SHARED WRITING STRATEGY IN TEACHING … writing strategy in teaching writing by the teacher ......

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SHARED WRITING STRATEGY IN TEACHING WRITING

A THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Magister Humaniora (M.Hum.) Degree

in English Language Studies

Rifky Dora Wijayati

Student Number: 086332011

THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2014

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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STATEMENT OF ORIGINALITY

This is to certify that all ideas, phrases, sentences, unless otherwise stated, are the

ideas, phrases, sentences of the thesis writer. The writer understands the full consequences

including degree cancellation if she took somebody’s else ideas, phrases, or sentences

without proper references.


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LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

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

Yogyakarta:

Nama : Rifky Dora Wijayati

Nomor Mahasiswa : 086332011

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan

Universitas Sanata Dharma karya ilmiah saya yang berjudul:

SHARED WRITING STRATEGY IN TEACHING WRITING

Beserta perangkat yang diperlukan (bila ada). Dengan demikian, saya memberikan kepada

perpustakaan Universitas Sanata Dharma Yogyakarta hak untuk menyimpan, mengalihkan

dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan

secara terbatas dan mempublikasikannya di internet atau media lainnya demi kepentingan

akademis tanpa perlua meminta ijin dari saya maupun memberikan royalti kepada saya

selama tetap mencantumkan nama saya sebagai penulis.

Demikian pernyataan ini yang saya buat dengan sebenarnya

Dibuat di Yogyakarta

Pada tanggal : 10 January 2014


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ACKNOWLEDGEMENTS

In the process of finishing this thesis, many people have given their love,

encouragement and support. First, I would like to thank Allah SWT, for His blessings that

I can have alot of opportunities to finish this thesis. I would like to give my precious

gratitude to my father, H. Abdul Hannan and my beloved mother Hj. Siti Nga’isah who

always pray for the best things for me and support me wherever and whenever I need. I am

also indebted deeply to my lovely husband, Muhammad Iqbal for having understood and

supported my passion and for being a very good listener in every single time.

I would like to express my deepest gratitude to F. X. Mukarto, Ph. D, for his

patience, supports and willingness to remind me and guide me in finishing this thesis.

Thank you for always giving me outstanding advices during my study.

My great thanks go to Dr. Bismoko, the inspiring lecturer from whom I got clear

understanding about beliefs and dedication as educator.

To Dr. B. B. Dwijatmoko, M.A, I would like to express my sincere gratitude for his

motivation to finish this thesis and for being my inspiration in using technology in English

language Learning.

My gratitude also goes to Dr. Novita Dewi, M, S, who made me aware of the art of

reading from different perspectives. I learned to see beautiful art works of literature and

different ways to interprete it. Her smiles always inspired me to finish my thesis.

My deepest gratitude goes to Dr. Concilianus Laos Mbato, M. A., my thesis

examiner for his careful correction, criticism, guidance and patience. I thank him for

advising me with constructive feedback throughout the revision time.

I would like to say thanks to Azwar Abbas, M. Hum, my former head English

Departement for his kindness and patience. The principal of SMA Muhammadiyah I

Muntilan for his kindness to support me, and allow me to join this program.

My gratitude also goes to Mbak Lely who made me keep doing anything on time

and supported me to finish this thesis. May God bless all of your kindness.

Rifky Dora Wijayati


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TABLE OF CONTENTS

Page

TITLE PAGE ................................................................................................................. i

APPROVAL PAGE ....................................................................................................... ii

THESIS DEFENSE APPROVAL PAGE .................................................................... iii

STATEMENT OF ORIGINALITY ............................................................................. iv

LEMBAR PERNYATAAN PERSETUJUAN ............................................................... v

ACKNOWLEDGEMENT ............................................................................................ vi

TABLE OF CONTENTS .............................................................................................. vii

LIST OF TABLES ......................................................................................................... x

LIST OF FIGURES ....................................................................................................... xi

LIST OF ABBREVIATIONS AND CODES .............................................................. xii

ABSTRACT ................................................................................................................... xiii

ABSTRAK ...................................................................................................................... xiv

ABSTRAK .................................................................................................................. xvii

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

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

B. Problem Identification .............................................................................................. 5

C. Problem Delimitation and Limitation ........................................................................ 9

D. Statement of Research Questions .............................................................................. 9

E. Research Goals ........................................................................................................... 10

F. Research Benefits ....................................................................................................... 10

CHAPTER II: LITERATURE REVIEW ................................................................... 12

I. Theoretical Reviews …………………………………………………………... 12

A. Teaching…………………………………………… ...………………….. 12

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

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

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

C. Writing...….....………………………………………………………..…… 20

1. Definition of Writing ..…………….…………………………..…… 21


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2. Product vs Process..………………....…………………………..…… 22

3. Teaching Writing…………………….……………………………… 24

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

1. Strategy ……...………………………………………………….…… 25

2. Shared Writing …………………………………….…………….…… 26

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

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

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

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

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

CHAPTER III: RESEARCH METHODOLOGY …………………………………. 42

A. Research Method ...……………………………………………………………….. 42

B. Narrative............………………………………………………………………….... 43

C. Research Setting ........................ ……………….…………………………………. 45

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

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

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

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

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

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

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

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

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

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

A. Text of Participant .….……………………………………………….……………. 54

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

2. College years …………………………………………………….……………... 56

3. Beyond college ……………………….………………………….……………... 56

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

1. Teacher’s understanding ……………………………………….……………… 62


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2. Teacher’s intention and action .....……………………………………………… 67

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

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

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

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

1. Teacher’s faith .........................................................................................……… 77

2. Teacher’s patience……………………………………………………………….77

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

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

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

6. Sharing experiences ………………………………………………….………... 82

CHAPTER V: CONCLUSIONS ……………………… …………………………... 84

A. Conclusion …………………………………………………………………....…… 84

B. Recommendation………………………………………………………....………... 86

BIBLIOGRAPHY ……………………………………………………………………. 88

APPENDICES …………………………………………………………………………96

APPENDIX I : Field Notes ...........…………………………………………… ..96

Field Notes 1 …………………………………………………………………. ..97

Field Notes 2 …………………………………………………………….…….100

Field Notes 3 …………………………………………………………………. 104

Field Notes 4 …………………………………………………………………. 108

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

Interview Transcript 1 …………………………………………..……………. 111







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LIST OF TABLES

Table 2.1 Characteristics of High School Cognitive Development

Table 2.2 Characteristics of High School Social Development

Table 2.3 Implication for Teacher of High School Students


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LIST OF FIGURES

Figure 2.1 . The stages of Shared Writing Strategy


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LIST OF ABBREVIATIONS AND CODES

A : Answer

Act : Action

Chs : Characteristic

Res : Reason

Comm : Comment

Con : Concrete

Exp : Experience

ET : Emergent Themes

Int : Interview

Intn : Intention

Q : Question

Ref : Reflection

RoT : Roles of Teacher

Std : Students

SWS : Shared Writing Strategy

Tc : Teaching

TcE : Teaching English

Tcr : Teacher

Und : Understanding

W : Writing

Direction of Reading the Codes

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

1st Interview


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ABSTRACT

Wijayati, Rifky Dora. 2014. Shared Writing Strategy in Teaching Writing. Yogyakarta:

The Graduate Program of English Language Studies, Sanata Dharma University.

The trends in teaching writing are moving towards a focus on facilitating students’

creative thinking processes. Therefore, English language teachers must be able to

implement a certain strategy in their teaching writing. Shared writing strategy is one of an

innovative methods of teaching which allows a teacher to help students organize their

ideas in a text.

This study aims to investigate the extent to which the implementation of shared

writing strategy in teaching writing have impact on students learning motivation and

writing skills as well as on the teaching learning process in general. This study also seeks

to describe and interpret the implementation of shared writing strategy by the teacher. In

order to reach the aims of the study, the research question is What is the implementation of

shared writing strategy in teaching writing by the teacher like? As it is a case study, it

focuses on the implementation of shared writing strategy by an English teacher of SMA

Muhammadiyah I Muntilan. The data for this study was drawn through in-depth interviews

with an English teacher and classroom observations. The collected data was then analyzed

using a qualitative method of analysis to look for patterns and themes for possible

categorization.

Based on the data analysis, this study has produced a number of findings. First, the

result of this study shows several emerging themes such as the teacher’s understanding of

the roles of the teacher, teaching writing and shared writing strategy. Second, the teacher

utilized her previous understanding of the major themes as a foundation in applying shared

writing strategy in teaching writing to the students. Upon using the shared strategy, the

teacher was able to instill in the students positive ideas about writing tasks and to boost the

students’ motivation in learning to write. Similarly, the strategy also motivated the teacher

to invest her patience in seeking to understand the students’ individual characteristic and

learning style, and to cope with the challenges and constraints during the teaching of

writing. Second, the students who have been taught with the shared writing strategy were

capable of not only producing short paragraph writings during the class but also extending

their learned knowledge and skill outside the classroom in the form of wall magazines. Of

equal importance, they also developed self-confidence as they felt their involvement was

being encouraged and appreciated in the process of producing their writings

It can be concluded that shared writing strategy has, to some extent, proven to be

an effective way to teach writing in the context of high school students. This claim is

particularly true in light of the fact that after being treated with such a strategy, the

students show growing interest in writing both in and out of the classroom. This study

concludes with some recommendations about teaching writing to be considered for further

research in the future.

Keywords: strategy, shared writing, teaching writing


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ABSTRAK

Wijayati, Rifky Dora. 2014. Strategi Menulis Bersama dalam Pembelajaran Menulis.

Yogyakarta: Program Pasca Sarjana, Kajian Bahasa Inggris, Universitas Sanata Dharma.

Kecenderungan dalam pembelajaran menulis saat ini mulai fokus pada proses

memfasilitasi berpikir kreatif siswa . Oleh karena itu, guru bahasa Inggris harus mampu

menerapkan strategi tertentu dalam pengajaran menulis mereka.

Pertanyaan penelitian ini adalah Seperti apakah penerapan strategi menulis

bersama dalam pembelajaran menulis oleh guru ? Hal ini bertujuan untuk menyelidiki

sejauh mana penerapan strategi menulis bersama dalam pembelajaran menulis berdampak

pada siswa, motivasi belajar dan keterampilan menulis serta pada proses belajar mengajar

pada umumnya. Strategi menulis bersama merupakan metode inovatif pengajaran yang

memungkinkan guru untuk membantu siswa mengatur ide-ide mereka dalam sebuah teks .

