teachers and students involved in a writing conference should focus on the
purpose and the intended audience of the text as well as the structure and
language features. Later the text should be proofread for such details as
spelling and punctuation (NSW, 2007: 51).
f) Types of Learning Media
The grouping of types of learning media is delivered by many learning
media experts, including Asra (2007:5.8-9) grouping learning media into
several types, namely :
a. Visual media is media that can only be seen, such as photos,
images and poster.
b. Audio media is media that can only be heared just like an audio
cassette MP3 and radio.
c. Audio visual media is media that can be seen and heard at the same
time sound films, videos, television, and sound slides.
d. Multimedia is media that can present media elements in full like
sound, animation, video, graphics and film.
16
e. Realia media are all real media in the natiral environment, such as
plants, rocks, water, rice, fields, and so on.
The grouping of types of insructional media is also expressed by Asr
(2011:44-45) namely :
a. Visual media is the type of media used that only relies on the senses
of sight for example print media such as books, journals, maps,
pictures, amd others.
b. Audio media is a type of media that is used only to rely on hearing
only, for example tape recorders, and radios.
c. Audio-Visual media are films, videos, TV programs, and so on.
g) The Use of Visual Media in Teaching Writing
Writing is the difficult skill in learning English. To make students get
the idea in writing easily the teacher should be creative and innovative. The
application of visual media can help students get idea easily. This research
aimed at knowing the application of visual media and the students’ responses in
teaching writing to Tenth graders students of SMA Negeri 1 Muaro Jambi. The
application of visual media helped the students write easily. The teacher applied
visual media to help the students write good sentences and describe in pictures.
The theme of material is Descriptive text and theacher applied picture series.
h) Review of Related Studies
Firstly, The title of this thesis is “The Teachers’ Strategies in
Overcoming The Students’ Difficulties in Writing Descriptive Text” by
Nasution. This study aims to investigate the Teachers‟ Strategies in overcoming
their students‟ difficulties in writing descriptive text and to find out what the
Teachers‟ Reasons of using the strategies. The respondents of this research were
three English teachers at SMPN 1 Kramatmulya Kuningan. The approach of the
research is qualitative approach, it means that the information of the data has
been gained through questionnaire, interview, observation and
17
reading books. In the process of teaching and learning three English teachers
usually use some strategies in overcoming the students‟ difficulties in writing
descriptive text. Those strategies are modelled writing, visual scaffolding, guided
writing, independent writing, cooperative learning, writing conference, material
scaffolding, content scaffolding, number head together, and making diary.
(Nasution, 2011: v)
Secondly, a journal with the title: “Teaching Writing Descriptive Text By
Combining Brainstorming and Y Chart Strategies At Junior High School.” The
data of this journal were qualitative, and the findings: Many strategies that
teacher used in teaching, and the teacher can choose one of the suitable and
appropriate strategy to be applied in the classroom. Otherwise, the teacher can
also combine two strategies. The strategies are Brainstorming and Y chart
strategies. Brainstorming strategy is a strategy that used to lead and generate
students ideas based on a topic. Here, the students must have background
knowledge about the topic before the teacher explain it. Then, Y Chart strategy
is a strategy that used to organize ideas based on three parts in chart. There are
look like, sound like, and feels like. In this section, the students give their ideas
based on what the students see, heard, and fells. By using combining these
strategies, the teacher can make the students easily to understand about the
lesson. So, in learning process teaching writing can be achievement.
Thirdly, a journal with the title : “Teaching Writing A Descriptive Text By
Using Guided Writing Strategy” The purpose of this research is to investigate
the effectiveness of teaching writing a descriptive text by using guided writing
strategy at eighth grade students of SMP Negeri 17 Pontianak in Academic Year
2013/2014. Moreover, this research is intended to find out how effective teaching
is teaching writing a descriptive text by using guided writing strategy at eighth
grade students. The students’ problem in elements of identification makes hard
for them to start their writing. They tend to jump to write the description of the
subject without writing the identification. Meanwhile, identification is important
in writing descriptive text. The second problem is the incorrect use of language
features. They can not write correct sentence of
18
simple present tense that is used in descriptive text. As the purpose of this
research is to investigate the effectiveness of teaching writing descriptive text,
the method used in this research is pre-experimental research with single group
pre-test and post-test. One class of eighth grader of SMP Negeri 17 Pontianak
were choses as the sample in this study. There were 34 students in the class. The
findings of this research suggested that Guided Writing Strategy was highly
effective in teaching writing a descriptive text as indicated by a statistically
higher writing score of post-test (70,44) than pre-test (51,09). This difference
was highly significant with the effect size value 1,36. Based on the research
foundings, it can be conluded that the effectiveness of teaching writing a
descriptive text by using guided writing is high. Thus, it is suggested for English
teacher to use this strategy as an alternative for teaching writing.
Here my thesis is different in the related studies from my research, which
is by observation the researcher find that some different strategy. The strategy in
firstly used 10 strategies and information of the data take with qustionaire,
observation, interview and reading books while my research just used 4 strategies
and information of the data take with just observation and interview. In the
secondly is different used Y chart while my research not used Y chart and the
same used Brainstorming. And the thirdly, teaching writing a descriptive text the
same using guide writing strategy.
CHAPTER III
METHOD OF RESEARCH
A. Research Design
The research approach is indispensable in order to achieve the research
objectives. In general, the approach of this research is the paradigm of
qualitative research. Qualitative research methods are often named after the
naturalistic aproach because work was done on natural conditions. Also called
ethnographic research because initially this method is more widely used for
research in the field of cultural anthropology more qualitative analysis.
(Sugiyono, 2014 : 1)
Qualitative research methods is the research methods used to examine
the condition of natural objects where the researcher is a key instrument, data
collection techniques triangulation (combined), data analysis is inductive, and
qualitative research results more emphasis on meaning rather than
generalization. Objects in qualitative research are natural objects, so that the
research method is often referred to as a naturalistic method. Objects in
qualitative research is the object as it is not manipulated by the researchers so
that the current state investigators entered the object, and after being in the
object and even after exiting the object was relatively unchanged.
This qualitative method applied in this thesis with consideration of this
method is useful to obtain in-depth data about writing instruction in descriptive
text, which is a meaning that implies. The meaning is the actual data. The data
is the data behind the value visible. Researchers chose and used a qualitative
approach for qualitative research is more appropriate to be applied in this study
(Saebeni, 2008 : 92). Researchers argue, with a qualitative approach, then the
data in the field: Senior High School 1 Muaro Jambi will be easily elaborated
comprehensively.
B. Research Subjects
19
20
The social situation in the Senior High School 1 Muaro Jambi can be
said that distinctively Islamic. The subject of research in this study is limited
by a number of officers, students, and staff who working in Senior High School
1 Muaro Jambi. The reason researchers took the names of the subjects of this
study is because researchers believe social element is the most representative
of the fundamentalproblems in the thesis that the researchers discuss the
researcher who the explanations already in the first chapter of this study at the
subtitles focus of research.
C. Types and Sources of Data
1. Types of Data
The type of data in this study is qualitative data, not quantitative. Thus,
the data collected is the data that is quality of measurement done indirectly. As
for the types of data that writers need and cultivated in the field is the data
relating to the following matters: (a) information on the forms of students
problem in writing in Senior High School 1 Muaro Jambi, (b) a number of data
referring to the facts about the development of forms of the solution for that
problems, (c) data relating to the impact resulting from the development of value
that do form. The detailed type of data to be collected in this thesis researcher
attached to the IPD (Instrument Data Collection) contained in the appendix to
this thesis.
2. Data Sources
Sources of data in this research is divided on the source of primary data
and secondary data sources. Sources of data in this study is not through
sampling, but accessible. This means that researchers screened were considered
representative data sources and can meet the objectives of the study.
Data information in the study was obtained through two sources, namely
the pitch and documents (Saebeni, 2008 : 93). First, the source of the field as a
principal source in an effort to obtain and extracting the data and the second,
documentary sources, ie, sources in the form of documents, which in
21
this case in the form of newspapers, magazines, books, billboards, letters, etc.
are still in the context of the document. This is what researchers mean as a data
source documentary.
D. Data Collection Techniques
Field data collection techniques using the following method:
1. Observation
An observation method is loading activities concern all objects using
all the senses. This type of observation was applied in this study is not
structured observation, where the conduct he observed, researchers do not
use
the instrument that is standard but only guided by signs observation (Saebeni
2008 : 188).
The reason researchers use observation techniques not structured is with
due consideration to this study is closely related to educators in the field are
very diverse and incidental, the researchers chose observation techniques not
structured thus observations will run flexible and not too rigid and fixated
on a note or a number observations so detailed list. So, with this technique,
researchers will be free to observe all the symptoms appear, and then
reduced, verification, and presented in a research report. That is the
observation of the phenomenon started happening in the field, did not start
in the observation record. Because that dotted the base of a record
observations, often not correlative in its real situation. So that psychological
researchers to be somewhat creative and do not try to observe any further,
because glued to record observations made alone.