Penelitian ini bertujuan untuk menggambarkan dan menginterpretasikan penggunaan

strategi tersebut secara tertulis pengajaran untuk siswa SMA . Karena merupakan studi

kasus , berfokus pada pelaksanaan strategi menulis bersama oleh guru bahasa Inggris dari

SMA Muhammadiyah I Muntilan . Data untuk penelitian ini diambil melalui wawancara

mendalam dengan seorang guru bahasa Inggris dan observasi kelas . Data yang terkumpul

kemudian dianalisa menggunakan metode kualitatif analisis untuk mencari pola dan tema

untuk kemungkinan kategorisasinya.

Berdasarkan analisis data, penelitian ini telah menghasilkan sejumlah temuan.

Pertama, hasil penelitian ini menunjukkan tiga tema berkembang utama seperti

pemahaman guru dari peran guru , mengajar menulis dan strategi menulis bersama. Kedua,

para guru memanfaatkan pemahaman mereka sebelumnya tema utama sebagai dasar dalam

menerapkan strategi menulis bersama kepada siswa selama pembelajaran menulis. Setelah

menggunakan strategi bersama, para guru mampu menanamkan pada siswa ide-ide positif

tentang menulis tugas dan untuk meningkatkan motivasi siswa dalam belajar menulis .

Demikian pula, strategi ini juga memotivasi para guru untuk meningkatkan kesabaran

mereka dalam berusaha untuk memahami siswa karakteristik individu dan gaya belajar,

dan untuk mengatasi tantangan dan kendala selama pembelajaran menulis. Kedua, para

siswa yang telah diajarkan dengan strategi menulis bersama yang mampu tidak hanya

memproduksi tulisan pendek selama kelas, tetapi juga memperluas pengetahuan yang

dipelajari dan keterampilan di luar kelas dalam bentuk pembuatan majalah dinding. Sama

pentingnya, mereka juga mengembangkan rasa percaya diri karena mereka merasa

keterlibatan mereka sedang didorong dan dihargai dalam proses memproduksi tulisan-

tulisan mereka

Hal ini dapat disimpulkan bahwa strategi menulis bersama dalam batasan tertentu,

terbukti menjadi cara yang efektif untuk pembelajaran menulis bagi siswa SMA.

Pernyataan ini berlaku mengingat fakta bahwa setelah diberi perlakuan dengan strategi

tersebut, para siswa menunjukkan minat dalam menulis baik dalam dan keluar dari kelas .

Penelitian ini diakhiri dengan beberapa rekomendasi tentang pembelajaran menulis untuk

dipertimbangkan untuk penelitian lebih lanjut di masa mendatang .

Kata kunci : strategi, penulisan bersama, pengajaran menulis


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CHAPTER I

INTRODUCTION

This chapter presents the information related to the issues in teaching

writing and the importance of having the study. There are six majors covered,

namely(1) background of the study, (2) problem identification, (3) limitation of

the study, (4) statement of research question, (5) research goals, and, (6) the

benefits of the study.

A. Background of the study

Teaching writing to senior high school students is a compulsory action (PP

No. 19/ 2005). It is an attempt to meet the graduate competency for language

lesson which emphasizes on literacy education. Literacy education is a language

education which prepares the students to be able to take part in the modern life

(Hammond, 1992: 171). It proposes that language education has to be education

of life skill that is an education that gives abilities so that the students are able to

survive in globalisation era.

One of the English skills offering a good opportunity in globalisation era is

writing. In line with the paradigm stated above, Amado (2010) states that writing

is an important vehicle that should be taught for self expression and support

students’ creative process. Thus, students can use writing for self expression,

which is stating ideas, thoughts and feeling from their own experiences and

others. The documentation of written experiences could be a source of life for


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them to be ready in a competition outhere. Being exposed with a set of writing

activities at the school, the students’ creative process of writing will develop

automatically so that they can use the skill to support their life as well.

Therefore, as a compulsory skill which is taught at senior high school

students, teaching writing requires a skillful English teacher. Danielson (2007)

asserts that a skillful English teacher is one of the single most important

influences on students’ success. During the teaching time, he or she must be able

to perform the roles as a teacher in the classroom, such as, by understanding,

engaging, motivating the students and facilitating the instructional process.

Dealing with the view, that writing skill can take part in globalisation era, the

issues of teaching writing have arisen as well. One of the issues was dealt with the

implementation of a strategy in teaching writing.

There was a story when I was teaching at senior high school in Muntilan

region. The story caught my attention and I wrote it down in this thesis. On April

2008, there was a monthly meeting with all the senior high school English

teachers around Magelang regency. One of the topics was a discussion about

teaching writing. At that time, three English teachers of different private senior

high schools shared their experiences of teaching writing in their classes.

There were two teachers who were not interested in teaching writing for

several reasons. One of the teachers said that during his teaching time for three

years, he was hardly able to engage the students in the writing process. According

to the teacher, he used to conduct the writing process by giving out the students

several topics and ask them to write based on their choice. Then he collected the


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students’ work, checked them as well as gave scores to the submitted works. After

that he returned them back to the students. He did those actions for many times.

Similarly, a female English teacher uttered that she had difficulties in teaching

writing. Not only did the students have low English proficiency, but also the

teacher had the problem with time constraints. For her, motivating the students

who have low English proficiency to write makes the teaching writing process

ineffective. As the consequence, the teaching writing process required longer time

On the other hand, another teacher from another private school said that

she had applied a certain strategy in teaching writing to her students. The strategy

was shared writing. This strategy had helped her to motivate, engage the students

to the writing process. Besides, shared writing strategy had helped her in

improving the teaching writing process. She was also able to make some

reflections of her teaching. In this case, she could monitor the students’ writing

progress simultaneously. According the teacher, one of the output of shared

writing strategy implementation was writing on a wall magazine.

Based on the facts above, there is a kind of gap between the teacher who

uses a shared writing strategy in teaching writing and those who do not. The use

of a shared writing strategy in teaching writing is considered as an important

factor to provide an actual life skill to the students. Therefore, it is important to

know information about the teacher who have applied shared writing strategy in

teaching writing. The information that must be explored would be about her life

stories in implementing the use of shared writing strategy in teaching writing.


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To support this study, there were some related research on the importance

of shared writing strategy used by the teachers in teaching process. The first

research is conducted by Kieft, Rijlaarsdam and Bergh (2006) . It is aim at

investigating the teachers’ performance as facilitator in using shared writing in

teaching literature through writing. The participants of the study were the

teachers’ who performed the strategy in their class. In the findings, it is shown

that students’ literary intepretation skill have improved significantly by the

teachers who performed the shared writing strategy during teaching process.

Furthermore, an implication of the study showed that the strategy applied is

influenced the students in which those who have taught through shared writing

strategy are having better writing skill.

The second research is conducted by Coursen in 2007 at Panorama island.

Her qualitative research focuses on the connection between sharing, writing and

motivation in teaching process. It aims at describing the implementation of shared

writing strategy as the umbrella of a set of sharing writing activities in developing

students’ writing skill. Besides, the research also explores that teachers are able to

motivate the students through the sharing writing activities during the teaching

process. The findings show that exposing the students with a set of sharing writing

activities of shared writing strategy have developed their writing skill. Afterward,

the second finding reveals that a collaboration between students teachers through

sharing writing activities have encouraged students’ motivation during the

teaching writing process.


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To sum up, both research illustrate the usefulness of shared writing

strategy in teaching process by the teacher. It is noted that the teacher’s role is

very essential in implementing the strategy during the teaching process. To be

more specific, teaching writing using shared writing strategy can develop

students’ writing skill to be used as a provision in their life while during the

teaching process, the teacher who uses this strategy would be able to work

together with them as well. It can be concluded that a description of teacher who

uses shared writing strategy in teaching writing is really interesting to be explored.

Related to the field of teaching, this research aims to describe and intepret

the the use of shared writing strategy in teaching writing by the teacher. The

description and interpretation, then, hopefully will have a significant contribution

to education scientifically and practically.

B. Problem Identification

Teaching writing is an inseparable part of teaching English. Its specialty is

producing some handwriting, such as, a short descriptive paragraph, a simple

recount paragraph as obvious evidences of the result of the process of teaching

writing. Teachers sometime provide limited time to teach writing inside the class

because of time constraints. They rarely notice students’ writing progress

simultaneously or even they missed great opportunity to see students’ writing

talent. Since writing needs more attention towards the process, tricks to teach

writing is an essential act to break the old concepts of teaching writing. Acoording

to Oczkus (2007), the old concept of teaching writing asks the students to follow a


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writing lesson with a predictable pattern. The predictable pattern is when the

teacher gives an assignment then instruct the students to write in twenty minutes.

Students seem uncomfortable with the strict instruction even unclear direction.

They have no idea at all of what they are going to write in a piece of paper. Thus,

there were no adequate sources, examples and clues in it. As the consequence,

students feel so haunted when they are asked to write and they become low

achieving writers. Therefore the use of strategy in teaching writing is consider as

an important tool to current time (Hedge, 2000). It is important because it helps

the teacher facilitating his/ her students in the teaching process. According to

Eacott (2007) a strategy is a set of establishing practices to reach determined

expectations. He adds, the determined expectations refer to the purpose of

teaching process while the establishing practices refer to the progressive activities

which engages the students in teaching process. On the other words, the use of

strategy creates an opportunity for the teacher to facilitate the students to apply

what they learn in the classroom to real life experiences. In addition Nunan (2003)

states the use of the strategy is useful in which writing almost always improves

with practice, the more practices done, the better writer will appear.

There is a strategy called shared writing. Shared writing strategy facilitates

students to model good writing from the teacher (McKenzie, 1985). It provides an

opportunity for students and the teacher to work together in writing activities. The

shared writing strategy establishes an activity in which students are gathered

around an easel and start a discussion about shared experience that they are

studying now or ever experienced before. Students can benefit from practice at


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writing about the results of their own research, as well as expressing their own

feelings and experiences (Wallace, Stariha, Walberg; 2004:9). Shared writing

strategy covers three different stages namely, beginning shared writing activities,

shared writing activities, and shared writing post activities (Routman, 1994). In

each stage, the sharing activities between the teacher and students are required to

be done together so that they have big opportunities to share ideas, thoughts,

views and feeling during the teaching process. These chances create a deeper

understanding between them (Larkin, Flowers, Reid; 2005: 2).

In the past, the role of the teacher was the gatekeeper of information.