Observations was applied in this study is also a frank and subtle
observation. In technical, researchers in data collection expressed frankly to
the data source that this activity aims to a study. So that by doing so, they
studied to know from the beginning to the end of the activities of researchers.
But at one time, researchers were not overtly or covertly in
22
this case to avoid the observation that the data sought is the data that is still
secret. Possible if done openly, then researchers will not be allowed to make
observations (Sugiyono, 2014 : 71).
The observations include: (1) The atmosphere of teaching and
learning activities in writing English in the classroom, (2) Instructional
techniques conducted by teachers of English in teaching writing descriptive
text; (3) Class conditions when English language learning takes place, etc.
are considered relevant.
The researcher have made observation on 11 August and 13 August
2020. and the researcher entered the classroom twice to observe the teacher
while teaching writing, in teaching and learning activities the teacher used
picture media.
2. Interview
The interview is a two-way dialogue that is conducted by the
interviewers in certain situations and circumstances to obtain information
from interviewees (Sugiyono, 2007: 155). Interviews were conducted with
teachers who are in the area Jambi City. Interviews were conducted with two
forms namely formal interview with structured questions, as well as informal
interviews with unstructured questions and more are chatting in a reasonable
and conducive atmosphere. The data obtained through interviews
researchers use as the primary data.
Structured interview is an interview conducted by interviewers to
collect information by preparing in advance the instrument questions either
be a list of questions. While the interview is an structured interview not
belong in depth interview in which the implementation is more free than the
unstructured interview. In this interview, researchers will record all
information obtained from informants carefully.
The reason researchers used two techniques interview is an interview
structured, and unstructured interview is; because of a structured interview
will be researchers use for interviewing informants (interviewees)
23
related to data on the background of life, views, and for personal reasons. In
essence, the technique of structured interviews conducted by the researchers
to collect data which are normative and neutral. So that the chat is more
focused and organized and formal impressed.
Mechanical unstructured interviews the researchers also used with
judgment, because the issue in this study is sensitive, it is necessary an
interview technique that is more relaxed, more in the form of questions and
answers are informal, so the talks between researchers and informants occur
in shades of familiarity, even made the informant did not know that
researchers are pursuing an important data which is sensitive to him (the
informant/subject of study). For the purposes of this, there is no technique
that can be relied upon except the unstructured interview techniques.
Researchers prepare the necessary tools to do the interview. This is
done with the consideration that the interview can be recorded properly, and
investigators have evidence had interviewed the informant. In detail, the
tools that researchers are referring to is as follows:
1) The book notes: serves to record all conversations with the source
data. Unruk this purpose, the researchers also used diary, or also note
book.
2) Tape recorders (recorders) that serves to record all conversations or
talks. The use of a tape recorder in the interview to tell the informant
in advance.
3) The camera is used to take pictures when the researcher was in talks
with the informant. Given this picture, it can improve the validity
and research will be more secure because of this photo may be
evidence that the researchers actually collecting data in the field.
The points asked in the interview are about: (1) What is the technique
of an English teacher in teaching writing activities in class; (2) What are the
responses of students regarding teaching techniques carried out by English
teachers in the classroom; (3) What are the obstacles faced
24
by the English teacher in teaching and learning activities in the classroom.
(4) What are the efforts made by the teacher to overcome these problems.
As well as other questions that are considered relevant.
3. Documentation
Documentation is seeking written record of the things or phenomena
such as notes in the form of transcripts, books, newspapers and so on.
Documentation by researchers as a way of searching for data and parse
things or variables of the research agenda, minutes of meetings, newspapers,
magazines and so forth (Arikunto, 1993 : 202).
Document is a record of events that had passed, the document may
take the form of text, images, or the monumental works of a person.
Documents that form of writing, for example diaries, life histories,
biographies, policy regulations. Documents in the form of images, for
example works of art, such as sculptures, films, and so forth. Studies
document is complementary to the use of the method of observation and
interviews in qualitative research (Sugiyono, 2014 : 83).
Documentation technique researchers use with reason, that there is
some data that must be convinced not enough with only verbal sentence. It
is necessary to set out in document. Moreover, this study made a number of
observations on the class. Technique of documentation in this study is also
using video recording techniques.