Teachers had access to the information that their students needed. This was an

important role 30 years ago when the classroom was the focal point of information

dissemination (Johnson & Mc Elroy, 2010). Information was a sparse commodity,

and it was the teacher who held the keys to the knowledge kingdom whereas

today’s education should be on the personalization and application of relevant

knowledge rather than simply filling them with random facts (Johnson & Mc

Elroy, 2010). In 21st century, teachers tend to favor particular modes of instruction

which suit either the personality of the teacher, or the materials being used, or the

expectations of the learners, or the prescriptions of school administrators, or the

subject matter being treated, or the preferences of teachers for certain types of

classroom process (Appel, 1995). On the contrary, the roles of teacher nowadays

has changed. According to Shirley in Cooper (2010: 20) teacher is trusted as

someone who has the most precious resource in which he or she is able to face the

glorious diversity of the students and the rigors of individual participation in a


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democratic society. It is obvious that the teacher then has to meet the needs of

current culture in which he or she should prepare their students for the world of

today and tomorrow.

In line with the views shift above, a teacher who serves as a facilitator

should use a certain strategy in teaching process. The teacher as a facilitator

requires a change in standard teaching strategy (Neville, 1999: 27) where he/she

has to guide and assist students as they take on more responsibilities for their

learning. Teacher, moreover, has to focus on the progress of students’ learning

experiences by applying a particular strategy. Therefore, in teaching writing,

shared writing strategy gives a chance for the teacher and students to

communicate each other by several activities which lead to create better

understanding.

Based on the elaboration above, the teacher has a big challenge in teaching

writing using shared writing strategy. He/ she is strived to place themselves as a

facilitator, friend, and motivator for the students. Therefore, the importance of

sharing idea through shared writing strategy is needed as the implementation of

hearing teacher’s voice through his or her experiences when teaching writing. In

sum, this research covers the description and interpretation of the use of shared

writing strategy in teaching writing by the teacher. The description of participant

stories can be seen as a case. According to Burke (2012) a case tells a story of

interrelated elements in particular setting. He adds, the interrelated elements are

the holistic entities of the understanding, actions, operations of a case. Therefore,


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this study tries to figure out the complex things happen of the use shared writing

strategy in teaching writing by the teacher and intepret it.

C. Problem Delimitation and Limitation

As mentioned in problem identification, it is important to break the old of

concept of teaching writing. From the teaching with a predictable pattern of

writing lesson becomes the teaching with a certain strategy. In teaching writing,

the teacher presence is considered important in which he/ she is the one who runs

the strategy. Therefore, this research would be limited on the area of description

of the use of shared writing strategy in teaching writing by the teacher.

As a matter of time and accessibility, the participant is an English teacher

of SMA Muhammadiyah I Muntilan. The participant was recruited because she

could understand the principles of her involvement (Larkin, Flowers, Reid; 2005)

in this study. Her consent, willingness to express her experiences, opinions and

engagement with the students are counted as a supportive contribution in this

study. With the limited number of participants, hopefully a deep and focused story

of the use of shared writing strategy in teaching writing will be elaborated

comprehensively.

D. Statement of Research Question

To reveal the contribution of the teacher in teaching writing using shared

writing strategy, then the research question would be “What is the implementation


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of shared writing strategy in teaching writing by the teacher like?” This question

would lead the research thoroughly to find out the answers.

E. Research Goals

In relation to the teaching writing using shared writing strategy, the

research aims to describe two main goals, namely, (1) describe the

implementation of shared writing strategy in teaching writing (2) interpret the

emergent themes that appeared during the implementation of shared writing

strategy in teaching writing. To achieve the goals, the narrative description will be

employed in this study.

F. Research Benefits

There are two benefits from this research. For scientific benefit, firstly,

this research provides the description and interpretation of the implementation of

shared writing strategy in teaching writing by the teacher. The documentation

from the description and interpretation of the implementation of shared writing

strategy in teaching writing is useful for the professional parties who are

concerned with English education, especially in teaching writing using a certain

strategy. According to Oates (2000) using a certain strategy in teaching

writing means helping the teacher to have a worth teaching. The teacher who

implements a strategy in teaching writing in his or her classroom is also hoped to

help the students to overcome their writing difficulties. Secondly, this research

presents the opportunities for students to be involved and to be heard in their


11

writing process. For the government and any parties who are concerned in English

education, the implementation of shared strategy writing in classroom activities

may be valuable for producing more cordially English materials for writing. It is

also hoped that this information would be beneficial to the improvement of

English language studies in general.

For the practical benefit, since teacher is one of the most important factors

in student achievement, it would make sense that this research may become

valuable for teachers who are concerned with their own professional development

and English education. A series of reflective text of teacher’s performance in the

class through shared writing strategy would empower them to perform more

efficiently and productively in their work. Reflective teacher is someone who

provides the meal for the rest of one’s life (Biggs 2003, p. 7). Her participation to

this research is also hoped to be consequential experience to her. It is hoped that

she will become more autonomous to improve her professional roles, especially as

reflective teacher. Through her autonomy, she will become more empowered and

able to do self-actualization in her profession so that finally she can make a

continuous improvement in her teaching. As a result, it is hoped that the students

will learn better.


12

CHAPTER II

LITERATURE REVIEW

In this chapter, I attempt to explain the theories, concepts and pre-

understanding that underlay this research. This chapter consists of two main major

discussions; (1) theoretical review of the theories (2) pre-understanding

framework which functions to connect all parts in theoretical reviews.

I. THEORETICAL REVIEWS

Theoretical review discusses all theories that support this research. They

are interrelated one to another and become the guideline in conducting the

research. Therefore, the discussion falls into several foremost points; teaching,

teacher, writing, shared writing strategy and senior high school students.

A. Teaching

Teaching often be seen from what the teacher does. It usually refer to the

process of imparting knowledge and skills from a teacher to a learner. It

encompasses the activities of educating or instructing. It is an act or experience

that has a formative effect on the mind, character or physical ability of an

individual.


13

1. Definition of teaching

Teaching can be viewed from two different paradigms, the old paradigm

of teaching and the new paradigm. The old paradigm focuses on keeping students

on the teacher‟s toes (Cox, 2012) in which students are explored with a set of

strict instructions. Edwards, et.al (2007) also adds that the old teaching habits

consider the teacher as the expert. He or she is a center of knowledge who can

make a list of desirable communication behaviors and responsible for the primary

communication to the students. On the other hand, the new paradigm of teaching

focuses on providing someone with the opportunity to learn, it is opportunistic

process (Jackson in Parkay and Stanford, 2010). Kimble and Garmezy in Brown

(2000) agree that teaching is also recognized as showing or helping someone to

learn how to do something, giving instruction, guiding study or something,

providing with knowledge, causing to know or to understand. To sum up, teaching

is about establishing effective communication relationships between the teacher

and students. The effective communication can be showed through the

opportunistic process in which the teacher helps students to learn how to do

something, such as, giving instruction, guiding study or something, providing with

knowledge, and, causing to know or to understand.

Since the opportunitic process as the main focus of the new paradigm of

teaching, the students turn out to be the focus of the process. Brown (2000) asserts

that teaching is guiding and facilitating learning, enabling the learner to learn, and

setting the conditions for learning. It means that the teachers‟ understanding of


14

how the learners‟ learn will determine teacher‟s philosophy of education, teaching

style, approach, methods, and strategy.

Based on the elaboration above, nowadays teaching should enable the teacher

to help students by providing opportunities of learning to gain knowledge in a set

of activities through effective communication.

2. Understanding of teaching

Teaching has two inseparable characters; teacher and students. Rodgers

and Roth (2006) affirm that the presence of both characters is important during the

teaching process. They add that the teacher presence can connect the students to

the teaching process in order to have meaningful result. Eisner (2003) affirms that

teacher develops his/ her science by using a carefully planned, fine-tuned lesson

that reflects an understanding of many different teaching strategies. He states that

the teacher is the one who can create a sucessful teaching process for the students.

Moreover, Richard and Farrell (2005) highlight that teaching is a complex

cognitive activity and focuses on the nature of teachers‟ belief and thinking and

how these influence their teaching and learning. Here, the teacher should engage

the students splendidly in the whole of teaching process.

In line with the understanding of teaching, a teacher views teaching as the

work of art and science in which he or she has control to make decisions from

both technical and creative side; he or she is the artist. Teacher sculpts the class

using certain planning, activities and evaluation. Furthermore, different strategies

applied in teaching process are to gain the desired intellectual, social, affective, or


15

kinesthetic result in order to decide what the best is for the students. To sum up,

the teacher who understands about teaching can create a meaningful teaching

through well-planned activities for his/ her students.

B. Roles of Teacher

In a teaching process, a teacher still plays some important roles. For most

people, a teacher is mostly described as a person who teaches students in

classroom. Students frequently consider their teacher as the source of knowledge

since the teacher is older than them. Nowadays, the teacher does not merely give

all knowledge or materials for the students in the classroom, but they are also

supposed to become a facilitator or a motivator for their students. According to

Harmer (2001: 57), a teacher is no longer the giver of knowledge, the controller,

and the authority, but rather a facilitator and a resource for the students to draw

on. It means that students become the center of teaching process. The students

should be able to develop their competence from teacher‟s help, but develop

mostly by their own experiences. In other words, the students should be

independent. However, as a facilitator or the resource, the teacher has to be

skillful. It is important for teacher to help the students if they face any difficulties

in doing an exercise or understanding the materials. Tylee (1999:48) asserts that

the teacher, who is a variable in the classroom context, is charged with the

function of acting as an intermediary between the variables outside the classroom

and the students to assist the students in their learning. Teacher, therefore, have to

be able to facilitate students during the process of teaching and learning.


16

Furthermore, the roles of teacher in teaching learning process in the classroom

should be in line with the responsibilities of teacher as an educator.

In a teaching process, the act of communication is built by having a set of

planning and structuring learning activities as a fundamental to success in

teaching and learning. The teacher has to prepare what will be done in the

classroom. Therefore, an active teacher should vary his/her teaching strategies,

methods, techniques in order to motivate the students in a learning process. It is

different from an active teacher; a passive teacher will rely on the same old

teaching strategies, methods, techniques day after day. Ideally, the teacher has to

have good planning in creating the teaching process including the materials and

the teaching strategies, methods, techniques. So, the materials are well prepared.

Therefore, according to the Law of the National Education System number

20, 2003, a teacher is included as an educator, whose duties are planning and

implementing teaching learning process, assessing or evaluating outcomes, and

conducting guidance and trainings. Some experts believe the teacher roles can be

seen as follow;

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

1995);

b. A teacher is a `transmitter of knowledge' to `coach', `mentor', `manager of the

learning' (Brett, 1996),

c. A teacher is a person who is in charge of the `sage of the stage' to `guide on

the side' (Eastment, 1998);

d. A teacher is an `expert on learning psychology', `technical expert', „motivator‟

(Soo & Ngeow, 1997);

e. A teacher is someone in charge of `telling' to someone in charge of

`facilitating learning' (Laurillard, 1995)


17

A teacher as a „transferor of knowledge‟ to „facilitator‟ (Davies &

Crowther, 1995) means, the act known as powerful and all-knowing character in

the classroom, teacher is then expected to bridge himself/ herself as a facilitator

who helps his/ her students inside the class. He or she is considered as a person

who has full responsibility for everything that goes on in the class (Johnson,

Delarche, Marshall, Wurr, & Edwards, 1998). As a facilitator, teacher must bring

the students into a successful teaching learning process by providing facilities to

discover their own ways of learning and to work independently. Furthermore, the

teacher should also asses the students, plan the learning, implement the plan, and

evaluate the process authentic materials and experiences in the classroom. Those

attempts are expected to obtain meaningful learning for the students as well as

evocative teaching for the teacher.

Teaching process cannot be far from organizing plan, activities and rhyme

of the class (Harmer, 2001: 58). A teacher, therefore, has to be able to run his/her

role as planner in the classroom. Planning class activities in the class indicates

teacher as professional worker, in which he or she will bring the latest ideas to the

class. By bringing new ideas and activities in the class, he/she would be able to

maximize the teaching process. Being a planner therefore requires more attempts

(Throop, 2007). He or she must be able to choose materials and/ or methods,

strategies, techniques before the lesson begins. Another example, when students

need to work cooperatively with their friends on a project, they need a person who

can manage the activities well. In such situation, they also need manage to

manage the class well. As stated by Brett (1996), a teacher is a transmitter of


18

knowledge to coach, mentor, and manager of the learning, in which as a manager

the teacher has a role to organize and manage the classroom environment and

student behavior in a way that will optimize the teaching process. A well-managed

classroom will result in a meaningful teaching process for both students and

teacher, in which it has to be carefully established and maintained.

A teacher as an educator, therefore, has to maintain his/ her compassion,

patience and understanding towards the students in order to guide the students to

be better learners. The students need to be guided wisely during the process of

learning because they also have need of model to be emulated in the future. A

teacher is a person who is in charge of the sage of the stage to guide on the side

(Eastment, 1998). Therefore, the teacher‟s role as a person who guides the

students into better learning is emergently needed in order to open the awareness

on the importance of meaningful learning. As the consequence, the assistance

from the teacher with full of erudite deed will help the students learn better and be

responsible with their actions.

As a teacher that most of the times sees the progress of the students, he or

she sometimes finds the students in the state of at the end of one‟s rope, feeling so

down and moody (Xianmei, 2011). She highlights that the teacher will work well

with the entire students when he or she understands the individual. Besides, the

teacher should make the students feel the hope of success as well. Therefore, to

overcome what the students feel, one of the teacher‟s roles suggests teacher to

carry out his/ her role as a motivator. He or she has to find ways to motivate the

students to be back in the circle of a confidence learner. The teacher also has to


19

figure out on how to give motivation and spirit to his/her students in order to build

students‟ confidence (Soo & Ngeow, 1997; Richards, 2005). He or she also needs

to improve students‟ confidence and interest in learning and to build a classroom

climate that will motivate students. A teacher is supposed not to give a

punishment if his/her students make a mistake in answering or doing an exercise.

However, the teacher will continue to support and motivate students to correct or

repair the mistake. Besides, the teacher must be able to build the character of

his/her students through a variety of activities that can enhance students‟ creativity

in building self-motivation. He/ she should always be constructive to adopt

innovative teaching strategies by placing the students as the center of learning. It

means that the extent of the material presented does not depend on the teachers

and the curriculum but it depends on the students.

To maintain the success of a teaching process in the classroom, the teacher

has to empower the students. The act of teacher then tries to take as little control

or direction over the lesson as possible and lets the students make decisions about

why they want to learn and how they want to learn it (Richards, 2005).

Furthermore, as a part of empowering students, a teacher is also someone in

charge of `telling' to someone in charge of `facilitating learning' (Laurillard,

1995). Performing constructive advisory would also uphold the quality of

meaningful teaching learning activities, reinforcing the students to be better

learners and leading the students to actualize their competency in the classroom.

As a conclusion, the teacher must perform different roles in different time

during the teaching process. He or she has to be able to facilitate the students to a


20

meaningful teaching process, for instance, planning classroom activities,

managing the class with the certain rules and regulation, and guide them side to

side with the same ease and care. Those acts result in a teacher as a facilitator and

motivator who always encourages the students to improve themselves in any

particular activities. A teacher is responsible to help the students in any situation.

As a good listener, a teacher should comfort the students with wise words, build

their confident, and make sure that there are lots of things to correct their

mistakes. These activities are common actions to motivate the students. In

addition, the teacher should take a minimum direction over the lesson so that the

students will be able to explore various experiences. This would be part of

empowering students during a teaching process.

C. Writing

As the subject of the research, literature about writing is necessary to be

described in this chapter. The discussion covers three areas, such as, definition of

writing, product vs process and teaching writing. To incorporate understandable

information, a number of theories will be encompassed to the areas described. As

one of the productive skills that have to be mastered by the language learners,

writing is considered as the most challenging aspects of second language teaching

(Hyland, 2003). The challenges appear when the teacher must develop students‟

writing skill through his/ her teaching time.


21

1. Definition of Writing

Writing is a part of productive performance to identify and to value one‟s

competency (Hyland, 2003). The productive performance requires physical and

mental act (Nunan, 2003). The physical act focuses on some medium to commit

the words or ideas on the paper, while mental act hubs on the process of inventing

ideas, thinking on how to express the ideas, and organizing them into written

expression that will be clear to the reader. Writing is considered as a means of

communication as well (Oates, 2000). It is a means to learn about themselves and

the world around them, as well as an important means to express themselves.

Through writing, communication would be easier to do without time and space

boundaries. Whatever the discussion is, writing becomes a vital connection of

every discussion in society. As the consequence, English writing skill is required

in an effective communication. Although communicating through writing takes

practice, ideal routine practices and a simple strategy would be able to improve

the writing skills.

In writing, certain considerations are important. Suitable strategy in

teaching writing is the most important point. How to engage the students in

writing activities, reviewing previous work of students thoroughly and giving

feedback to their writing would help students to learn as much as possible.

Furthermore, most teachers tend to stick on technical matters of teaching writing

such as grammar, punctuation, organization, clarity, conformity and coherence.

They occasionally fail to remember that students are creative writers and need to

be heard (Cummings in Hyland, 2003: 31). In fact, students‟ idea, thoughts and


22

opinion could not be blocked with the technical matters. Those technical matters

might help students to be skillful writers but it is also significant for teacher to

accommodate several perspectives from students, assist students practice, and

build beliefs on how students learn to write and conceptualize the teaching in the

classroom. Here, the power of sharing between teacher and students is the upmost

aspect to consider in order getting better teaching learning atmosphere.

2. Product vs Process

Two of the most commonly used approaches to teaching writing are the

product approach and the process approach (Murray, 1972). The product approach

is a traditional approach, in which students are encouraged to mimic a model text,

which is usually presented and analyzed at an early stage. It is also focus on what

students write. According to Johns (1987) product approach emphasizes on

mechanical aspects of writing, such as focusing on grammatical and syntactical

structures. He adds that this approach is primarily concerned with the correctness

and form of the final product of written expression. In relation to the teaching

writing, White (1988) states that teaching writing was language focused in which

it is used to reinforce the spoken form. Furthermore, related to the teaching

writing, product approach tends to focus on the forms of the written products that

students compose (White, 1988). The writing exercises applied in this approach

frequently deal with the sentence writing and paragraph organization. The writing

exercises applied in this approach typically deal with the sentence writing and

paragraph organization. Here, the students are often given a framework which


23

illustrates a pattern of rhetorical organization, then, they are asked to fit the ideas

into this framework. Thus, the teacher controls both the content and the form

which the students are dealt with. It can be concluded that product approach puts

the correctness in teaching writing to the students.

On the contrary, process approach to writing tend to focus more on the

varied classroom activities which promote the development of language use, such

as, brainstorming, group discussion, re-writing. That is supported by White

(1988) who affirms that language teaching should be concerned with the language

learner want to say. Here, the students concentrate on conveying message through

a creative expression. The process approach also concerns with the process of how

ideas are developed and formulated by students (Hyland, 2003). It enables the

students to be involved in entire writing process. This approach focuses on how

clearly and efficiently the students can express and organize their ideas, not on

correctness of form. Moreover, there is no such targeted activities that students

should meet in this approach. There is only an assumption that what the students

are going to say will become clearer through this process. During the process

approach applied, students are also taught writing devices used in marking the

organization and in making the general coherence clearer. From the elaboration

above, it can be concluded that process approach in teaching writing is able to

facilitate the students to learn better and help the teacher to work together with the

students.

Summarizing about the theories generated by the experts above, writing

must be taught through both approaches to the students. It is clear that the teacher


24

who teaches writing should focus on the process approach which deals with the

organization of the writing at first, then followed by the product approach in

which focuses on the grammatical matters.

3. Teaching Writing

In the previous discussion, it is stated that process takes an utmost point in

developing students‟ writing skill. Writing cannot be done perfectly without

having mistakes through the process. Famous writers should also pass a writing

process before they are able to publish their work. Making drafts, writing the

content, revising the content and finalizing the result of writing surely take long

time. Second language writing then should be taught continually with patience in

a long period. There is no exact time whether the teaching writing would stop

after few years or it must be continued in the next few years. Regarded as a

process, teaching writing requires lots exercises and practices to get a result. The

students who learn to write need time to adjust themselves to get into the writing.

On the other hand, a teacher who is responsible to the teaching learning process

has to be able to give a chance to the students to develop their writing skill.

Teaching second language writing in Indonesia mostly occurs in secondary

schools level; junior high school and senior high school. That is supported by the

recent studies that have conducted in different school levels. First, a research of

teaching and learning writing using teacher‟s written feedback and conference on

the 8th

grade of SMPN 1 Prambanan, Sleman which is conducted by Irawati and

Maharani on 2012. Secondly, Basyirudin, Maharani and Dantes (2013) carry out


25

a research entitled the investigation of the teaching writing at the 10th

grade of

senior high school 1 Aikmel in East Lombok. From the related research above, it

is obvious that the second language writing are important to be taught in

Indonesia. Before writing, students learn a lot through the process of reading and

listening. The complexity level of writing in second language is totally different

from writing in the first language. According to Silva in Hyland (2003), writing in

second language tends to be tenser, more difficult, and less effective than writing

in the first language. Every student has a different proficiency level in requiring a

second language whereas students‟ proficiency will affect the process of writing.