Video is an electronic medium for the recording, copying, playback,
broadcasting, and display of moving visual media. Video systems vary
greatly in the resolution of the display and refresh rate. Video can be carried
on a variety of media, including radio broadcast, tapes, DVDs, computer
files.
The video recording is used by researchers as a means of collecting
data on teacher-student interaction in SMA Negeri 1 Muaro Jambi in English
teaching and learning activities in the classroom. This method is used to
strengthen the research data. Video recordings are to then be
25
processed into a form transcript (dialogue). This was done to facilitate the
process of data analysis which later became a research report this thesis.
E. Trustworthiness Of The Data
Qualitative data analysis in other research done since before entering
the field, and during field, In this case Nasution was quoted as saying by
Sugiyono, menyataka that the analysis has started to formulate and explain
the problem. Before plunging into the field, and continue until the writing
of the research results. Analysis of the data become a handbook for next
research if possible theory is grounded. However, in qualitative research,
data analysis is more focused during the process in conjunction with the field
data collection (Sugiyono, 2007 : 90).
Data analysis techniques in this study using data analysis techniques
model of qualitative analysis. The data analysis done during the data
collection process takes place, and after the completion of data collection in
a particular period. At the time of the interview, researchers have conducted
an analysis of the answers were interviewed after analysis was not
satisfactory, then the researchers will continue the questions again to a
certain extent obtained data are considered credible (Saebeni, 2008 : 200-
202). Saebeni said that activity in qualitative data analysis interactively and
continues over time until complete. So that the data is already saturated. This
technique consists of two phases namely the analysis prior to the field, and
analysis while in the field. The Qualitative analysis described in the
paragraphs below:
1. Reduction of Data
The data obtained from the field is quite a lot, for it then to be noted
carefully and in detail (Saebeni, 2008 : 200). Data reduction means
summarizing, choose things that are basic, focusing on things that are important,
look for themes and patterns, and discard unnecessary. Thus the reduced data
will provide a clearer picture, and facilitate researchers to conduct further data
collection, and look for it when necessary.
26
In operation, the data reduction techniques, a large number of researchers
raw data acquired and collected in the field will be researchers collated in the
form of field notes, a copy of the interview, a copy of the documentation. After
sorting as it was, the investigator will be easy to carry out the reduction process
and the selection of the raw data that was scattered into a number of data
essentials only, and indeed associated with the research.
2. Presentation of Data
Presentation of data in qualitative research can be done in the form of
brief descriptions, charts, relations between categories, and the like. In this case
the Miles and Huberman states that are most often used to present data in
qualitative research is the narrative text (Sugiyono, 2007 : 338).
Researchers conducted engineering-right to display the data is with the
aim of helping researchers to understand what is happening, to plan further work
based on what you've found it. In operation, after the data is reduced, the next
stage researchers will assemble and systematize data in place accordance with
the interests of the research report. Reduced data so that it becomes an argument
that explains, meaningful and meaningless.
3. Verify Data
Verification and conclusion is the final step in the process of qualitative
research data analysis. Conclusion in a qualitative study is expected to answer
the problem formulation formulated from the beginning. Conclusion expected in
qualitative research is a new finding that the previous form of a description or
picture of an object that previously were vague so that after investigation it
became clear, it can be a causal relationship or interactive, hypothesis, or theory
(Sugiyono, 2014 : 345).
F. Test Data Credibility
This research using sources triangulation techniques, triangulation
techniques, and triangulation of time. Triangulation is done to test the
credibility of the source of the data is done by checking dat obtained through
several sources. In this case, to explain interaction between Englishs’ teacher
27
and students in classroom. the researchers will collect data to educators who
do kegiatanya in the classroom, community / parents.
Triangulation techniques are also conducted to test the credibility of the data.
The way in which research is to check the data to the same source with
different techniques. For example in the context of this study, the researchers
wanted to test when the data on the pattern of development of religious values
in children, the researchers can mengkroscek data to the same informant with a
variety of techniques is an interview, and then check again with the
observation, and documentation.
Triangulation is the time to test the credibility of the data obtained.
Ditemupuh way is to do an interview with do it on numerous occasions. For
example in extracting data related to this study, the researchers do it by
interviewing informants with different time ranges, for example in the morning
diperoles data such as what and when to do during the day if the information
provided to investigators is still the same or not. This is done considering the
atmosphere chronological time sometimes affect informants in dividing the data
to researchers. Because of this close relation to the inner atmosphere of
informants who are also affected by the condition of the state of the time when
the interview was conducted whether the night, the day or morning.