The better second language proficiency they have, the better writing performance

would be resulted.

As a consequence, teacher as the central part in teaching learning process

must develop a set of steps to assist students in second language writing. Teacher,

therefore, has to facilitate the students through a variety of interactions in writing

and writing instruction as well.

D. Shared Writing Strategy

One of strategies offered in teaching writing is shared writing strategy.

Shared writing is a powerful teaching strategy, this strategy explains how to

use shared writing to teach students in effective way.

1. Strategy

The term strategy is frequently used by the educators, practitioners and

language pedagogy as the way of teaching. Strategy in common can be defined as


26

various important parameters of the language teaching process or general

approaches to instruction that apply in a variety of content areas and are used to

meet a range of learning objectives (Eggen and Kauchak, 2012). Strategy also

opens a priority to a student-centered teaching process and an engagement for

both teacher and students as well. Therefore, strategy in teaching learning process

considers important components to attain meaningful and effective teaching.

According to Schwandt (1997), strategy in teaching should evolve as the study

proceeds with the flexible option of allowing for and anticipating changes in

procedures. In relation, English teaching calls for distinctive strategy to focus on

students‟ learning process. Dealing with teaching writing, the use of strategy is

believed to result a gradually developing text from the series of composing

process (Hedge, 2000)

A strategy use also opens a priority to a student-centered teaching process

and an engagement for both teacher and students as well. Therefore, strategy in

teaching process considers important components to attain meaningful and

effective teaching. According to Schwandt (1997), strategy in teaching should

evolve as the study proceeds with the flexible option of allowing for and

anticipating changes in procedures. In relation, English teaching calls for

distinctive strategy to focus on students‟ learning process.

2. Shared Writing

Shared writing strategy offers an opportunity that allows the teacher to

model good writing for his/her students (Booth & Swartz, 2004). Shared writing is

a joint writing strategy in which both tutor and learners contribute to the plan, the


27

ideas, and the language of the text they construct together (Tertiary Education

Commission, 2009). The teacher begins the teaching writing by gathering the

students around an easel and starts a discussion about a shared experience, for

instance, a topic they all are studying or know about. Afterward, the teacher then

elicits information and leads a discussion based on the topic they have decided

before.

During the discussion, the students share their ideas while the teacher

records them on a chart paper in paragraph form. The illustration below is the

sequence of shared writing and I also put a short description on it.

Figure. 2.1

The stages of Shared Writing Strategy (Routman, 1994: 86; Tertiary Education

Commission, 2009).

Shared Writing Strategy

Beginning Shared

Writing Activities

Shared Writing

Whilst Activities

Shared Writing Post

Activities


28

The illustration above shares the idea of the activities using shared writing

strategy. Both teacher and students have to play their roles in teaching learning

process. The implementation of shared writing strategy raises mutual

understanding, positive interaction between teacher and students. The voice of the

students is acknowledged as an attempt to put them equally in a meaningful

teaching learning process.

According to Routman (1994: 87), shared writing is a cooperative

instructional activity in which the teacher serves as the scribe. The students

contribute their ideas and the teacher negotiates the text. She proposes some

recognition for shared writing;

a. Reinforces and supports writing

b. Makes it possible for all students to participate

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

d. Demonstrates the conventions of writing-spelling, punctuation, and grammar

e. Focuses on composing and leaves transcribing to the teacher

Shared writing strategy provides student-centered activities. Teacher

facilitates the students during the process of writing. Students are able to learn

simultaneously through the process without being ordered strictly. Graves

(1994:95) adds that students need this kind of instruction to focus on the lesson.

Moreover, shared writing requires students‟ participations in all activities. The

teacher might facilitate the process with the lesson plan, interesting activities and

valuable feedback to the students.


29

Next, shared writing strategy also encourages close examination of texts,

words and options of authors (Routman, 2005: 58). This means that a writing

process is a shared experience and it makes an experience visible.

During the process of shared writing, teacher also models a certain text to

the students. It is done continuously to demonstrate the conventions of writing,

spelling, punctuation, and grammar through the process of writing. At last,

students may focus on the composing while the teacher helps to do the revision.

To sum up, shared writing strategy is a specific method of writing in

which teacher models the thought of process to achieve a particular result and

allows students to engage in and focus on the process. The teacher, acting as a

scribe, frees students from that aspect of the writing process so that they can focus

exclusively on the thinking involved in writing. Furthermore, shared writing is

considered as a powerful method to teach directly the key skills and concepts

needed in a writing process. The power of sharing between students and teacher is

tied during the process of shared writing.

E. The Characteristics of Senior High School Students

High school students are qualitatively known as early adult learners

(Pennington, 2009). They start to know what they want to do and what they are

going to be in the future. They also generally demonstrate full, adult and abstract

reasoning because previously they have experienced challenges during early

period in junior high level. Most high school students have achieved the formal

operational stage, as described by Piaget in Pribilova (2008) that in this age,


30

students become more concerned with the hypothetical, future and ideological

problems, means, they are also able to think abstractly and need fewer concrete

examples to understand complex thought patterns.

In Indonesia, high school students are mostly called as teenagers in which

they are between age fifteen and nineteen. They grow physically and develop

cognitively during the school days. Their views also develop faster by having

social interaction with surrounding society. In teaching learning area, high school

students tend to be very skeptic. According to Clark & Starr (1991: 27), that

because high school youths entering the formal operation stage of cognitive

development may be inclined to be unrealistic, teachers should quiz them about

their facts and ask them to back up their theories, hypotheses, and solutions to

society‟s problems. Means, they are eager to learn, full of curiosity, energetic,

sociable and ready to be a problem solver. In line with Kerangka Kualifikasi

Nasional Indonesia (Indonesian Qualification Framework) as cited in Nuh (2010),

the level of senior high school students are expected to (1) accomplish a specific

task by employing tools, information and standard procedure in order to perform

their measurable qualities under supervision, means they are required to draw a

close of any tasks given with teacher‟s control (2) have basic competency and

factual knowledge in performing their task which can be deduced that high school

students need to be fulfilled with authentic tasks in order to have actual basic

competencies after they finish their study, (3) responsible on their own tasks and

reliable in advising others, means, they have to be conscientious to waht they are

doing and able to share with their friends.


31

Furthermore, the teaching learning process cannot be separated from the

teacher‟s presence. Teacher need to be familiar with the students as well. To be au

fait with the students, the teacher can teach an old dog new trick by understanding

the cognitive and social characteristics of them. It is hoped that he/she would be

able to use the right instructional strategies to maximize the learning advantages

and address the learning challenges of high school students which can make all

the difference in their success. In relation, Pennington (2009) identifies two

essentials high school students‟ characteristics namely, cognitive development and

social development.

1. High School Cognitive Development

In cognitive development, there are five characteristics of high school

students. First, high school students as conscious learners generally seek for

answers. They mostly curious on what would they do and what they have done

during the teaching learning process. Thus, they are able to retain instructions, to

visualize learning purpose and organize behavior for effective use. Therefore,

their curiosity might be the acceleration of developing cognitive structures

(Heckhausen and Farrugia, 2003). According to Pennington (2009), it is

customarily known as the need of understanding the purpose and the relevance of

instructional activities.

Secondly, high school students like to be motivated and challenged. By

having competition during the teaching learning process, they are capable to

compete with their friends and prospectively prompted to do the best things in


32

different situation. According to Warren and Cantu (2003) competition rises the

qualities of achievement, success, outstanding performance, drive, ambition and

motivation. They will internally and externally motivated with different

challenges. The more challenges given, the more students would be interested in


Conversely, competition sometimes emerge unsecure feeling towards high

school students. Some educators believe that any competition that causes students

left behind and even temporarily do not belong in class (Rimm, 1995: 127).

Students who have cognitive barriers may pull out themselves far away from the

competition. As the result, they lack of confidence because of cognitive barriers.

Therefore, sometimes high school students may have “shut down” in certain

cognitive areas and will need to learn how to learn and overcome barriers to

learning. After they fell down from the competition, the desire of learning would

disappear for few moments. However, they are provided with the ability to choose

and typically they would be back to catch up what they have left before.

Afterward, high school students also like to show their independence, want

to establish immediate and long-term personal goals and want to assume

individual responsibility for learning and progress toward goals (Wiggins, 1958;

37 Pennington, 2009). Although they ever fail, new adult world impose them to

adjust and discover them in.

To abridge, high school students have been able to let themselves grow

cognitively, think abstractly and wrap up things with their own ability. Therefore,

teachers can let their students to find out what the facts are, throw facts at them,


33

face them with any incongruities in their positions, and face the facts and consider

the various sides of issues. It occurs because senior high school students are able

to think creatively and originally. Elements of this type of thinking may include

an increased ability to think in hypothetical ways about abstract ideas, the ability

to generate and test hypotheses systematically, the ability to think and plan about

the future, and meta-cognition

Table 2.1

Characteristics of High School Cognitive Development (Pennington, 2009)

Cognitive Development

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

1. Internally and externally motivated.

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

lack self-confidence

3. May have “shut down” in certain cognitive areas and will need to learn

how to learn and overcome these barriers to learning.

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

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

goals.

2. High School Social Development

The second characteristic is the growth of social development of high

school students. In this phase, they will begin to form many different types of

relationships, and many of their relationships will become more deeply involved

and more emotionally intimate. During children's younger years, their social

sphere included their family, a few friends, a couple teachers, and perhaps a coach

or other adult mentor. But during this time, teens' social networks greatly expand

to include many more people, and many different types of relationships. As a


34

result, high school social development involves a dramatic change in the quantity

and quality of social relationships. Afterward, they are trying to adjust and

discover themselves is a world of diversity of values, tensions and problems, and

unexpected challenges (Wiggins, 1958: 42). They are experimenting with adult-

like relationships. They are also look for opportunities to be adult-like and to be

trusted by others. They want privileges of adulthood without being willing to take

the reciprocal responsibilities. As this concern, Pennington (2009) clarifies four

characteristics of high school social development as follow;

Table 2. 2. Characteristics of High School Cognitive Development

(Pennington, 2009)

Social Development

1. Interested in co-educational activities.

2. Want adults to assume a chiefly support role in their education.

3. Developing community consciousness.

4. Need opportunities for self-expression.

In the first point, it is stated that high school students are interested in co-

educational activities. A co-educational activity creates a feeling comradeship in

which during the process of teaching learning advocates students equally. There is

no differentiation between male and female students; both have the same

opportunities, chance and status in the class. They also have a tendency to explore

various possibilities and are able to establish a clear sense of identity and self-

awareness (Erikson, 1997). As the result, teenagers who always try to

communicate with different communities, they apt to be treated as the same as the

other person in that group.


35

The teacher, therefore, have to be able to create various activities, friendly

atmosphere and allow the students to express their views openly and assertively in

the class, so that the teaching learning process is more interesting and challenging.

Secondly, high school students mostly want adults to assume a chiefly

support role in their education. During school days, high school students using

their new thinking abilities in which adult plays role to support whatever the

processes are. By the time, they quest for identity shifts from relying on others to

self-reliance (Parkay and Stanford, 2010: 76). In this stage, as stated by

Pennington, high school students would also develop their community

consciousness as well. They experience themselves in a peer group, with a school

or with a cause to test their sense of fidelity. Moreover, by testing themselves into

different causes, they would be able to strengthen their confident at the end of the

process.

At last, high school students which mostly known negatively as wild, rude,

irresponsible (Scale, 2001) need opportunities for self-expression (Pennington,

2002). Their array of interests, talents and goals in life call for teacher‟s

understanding in order to achieve independence.

To go over the main points, since high school students have their own

distinctive characteristics, they need a great deal of assistance in making choices

for themselves in this important phase of decision making immediately affecting

their adult living. Opportunities of sharing and interaction between teacher and

students would provide students a large room to develop themselves in achieving

their independence in teaching learning process.


36

Considering those developments, there are some implications for teacher

of high school students

Table. 2. 3

Cognitive Development

Teacher should………… Social Development

Teacher should…………

Without giving up more concrete

instructional tools such as charts,

illustrations, graphs, and

diagrams, move students toward

higher-order thinking whenever

possible by encouraging them to

explain how they solve problems

Create projects that enable

students to experience the tasks

and dilemmas of professionals in

the disciplines your subject area

represents

Be acutely aware of social

pressures and anxieties among

students

Actively encourage non-violent

conflict resolution

Attempt to ease anxiety about the

future by offering assistance

about career choices and options

for higher education

Recognize that students may be

reluctant to risk their self esteem

and egos when asked to try a new

skill in front of peers

Develop, support and enforce

policies against gender-related

harassment

Retrieved from:

http://www.pbs.org/wgbh/pages/frontline/shows/teenbrain/, accessed 7/10/2010)

F. English teaching writing in Senior High School in Indonesia

In Indonesia, the Ministry of Education and Culture (Kementerian

Pendidikan dan Kebudayaan or Kemendikbud) and the Ministry of Religious

Affairs (Kementerian Agama or Kemenag) are responsible to run the educational

system in Indonesia. All citizens must undertake nine years of compulsory

education which consists of six years at elementary level and three years at

secondary level. Islamic schools are under the responsibility of the Ministry of

Religious Affairs. Moreover, the English teaching becomes their concern in

managing the education program in Indonesia.


37

For many years, Indonesia through the ministries treats English as a

foreign language. The Indonesian government through Departemen Pendidikan

Nasional (2003) stated that English teaching is hoped to help the students to know

themselves, their cultures and other people‟s cultures. Knowing themselves means

knowing the role of English in their life and enhancing their competency in

English mastery. The English mastery, therefore, can be maintained from formal

education that is given in junior and high school level.

In each level, English has different uses. Basically, English is introduced

to familiarize that English might be useful in communication around the world.

To summarize, understanding what people say, getting the ideas from the written

text, responding to both oral and written forms with standard English become the

main reasons of the English teaching in Indonesia.

In senior high school level, English is a compulsory subject to be taught in

every grade. It is a must since the Ministry of Education and Culture

(Kementerian Pendidikan dan Kebudayaan or Kemendikbud) has put it into the

educational system. The aim of putting English as a required subject is none other

than the importance of English position as lingua franca. Therefore, skills in

English have to be mastered in order to get involved in the society. Particularly,

the productive skills, speaking and writing, mostly focus on writing as a tool to

communicate better in the world. In line with the goal that stated in KTSP

(Kurikulum Tingkat Satuan Pendidikan) in which “develop written and spoken

communicative competence in order to achieve functional literacy and


38

informational literacy for high school students”, English teaching, consequently,

has to be carefully planned.

To be specific, government has put the effort of placing English as one of

main subjects to be learned at high school. It also proves that the English teaching

in Indonesia supports the intellectual development of the students. For instance,

through writing, students would be able to share ideas to the world freely. As a

result, English teaching in high school must be carefully and thoroughly prepared

from the beginning to the end by the English teacher and must be fully supported

by the government as well.

II. PRE-UNDERSTANDING FRAMEWORK

This part presents the framework used in this study. It connects and covers

the related theories which lead to the pre-understanding of the use of shared

writing strategy in teaching writing by the teacher. This part also states the answer

to the research question that is determined tentatively.

Reviewing the theories above, teacher has essential roles in teaching

writing to high school students. Writing which is considered as the most difficult

English skill, is able to be acquired through an appropriate teaching strategy.

Implementing an appropriate strategy, the possibility to work together with the

students is highly possible so that a meaningful teaching learning process can be

achieved by both teacher and students. Moreover, the implementation of shared

writing strategy may become the bridge between the teacher and students to

succeed in writing.


39

Shared writing strategy opens a wide range opportunity for both teacher

and students. It accommodates teacher to apply his or her roles in the teaching

learning activities. He or she has to be able to show the professional side of a

teacher to create a meaningful lesson for the students. Therefore, to meet the

successful teaching learning process, an effective teacher is necessarily needed.

The teacher who teach writing must show enthusiasm, willingness, patience and

understanding to the students. However, having those characteristics is not enough

to be an effective teacher because pedagogical content knowledge is also

significant to complete the action of an effective teacher. To sum up, an effective

teacher displays a wide range of skills and abilities that lead in creating a learning

environment where all students feel comfortable and are sure that they can

succeed both academically and personally.

On the other hand, students, particularly senior high school students have

certain characteristics. They are cognitively and socially developed by their

surroundings. Cognitively, they have immense abilities. For instance, grasping

abstract description, doing critical thinking, love challenges, determining goals of

life, and working with peers and adult. However, socially, they are still in the

stage of early adult life. Most of them love to deal with adult matters and want to

be regarded equally with adult as well. In addition, hearing what they are saying,

understanding their ideas, providing lots of chances to involve them in a teaching

learning process, and caring them patiently would give benefits for both teacher

and the students. It is also a part of applying teachers‟ roles that is teacher has to


40

promote an atmosphere of respect and to engage the students into good

communication.

In line with the teaching writing, shared writing strategy is a suitable

umbrella to bridge the teacher and students‟ difficulties in teaching learning

activities. Shared writing strategy also occupies the roles of teacher and abridges

the high school students‟ characteristics. The implementation of shared writing

strategy in teaching writing to high school students becomes a new phenomenon

in particular setting in Indonesia. Moreover, the implementation of shared writing

strategy in teaching writing by the teacher would be best portrayed in this study to

get a thick description on it.

In this study, I capture the phenomenon as a case where the main interest

is only in understanding the individual experiences and portray it into a thick

description. A case refers to a bounded system of elucidation or interpretation of

individual or people toward the phenomenon (Burke and Christensen, 2012). It is

reflected on my participant‟s concrete experiences and their reflection toward the

experiences. The concrete experiences, means the experiences that done

throughout intention and actions, however, reflection is the understanding toward

the concrete experiences.

For that reason, the implementation of shared writing in teaching writing

by the teacher is interpreted as what the teaching writing using shared writing

strategy means to teacher. It denotes teacher‟s response towards the teaching

writing using shared writing strategy and teaching writing to high school students

which are reflected on teacher‟s understanding and actions.


41

Teacher‟s understanding is identified as the expression of values and

feelings through teaching writing. Operationally, teacher‟s understanding is

recognized in the roles of teacher in teaching process, the understanding of

students‟ characteristics and the description and meaning of concrete experiences

during the process of teaching writing using shared writing strategy.

Moreover, action is the actual deed that someone does that is intentional to

reach certain goals. Action, thus, is a set of a real well-planned act that is sketched

carefully. In this study, the actions of teacher towards the teaching writing are

identified through the implementation of shared writing strategy in his or her class

intentionally in order to meet certain goal(s), such as, a meaningful teaching

learning process.

In addition, the implementation of shared writing in teaching writing by

the teacher will lead teacher to be more autonomous as an individual, and to be

able to empower him or her and the students along with the ability to self-

actualize towards certain phenomena. For the researcher and the audience, this

study is intended to develop emphatic understanding, empowerment and self-

actualization as well, particularly towards the teaching writing to high school

students.


42

CHAPTER III

METHODOLOGY

This chapter discusses the methodology and the procedures will be

employed in this research. It is vital to the study because it elaborates the

appropriate steps of how to answer the research questions systematically. The

elaboration covers five primary sections, namely (1) research method, (2) research

design, (4) research setting and participant, (4) research procedures, and (5) data

analysis and interpretation.

A. Research Method

This research belongs to case study which relies on providing a detailed

account and analysis of one or more cases (Johnson and Christensen, 2012: 395).

The detailed account and analysis of the case will deal with nonnumerical data

such as words and pictures. As the branch of qualitative research methods, case

study leans on a certain topic or phenomenon which one’s want to discover or

learn more about it (Johnson and Christensen, 2012). It indicates that we are going

to try to find out what complex things go on in a certain topic or phenomenon.

Therefore, this research tries to describe the phenomenon of the use of shared

writing strategy in teaching writing by the teacher and intepret the use of shared

writing strategy in teaching writing by the teacher.

Since this is a case study research, the purpose is to illuminate the specific,

to identify phenomena through how they are perceived by the actors in a situation.


43

In the human sphere this normally translates into gathering deep information and

perceptions through inductive, qualitative methods such as interviews, discussions

and participant observation, and representing it from the perspective of the

research participant.

Case study is concerned with the study of a bounded system of distinctive

experiences (Moustakas, 1994; Patton, 2002). It focuses on interviewing and

gaining understanding of the meaning of the participant’s experiences (Van

Manen, 2001). It is also qualitative since the knowledge focuses on the way

people interpret and make sense of their experiences and the world in which they

live (Atkinson, 2001). For the researcher, qualitative research is a sunshade to

explore the behavior, perspectives, feelings and experiences of people and what

lies at the core of their lies, specifically to understand the social reality of

individuals, group and cultures.