Triangulation is a technique to test the validity of data in the field. How
to test that is by verifying one data to be tested with three methods; Namely
observation, interviews, documentation. For example: when researchers test the
validity of data about the quality of interactions that occur in schools between
English teachers and students, then it will be checked by making observations,
then checked again with interviews, and then checked again with documentation.
Such is the triangulation technique.
28
G. Research Schedule
MONTH
No Activity July August September October November Dec
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1
1 Proposal √ √ √ √
2 Seminar √
Proposal
3 Improvement √ √ √
Proposal
4 Endorsement √
Title
5 Data √ √ √ √ √ √ √ √ √ √ √ √ √ √
Collection
6 Data √ √ √ √ √ √ √ √ √ √ √ √ √ √
Analysis
7 Consultation √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √
Supervisor
8 Munaqasyah √
9 Improvement √
10 Graduation
CHAPTER IV
FINDINGS AND DISCUSSION
A. Research Findings
1. General Finding
a. History of the Senior High School 1 Muaro Jambi
Senior High School 1 Muaro Jambi located on the street
Jambi- Ma Bulian Km 20, Pijoan village. This school has been
established since 1990s with an area of 253.200 m² with a permanent
form. Previously Senior High School 1 Muaro Jambi has undergone
name changes three times, where in 1990 this school was named
Senior High School 2 Jambi Luar Kota, and since 2002 based on the
decision of the Regent of Muaro Jambi Number 49 of 2002
concerning the change and determination of number and location of
SLTP N and SMU N districts Muaro Jambi on March 6, 2002, until
now this school is called Senior High School 1 Muaro Jambi.
List of names of Head of Private Senior High School 1 Muaro
Jambi
No Nama Periode School
1. Amirudin Wakaf. BA (Alm) 1990 - 1996 S1
2. Drs. Salimin Wiryotinoyo 1996 –1998 S1
3. Drs. Gunawan Purba 1998 - 2000 S1
4. Drs. Waluyo 2000 – 2004 S1
5. Drs. R. Najmi M,Pd 2004 - 2005 S1
6. S. R. Najmi M,Pd 2005 - 2009 S1
7. Drs. Helmi 2009 - 2020 S1
8. Heryadi, S.Pd 2020 - Sekarang S1
29
30
Vision, and Mission Senior High School 1 Muaro Jambi
1) Vision
“Piety, Superior and Cultured”
2) Mission
a) Increase the discussion of morals and noble character
b) Increase academic achievement coaching and non –
academic at national and international standards
c) Implementing the use of information and communication
technology in learning
d) Increase the number of students accepted at favorite
colleges.
e) Optimizing the self – development of students.
f) Creating a school culture in protecting and preserving the
environment.
g) Fostering local wisdom to produce creative products.
B. Specific Finding
This chapter describes the finding and discussion of the research on
English Foreign Language Writing Instruction For Tent Grades Of State
Senior High School 1 Muaro Jambi. The data were collected from the
activities of students in the classroom and out classroom who were practiced
the writing. During the process of data collection and analysis, the researcher
did the observation by writing all of the observation result, in the observation
guided, and documentation. The researcher also described the finding and
discussion from teacher and students’ interview. Based on the result of
observation and interview to the subject of the study, the researcher presented
the finding of the study. The data were also taken from documentation. The
following researcher presented findings of the study below :
31
2. Kinds of Strategies in Writing Instruction of Descriptive Text in
SMA Negeri 1 Muaro Jambi
This part presented the research findings which the researcher found
in the field by doing observation and interview. It related to Writing
Instruction of Descriptive Text in Senior High School 1 Muaro Jambi.
After the researcher investigated the teacher strategies teaching writing
instruction, finally, the researcher got some data. The results of the
research findings were presented in the descriptions below. There were
two teacher strategies in teaching writing instruction, they were guided
writing and independent writing. All the strategies were used by the
teacher in teaching writing instruction, because with those strategies the
students can understand the material easily.
In teaching writing instruction the teacher needs to know the
students’ situation, what they needs to understand and care each other, it
is used to make them have spirit and easy to understand and have fun to
discuss the materials that they discussed. The data related to Writing
Instruction of Descriptive Text in Senior High School 1 Muaro Jambi
were taken from conducting interview with the subject and having
observation. The presentation of findings, in this part covers two
strategies, they were guided writing and independent writing.