B. Narrative

The problem of the study suggests that this research is a case study with a

specific focus on the stories told by individuals or narrative. Narrative performs as

well as increases the use of qualitative methods (Atkinson and Delamont, 2006).

However, similar elements of narratives appear across most definitions

summarized by Kohler Riessman (2008:3):

“... a speaker connects events into a sequence that is

consequential for later action and for the meanings that the

speaker wants listeners to take away from the story. Events

perceived by the speaker as important are selected, organized,

connected, and evaluated as meaningful for a particular

audience”


44

In short, there is a speaker and an audience and between these actors a

sequence of events are communicated which create some kind of shared (even if

perceived differently) space in which meaning emerges. In this case, I use

narrative to present the teacher’s story. Here, the I also agree with Atkinson and

Delamont (2006:xxi)

Narratives are produced and performed in accordance with

socially shared conventions, they are embedded in social

encounters, they are part and parcel of everyday work; they

are amongst the ways in which social organizations and

institutions are constituted; they are productive of individual

and collective identities; they express authority and expertise;

they display rhetorical and other aesthetic skills.

From the definition of narrative above, it should be clear that narrative is

an ideal methodologyy for studying a case study. As Squire (2008: 55) puts it:

“stories operate within interpretive communities of speakers and hearers that are

political as well as cultural actors. They build collective identities than can lead,

albeit slowly and discontinuously, to cultural shifts”

In this way narratives are well situated to study a case study which are

interpretative and in some way storied. The researcher also draws on Jerome

Bruner's constructivist to narrative which holds that “the ways of telling and the

ways of conceptualizing that go with them become so habitual that they finally

become recipes for structuring experience itself, for laying down routes into

memory, for not only guiding the life narrative up to the present but directing it

into the future” (1977: p. 114).


45

C. Research Setting

In order to answer the research question, I would like to conduct a study in

one of private high schools in Muntilan. The school was founded in 1840 and

since then it has developed fast. Today, the school becomes one of favorite

schools in Muntilan. Muntilan is known as the closest area to Borobudur Temple

in which domestic dan foreign visitors usually come to the temple to enjoy the

beautiful sceneries of the world heritage and its surrounding. As one of the closest

schools to Borobudur Temple, the school realizes that they have to provide a

different program for the students beside the compulsory subjects that have been

determined by the government. Therefore, English for Tourism becomes one of

alternative programs offered by the school. As a result, the school system provides

opportunities for students to develop both their study and talents without any

boundaries.

SMA Muhammadiyah I, Muntilan is located at Jalan Tentara Pelajar no.

17 Muntilan. SMA Muhammadiyah I is a senior high school that applies KTSP

(Kurikulum Tingkat Satuan Pendidikan) and PBKL (Pendidikan Berbasis

Keunggulan Lokal) as its curriculum. Kurikulum Tingkat Satuan Pendidikan

(KTSP) is employed because it a standard curriculum for every school in

Indonesia. Moreover, PBKL is applied in SMA Muhammadiyah I Muntilan to

fulfill and develop the students’ talent based on local richness.

D. Research Participant

An English teacher assuredly becomes the participant and sources of the

text. She teaches at the first grade of SMA Muhammadiyah I Muntilan. The


46

number of participants is restricted in order to go deeper in finding the meaning or

lived-experience in teaching writing using shared writing strategy to high school

students. The participant is hoped to provide complete and various data needed in

the research.

The participant of this study is Mrs. N. She is one of English teachers in

SMA Muhammadiyah I Muntilan. She was born in Magelang and lives there as

well. Her educational background is really amazing. She graduates from

Universitas Tidar Magelang with an excellent predicate. She has been teaching

English since 2001. It was when she was taking undergraduate study. English is

her most favorite subject when she was in Junior and Senior High School. She

chose English as her major in university because she likes it. During her study,

she taught as a private tutor for two years in different places. Sometimes, she had

to teach at three different places in a day. She was inspired by her lecturer, which

always motivated his students to learn more outside his class. One of his advices

was teaching English as a part time teacher in order to develop teaching ability.

After she graduated from Universitas Tidar Magelang in 2003, she worked at an

elementary school and junior high school at the same time for two years. In 2006,

her friend informed her that there was a job vacancy at SMA Muhammadiyah 1

Muntilan. She then applied for the position and she was accepted as an English

teacher. As a result, in 2006, she taught at three different places. It was alright in

the first three months, but she then chose to resign from the elementary school and

focus on her job in junior high school and senior high school in January 2007.

When I asked her to be my participant, she said that she was still an amateur


47

English teacher in SMA Muhammadiyah I Muntilan and needed more time to

adapt with the students. From her experience, she would like to share her thought,

ideas and passion in teaching English especially in teaching writing.

E. Data Collection Technique

For the process of the research, to attain comprehensible description of

phenomenon, in-depth interviews, classroom observations, re-interviews, and

document checks will be done. The interviews are the main data resources that are

used to describe and interpret the implementation of shared writing strategy in

teaching writing by the teacher. The in-depth interviews are conducted

continuously and are audio-taped. During the interviews, the researcher takes

notes in the event that recording equipment fails. To conduct the interviews, the

researcher uses an interview guide based on the thematic interaction concerning

the use of shared writing in teaching writing by the teacher.

To complete the data, I also use document checks. The documents needed

are the lesson plans of the participants. These documents are essential to know

whether the teacher actions in the classroom are in accordance with the lesson

plans. Furthermore, classroom observations are conducted. These observations

are targeted at discovering information on whether the teacher actions in the

classroom are in accordance with the teacher statements in the interviews. After

conducting classroom observations, the researcher describes the observation data

and uses the data to construct a set of interview questions that will be used for

conducting the re-interviews. The re-interviews are used to figure out the teacher


48

reasons of her actions in the classroom. The re-interviews are also used to

complete necessary data which is not available in the in-depth interviews.

The nature of data in this research is text. The text presented is a narrative

in which obtained from in-depth interviews, re-interviews, observation. The data

is obtained from a sequence of teacher stories, her teaching practices, and

observation of classroom situation

The sources of text are (1) one teacher as the participant of the research,

(2) recorded in depth-interviews, (3) classroom actions of the participants, (4) re-

interviews, and (5) document checks. In brief, the interviews, re-interviews,

observations, and document checks are sources of data.

F. Research Procedures

Firstly, the researcher made an appointment with the headmaster of SMA

Muhammadiyah I Muntilan. Mr. S, as the headmaster was very welcome. The

researcher and Mr. S discussed the procedures of conducting the research in the

school and time to implement the research. For the implementation, he offered the

researcher to start the research before fasting month and then continued the

research a week after Idul Fitri 1432 Hijriyah. After that, he asked the researcher

to meet directly the English teacher and to discuss about the research with her.

Secondly, I met the English teacher and started an observation in 16 July

2012. The researcher took class X.A for an observation, one of classes where she

teaches this semester. Class X.A consists of thirty students; 20 female students

and 10 male students. The researcher was given her teaching schedule to help


49

determining when an interview session can be conducted. Since that day was the

first day in the semester, she gave her students an overview of English learning

teaching activities that would be had during this semester. During the first

observation, the researcher took small notes to get some information that can

become indicators for the first interview session. In the next observation, taking

notes and writing down every single teacher actions in teaching process will be

done gradually.

The observation finished at the end of September 2012 and the researcher

always conducted an interview two days later after her teaching time. The

interviews were audio-taped and transcribed to capture the voices of the

participant into written text. After gathering the text from the interview, I did text

description and reconfirmed the result to the teacher by having re-interview

session. Right after the re-interview, the researcher started again to reconnect the

text and interpret it to find the meaning.

After gathering or acquiring data by conducting interviews, observations,

and re-interviews, raw field notes are collected. The first step of the research is

coding the relevant data. Coding is the part of the analysis concerned with

identifying, naming, categorizing, and describing phenomena found in the text

with reference to the research questions. This is done to find out the core content

of the interviews or observations in order to determine what is significant.

After that, presenting the data will be done. The data presentations can be

in forms of a diagram, table, chart, or map which provides a new way of arranging

and thinking about more textually embedded data.


50

Describing the use of shared writing strategy in teaching writing by the

teacher, then, is conducted based on the data presentations. As the description is

based on the data presentation, it is hoped that it would be free from the

interference of the researcher. Next, the interpretation of teacher’s lived

experience is included as well. To make the interpretation, I worked back and

forth between the data and my own perspective and understanding to make sense

of the evidence.

The last is to draw a conclusion. I reconsider again the analyzed data.

Then, after reviewing the analyzed data, the implications for the research question

need to be assessed.

G. Technique of Data Analysis

In a case study research, the participant’s account will be presented in

narratives. Therefore, the meaning of it will be obtained systematically in this

research as well. Here, I presented the ongoing processes of text acquisition and

analysis as the major reference for advance description.

Earlier, the researcher has set in-depth structured interviews indicators in

order to obtain rich narrative from the participant. Then, I also in charge for the

in-depth interview as well. To support the interview, classroom observation was

also conducted to get more information. Afterwards, composing re-interview

indicators was produced based on the class observation too. At last, the

management of the re-interview data was prepared well. Next, the personal

accounts of the participant are made after the researcher interviewed, observed,


51

and re-interviewed the participants and then presented all the data into tables that

is completed with coding.

H. Data organization

Here, the participant’s personal story will be revealed. The story from the

participant would be described as texts as well. In order to get a substantial

description from participant’s story, it was crucial to refer back to the transcripts

of interviews, re-interviews, and observation notes. Therefore, this part contains

the personal story of an English teacher in teaching writing using shared writing

strategy.

I. Trustworthiness

In the quantitative research, the term validity and reliability were used to

test the research (Payton, 1979). In the qualitative research, there is a

triangulation method. Triangulation method was carried out to support the

trustworthiness of the study. The triangulations of the data were done by

comparing the data from the class observations and in-depth interviews. Data

form one source was cross-checked with data from other sources. Lincoln and

Guba (1985) as cited in Creswell (2007:202) suggest transferability,

dependability, and confirmability to describe trustworthiness. During the process,

I examined the consistency of the data revealed by the participants. Meanwhile,

some data which were not consistent will be considered as invalid and were

removed.