1. Guided Writing strategies
Guided writing was employed by the teacher in
writing instruction. In guided writing the teacher guide
students in small groups. Students are encouraged to develop
a draft based on the text framework that has been prepared.
At this stage the teacher continues to encourage students to
develop their ideas which are used to develop a draft
descriptive text. The following is observation that researcher
got on 11th
August 2020. The observation describes an
activity conducted by teacher in using guided writing
strategies to guide students and develop ideas. The
32
researcher observed the teacher needed to support students in
composing text well, teacher give support students must be
able to describe something, such as examples of people,
objects and places. To describe based on careful observation
and proper sentence formation which must begin with a
general description, which is a sentence or phrase and
students can imagine the atmosphere, get to know people,
and to understand feelings through language expressions.
Some students may be confused in processing words
and sentences. The students made group the students into 5
members. Subsequently, they sit together in a circle. One of
them will distribute the pictures to each group. After that the
students will see and describes.
Based on an interview with Evi Julinawati said that :
“ I told the students to be active in developing ideas
and making use of your knowledge, so This strategy
the teacher must be able to provide guidance or
guidance for students in writing because the key to
success is guiding students to utilize the knowledge,
skills and understanding which needs to be developed
during the writing lessons of students. Writing
guidance sessions can involve the whole class, small
groups or individuals and in general activities for
writing guides can also involve students and teachers
jointly compile the text.”
(Teacher)
From the result interview above, guided writing
strategies very important to students in teaching and learning
process.
2. Independent Writing strategies
33
Pada strategi ini, siswa diberi kesempatan untuk
mengembangkan teks deskripsi mereka secara mandiri.
Siswa bebas menuliskan ide, gagasan dan pikiran nya dalam
teks mereka menggunakan struktur dan unsur kebahasaan
yang sudah dipelajari.
Based on the results of the interview ,
“The teacher uses this strategy to allow students to be
independent in writing activities. The teacher instructs
students to set goals, identify audiences, think about
how to organize ideas effectively, write drafts, prepare
and edit final drafts and publish and present their work
for further feedback.” (Teacher)
Before writing, students were pre – writing do a
brainstroming is to practice developing and generating as
many ideas as possible about an object. In this case, the
teacher had divide the group and Each group discusses
determining the topic of writing based on the theme the
teacher provides. After that, To determine the theme of
writing in their groups, they do brainstorming to determine
the topic of writing topics for students. Then, Brainstroming
continues in the pre-writing stage, especially in collecting
written material. The students are given the opportunity to
write independently. After completion they were grouped
again into the original group and carried out the post writing
stage. the students brainstormed in scrutinizing other friends'
writings. The students revise their writing and each group
presents several or one writing that is considered the best in
the group orally. Teacher and other students reflect (respond
to and evaluate) the writings of friends that are presented.
Writing are collected and evaluated by the teacher.
34
Based on result the interview,
“with brainstroming it can help students generate creative ideas more easily.” (Teacher)
Based on the researcher observation, it found that the
students needed to more active in terms of developing ideas.
It was used to understand every writing because used English
language, so hopefully students use a dictionary to translate
each word. Sometimes the English teacher at Senior High
School 1 Muaro Jambi used two languages when she
explained writing instruction in teaching process. For
example, teacher used two languages when giave directions
to writing instruction, esspecially learning activities and
explained the discussion of the material. The following is
field note that researcher got during the observation (August
13th
, 2020) that gave illustration that the teacher used
indonesia language in explaining of material and for English
language it is used when the teacher gives directions in
learning activities such as making groups, doing assignments
and other activities. Sometimes there are students who do not
understand the material presented by the teacher, they asked
using English and some do not use it. As the teacher said :
“for my students, I am free to use language during the
learning process. Because the teacher knows the ability of students to use language, especially English.”
(Teacher)
From the result of the interview above, it can be
comprehended that teacher does not impose students’
language skill on learning English is cause by difficulties in
35
pronunciation and how to write and also read English
students have a lot to practice.
And besides that the teacher also uses genre based
approach uses the narrative genre because the teacher follows
the syllabus but on the other hand the teacher uses the
descriptive text genre. Because it makes it easier for students
to find new vocabulary and does not make students bored.
Based on result the interview,
“ when teaching I don’t have to use just one genre, I depend
on the syllabus procedure which genre to use. If I use narrative I have to teach narrative to students, if for
descriptive I have to teach it also with other genres.” (Teacher)
3. The Media are Used in Writing Instruction of Descriptive Text in
School 1 Muaro Jambi For teaching writing at Senior High School 1 Muaro Jambi
especially class X MIPA 1 the teacher uses visual and audio media,
so that learning and teaching activities run smoothly and be fun for
students. In teaching the teacher uses visual media, one of which is
image media. The teacher explains the subject matter of the
discussion about descriptive text using image media and students are
very attentive and enjoy the teacher's time explaining by showing
picture. The teacher asks the students about the picture and the
students begin to answer them simultaneously. This will be a
practical teaching for students in writing instruction.
.
Based on the interviews I received,
36
“for myself in the process of teaching writing I use visual and audio media, for example, such as pictures and photos for
visual media and for audio media such as video. This will make students more excited and fun and also not boring.”
(Teacher)
Based on the researcher observation, it found the strength of
the foundational in used media writing instruction because goals in
teaching and learning process use media cause Teachers are also
required to be more creative in managing the media in order to attract
students' interest in the learning process. So, if the teacher only uses
one media it will make students bored and less interest in learning.
Through discussion, the teacher can introduce the basic concepts of
learning media in teaching writing so that it can be understood by
students. The teacher believes that teaching writing activities
without the media of learning and teaching activities will look
monotonous and boring because just listening to the material will
make students sleepy and will lose focus.
C. Discussion
This part presents the discussion of the research findings. This
research focused on kinds of Strategies in Writing Instruction of Descriptive
Text in Senior High School 1 Muaro Jambi. The teacher needed to consider
some factors in writing strategies, which are: individual factors such as the
role of the teacher in guiding students to be skilled at writing and teacher
condition about topics discussed.
From the research finding, the strategies in teaching writing
instruction were so various. The first strategy was guided writing, the
teacher the teacher guides students to be skilled in writing. The teacher use
this strategy so that teachers can support students in compiling texts and
teachers of English as a second language (ESL) (NSW, 2007.34)
The second strategy is independent writing, in this strategy the
teacher give students the opportunity to write independently and students
37
take full responsibility for the writing process. Dalam pelajaran whole
language approach according to Routman and Froese (1991) , Suratinah
dan Teguh Prakoso (2003: 2.3)
there are several components whole language,
is reading aloud, sustained silent reading, shared reading, journal
writing, guided reading, guided writing, independent reading, dan
independent writing.
But according to the definition of whole language, namely language learning
that is presented in its entirety and not in isolation, then in
applying each component whole language in the classroom must also
involve all language skills and elements in learning activities. So, in the
whole language approach there is an independent writing strategy that
teaches students about the independence of writing without the intervention
of a teacher. Next teacher using media in teaching writing, namely visual
and audio media. Learning media helps students be enthusiastic in learning.
Based on the word National Education Associaton (1969) states that
learning media is a communication tool in the form of visual and audio in
physical form. So, teachers at Senior High School 1 Muaro Jambi use visual
and audio media such as photos, pictures and posters, videos, films, radio
and cassettes. Here the teacher takes one of the media that has been
mentioned as an example of media and the teacher chooses image media to
make it easier during the learning and teaching process.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
The finding indicated that there are two strategies in teaching
writing instruction they are Guided Writing and Independent Writing
strategies to enhance their writing instruction and also hem build friendly.
The use of guided writing , the teacher analyzed the lesson about
guiding and helping students who need to learn to write and students must
be able to utilize knowledge, skills and be able to develop ideas;
independent writing the teacher provide opportunities for students to do
independent writing without the intervention of a teacher and students are
given full responsibility for completing the writing assignment.
These strategies helped the teacher in getting knowledge,
information, thinking easier, faster, confidence, motivation, taking and
accepting responsibility and more enjoyable ways to giving to ideas.
These strategies made them interested English and also made them were
good in writing the eassy and also their score in academic.
In learning writing instruction in class teacher used the picture
media. So that, teaching and learning activities can run pleasantly and
actively.
A. Suggestion
The researcher suggests that teacher can consider the strategy in
learning writing instruction must understand the writing strategies is very
important for the students because they had to express their opinions. By
using guided writing and independent writing and also build a more rich
knowledge of strategy and friendly.
The students could still find a space to speak English more often
without having to worry about anything and with the right guidance from
the teacher. The researcher believed that if the students would follow the
teacher writing strategies, they would enhace their writing instruction,
even though it is not fully fulfilled, this could bring students into positive
results on their understand.
For the future researchers that are interested in conducting the
other research but still in the same scope, the reseracher hopes that the
other researchers could conduct the other teachers strategy to help in
writing skills, reading skills, speaking skills and listening skills. In
additional, because this research only focuses on the twacher strategies in
teaching writing instruction, the researcher hopes the future researches to
investigate the solving strategies in other skills like in reading, speaking,
or writing. Last, hopefully this researcher could be a good guide which had
reach information for the further researchers about teacher strategy to
enhance students writing instruction.
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Appendix 1
INSTRUMENTS OF DATA COLLECTING
A. Observation
1. Teaching and learning process at Writing subject in the classroom 2. The manner of students study at tenth grade of senior high school 1
Muaro Jambi 3. The strategy in teaching Writing at tenth grade of senior high school
1 Muaro Jambi 4. The media in teaching Writing at tenth grade of senior high school 1
Muaro Jambi
B. Interview
✓ To English Teacher
a. What strategies conducted by the teacher in writing instruction at
Senior High School 1 Muaro Jambi? b. What media are used in writing instruction at Senior High School 1
Muaro Jambi?
Lampiran 1
PEDOMAN WAWANCARA
Nama : Epi Julinawati, S.Pd
Jabatan : Guru Mata Pelajaran Bahasa Inggris
Pendidikan Terakhir : S1
Hari/Tanggal : 12 Agustus 2020
Tempat : Di Ruang Guru
1. Strategi apa yang dilakukan oleh guru dalam pelajaran menulis di SMA N 1 Muaro Jambi? 2. Media apa yang digunakan guru dalam pelajaran menulis di SMA N 1 Muaro Jambi ?
Lampiran 2
CATATAN HASIL WAWANCARA
Nama
: Epi Julinawati, S.Pd
Jabatan
: Guru Mata Pelajaran Bahasa Inggris
Pendidikan Terakhir : S1
Hari/Tanggal
: 12 Agustus 2020
Tempat : Di Ruang Guru
Peneliti
: Strategi apa yang dilakukan oleh guru dalam pelajaran menulis di SMA N 1
Muaro Jambi ?
Informan
: bagi saya pribadi khusus nya saya sebagai Guru Bahasa Inggris itu
menggunakan strategi guided writing dan independent writing.
Peneliti : Media apa yang digunakan guru dalam pelajaran menulis di SMA N 1
Muaro Jambi ?
Informan
: Guru menggunakan media Gambar, supaya dapat menarik perhatian
siswa, menyenangkan dalam belajar dan fokus dipelajaran saya.
1. Penilaian Pengetahuan
a. Teknik Penilaian : tes tulis
b. Bentuk instrumen : uraian bebas
c. Kisi – kisi
No Kisi – Kisi Penilaian Indikator 1 Disajikan pertanyaan singkat tentang isi teks, siswa dapat menjelaskan isi teks
tersebut. 2 Disajikan sebuah teks deskriptif, siswa dapat mengidentifikasi kata sifat untuk
mendeskripsikan orang.
2. Rubrik Petunjuk Penilaian soal Essay
No Bobot Kriteria Persekoran Nilai
Soal Akhir
Butir Pertanyaan
0 5 10
1 Jelaskan apa yang dimaksud 60
dengan descriptive
text ?(menggunakan hasil
pikiran sendiri)
2 Buatlah satu contoh 40
mengenai descriptive text !
Jumlah skor maksimal 100
Penentuan Nilai = N= Skor Penilaian x 100
Skor Maksimal
Appendix : documentation (pictures)
Research Activities Documentation
1. Teaching and Learning Process
CURRICULUM VITAE
A. Informasi Diri
Nama
: Indri Widyastuti
Jenis Kelamin
: Perempuan
Tempat & Tgl. Lahir
NIM
1. Alamat Asal
2. Alamat Sekarang
No. Telp/HP
Nama Ayah
Nama Ibu
: Bangko, 06 Juni 1993
: TE. 140991
: Bangko
: Desa simpang sungai duren. Rt 05 Rw 03 kec.Jaluko.
Kab. Muaro Jambi, Provinsi Jambi. Kode Pos 36363
: 085216213432
: Suratman
: Darinah
B. Riwayat Pendidikan
1. Pendidikan Formal
a. SD N No. 260/VI Rawa Jaya II
b. SMP N 23 MERANGIN
c. SMK N 4 MERANGIN
d. UIN STS Jambi
2. Pendidikan Non-Formal
a. Kursus Komputer di Jambi