52

1. Transferability

Meriam (2002) asserts that transferability refers to the degree to which the

results of qualitative research can be generalized or transferred to other contexts

or settings. From a qualitative perspective transferability is primarily the

responsibility of the one doing the generalizing. Here, I enhanced transferability

by doing a thorough job of describing the research context and the assumptions

that were central to the research. There were two actions that I conducted to make

sure that the process of “transfer” was running well. First, I had to choose the

participant carefully based on the appropiate criteria. Secondly, I had to make sure

that all information from the research was transferable between the participant and

me. Those actions were necessary taken in order to have a connected result from

different contexts.

2. Dependability

The idea of dependability emphasizes the need for the researcher to

account for the ever-changing context within which research occurs (Lincon and

Guba, 1985). To achieve dependability, I had to be careful in designing a suitable

methodology. The methodology was expected to provide clear shape in

conducting this study, since this study is responsible for describing the changes

that occur in the setting and how these changes affected the way the research

approached the study.

3. Confirmability

Confirmability refers to neutrality or objectivity of data Polit et al

(2001:315). The issue of confirmability focuses on characteristics of the data. This


53

means that the research findings are the result of the research and not the

researcher’s assumptions and preconceptions. The issue of confirmability focuses

on the characteristics of data being dependable. In this way, I path of arriving at

the constructs, themes and their interpretation can be followed. According to

Holloway and Wheeler (2002:255), inquiry audit can be used to trace the data to

their sources. So that, in this study I audited the research process under the

supervision of the supervisors.


54

CHAPTER IV

DESCRIPTION AND INTERPRETATION

This chapter presents the detailed narration and description of teacher‟s

lived experience in teaching writing using shared writing strategy to high school

students. There are three discussions in this chapter namely (1) text of participant

(2) the lived experience description and its interpretation, and (3) the emergent

themes.

A. Text of Participant

The participant of this study was a high school English teacher. She shared

her stories of life and experiences related to teaching English specifically in

teaching writing using shared writing strategy. In sharing her experiences, she was

very cooperative and willing to learn new things from her previous experiences.

During the interview session, she divulged her understanding, intention and action

from her experiences of teaching writing using shared writing strategy. She also

showed the implementation of shared writing strategy during the teaching writing

process.

Portraying an overview of the participant‟s life stories was the beginning

step to know her historical background of life intimately. The portrays of

historical background of life stories of participant was proposed to bring about

their historicity which attributed the meanings the participant assigned to the

teaching writing using shared writing strategy.


55

1. Before studying at college

The participant was a female English teacher of a private school. She was

a Javanese who was born thirty three years ago. Her childhood was spent in

Meteseh, a small village in Magelang regency. Her father passed away when she

was three years old. Six years later, at the age of nine, she lived with her uncle and

aunt after her mother passed away. She felt fortunate because she had two lovely

brothers who always took care of her during the hard situation. Few years later,

her brothers graduated from a vocational school and worked at capital city. She

wanted to follow their path, taking a vocational school, but her brothers and her

uncle asked her to continue her study at a senior high school then go to college.

The main reason was because she was a girl who must live close to family. At that

time, she still wanted to go to a vocational school and then get a job. However,

after she has attended a senior high school and college, she found out that

becoming a college graduate was actually one of ways to make her family

especially her late parents proud of her. When she should describe about her

personality, she considered herself as a discipline person, even as a teacher. Since

she lived with her uncle and aunt, she felt ashamed if she did not respect them.

She loved reading and novels were her favorite.

Shortly, she followed her heart to become an English teacher because she

liked English and wanted to share it to others. Her English teacher in Junior High

School also inspired her to become what she is now. In addition, she had a

thought that English is very interesting and challenging since many people around

the world use it as a means of communication. Therefore, she wanted to use and


56

learn English to actualize her passion to her students so that they will be able to

utilize English in the future.

2. College years

As English was her favorite subject, she registered in one of private

universities at Magelang regency in 2000. At that time, she got a scholarship from

the University. In the third semester, she was appointed to be a representative in

debate contest. She told me that it was one of wonderful experiences in her life

although she did not win. She was also appointed as a representative of writing

competition. In the writing competition, she won as the third winner. She was

surprised and delighted because she could make her family proud of her. After she

won the competition, she started to teach English in the fifth semester in 2002 as a

freelance English teacher in one of prestigious private institutions. When she

joined that institution, she got a lot of money. “It was really a good start for me”.

However, she should stop teaching for a year because she was in the middle of her

way to her undergraduate final papers. After she finished her study, her previous

principal in Junior High School asked her to teach several classes in a week. She

spent three days a week in that school and joined back the previous private

institution.

3. Beyond college

In 2006, she was offered to teach at a Senior High School around

Magelang regency. The offer came from her college friend. It took two weeks to


57

decide whether she would take the job or leave it. Finally, she took the offer and

went to take several tests before officially was accepted in SMA Muhammadiyah

I Muntilan. At that time, 2006, she started to work in three places in a week. In the

first year, she felt everything all right. However, in 2007, she was asked to be a

homeroom teacher in SMA Muhammadiyah I Muntilan. This new responsibility

required her to focus on the students. Then she decided to leave the previous jobs

and focused on SMA Muhammadiyah I Muntilan. Started from September 2007,

she became a homeroom teacher and English teacher as well.

As a teacher, she has notable understanding of teacher‟s roles from her

former teacher at Junior High school. She shared stories of her English class and

her favorite teacher. Considering her request, I could wrote his initial in this

research. Mr. B was her teacher. According to her story, Mr. B was a very

loveable teacher. His look doesn‟t give an impression of being friendly, but

actually, he was very friendly to her and her friends. In his class, a pleasant

atmosphere during an English lesson was always able to make students feel

comfortable so that the knowledge transfer went smoothly. He was also very

patient and diligent. Although sometimes he looked so displeased, truthfully, he

was just very care of the students. The participant adored him very much. She

took the good examples from him as a teacher. She had a thought that becoming a

teacher should be able to be a loveable character. Loveable means he or she has to

be able to teach the students, to make students understand on things and create

meaningful teaching learning process in order to give experience to the students as

well as the teacher.


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She viewed a teacher as a person who is “digugu lan ditiru”, someone

who should always be able to be followed and modeled. One of her friends stated

the details of being a teacher. He also clarified that becoming a teacher was not an

easy job. He or she had to be a good model for students and well-mannered, and

should be able to teach students and educate them appropriately. If the teacher got

upset, he or she may reveal the anger to the students but he or she should be able

to manage it wisely. He added that nowadays, there are two kind of teachers;

dedicated teachers and unfaithful teachers. The participant totally agreed with her

friend‟s opinion.

According to her, teaching was not merely about knowledge transfer. She

believed that knowing students was also important in order to create a meaningful

teaching learning process. As a Senior High School teacher of a private school,

she realized that her students were smart but skeptical. In her opinion, every

generation had different traits. It was because the changing of the world.

Technology was believed as one of factors that played a significant role in

changing the world. She also stated that societies also had an influence in building

students‟ characteristics. She considered that knowing and understanding

students‟ characteristic would affect her way of teaching. The old fashioned

teaching would make a “killer” teacher, so that, she had harmonized the current

ideas of teaching, maintained good relationship with students and implemented

eastern norms. She hoped that teacher who knew the students will achieve better

meaningful teaching learning.


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Furthermore, she often stated during an interview session that a teacher

actually had important roles. The first role of a teacher is as a facilitator. She felt

that becoming a facilitator make a class alive. She liked to use language

laboratory to play a short movie to refresh students‟ mind. Then, she asked the

students to make a summary and find out the difficult words from the movie. She

thought that students needed help to get succeed. They should learn and

experience themselves, not only receive information from a teacher. In her point

of view, making students active was a vital action to avoid boredom. Secondly,

she felt that making a preparation before a class was important. She realized that

the competition was getting tighter and she wanted to help her students to be

ready for the competitions out there. In fact, having a good preparation made her

ready in any condition. If she had an organized lesson plan and prepared power

point presentation, media, and other teaching and learning equipments, she would

be able to teach well. Her thorough preparation has given real support to her

teaching learning process. Furthermore, in the classroom, she acted as a manager,

a coach as well as a mentor. For example, she made an agreement or rules for the

class, she walked around and repeated explanation about the materials given to the

students, and she asked students to have practice over and over with her

assistance. With her capabilities, the teaching learning process went smoothly

without any significant constraints. As a teacher, she understood that time is

crucial. She should be able to manage her time well so that she could teach well.

She learned a lot about time management. As a result, she decided to reorganize

her plan before she went to the class.


60

Therefore, as a teacher, her main duty was teaching the students. She knew

that teaching a foreign language, especially English, was not easy to do. Since she

was keen on writing, using certain strategy was necessary action to apply in her

class. For her, writing in English was very challenging since it was known as the

most difficult skill to master. On the other hand, she had a different view of

learning language. She stated that writing was the window of the world. Written

form could change the world. As an illustration, the Wall Street could fall down

into a crisis because of the written report. Then, she recognized that writing was

essential for her students to produce or reproduce their thinking. Her consideration

made me think that writing was not so scary. In fact, it helped people to gain

knowledge and to share it to the world. She opened a wide view of teaching

writing, in which any information can be produced or written by many people

without age boundaries

In her view, certain strategies would be able to help her teach writing

better. Amongst the many writing strategies available to choose, she chose shared

writing strategy. The chosen strategy did not come by the run. She got the idea

from her lecturer then implemented the strategy on her PPL (Praktek Pengalaman

Lapangan) which was known as field practice program. She ever practiced shared

writing strategy during her college time with her friends as well. When she was

teaching at elementary school and junior high school, she also used shared writing

strategy to teach writing. The implementation of shared writing strategy when she

was teaching writing gave her many experiences that the researcher would like to

describe on the next part. It was caught my attention because the implementation


61

of shared writing strategy required the cooperation from teacher and students.

Teacher and students had to work together as partner although the teacher still

acted as the director of the class who planned and managed the activities. Using

shared writing strategy, the cooperation brought an effective communication

between teacher and students. As a result, teacher could make the acquaintance of

her class well. For instance, she knew how to drill with the students so that the

students felt that writing was not difficult to do. During the process, students who

were reluctant in writing would try their best. As a result, the unwillingness would

fade away ploddingly during the activities that use shared writing strategy.

Teaching writing using shared writing strategy had been implemented for

several times by the participant. By the time, her experiences with shared writing

strategy assembled her on different perspectives of understanding students,

materials and her teaching as well. She learned that concrete experiences yielded

reflection to herself as teacher too. Her view about the significance of reflection

was an unusual occurrence that happened among teachers. It motivated the

researcher dig out more information from her. Surprisingly, she has also shared

the writing strategy she used to other teachers at her school. She believed that

sharing information was a part of learning. As a participant, she was one of the

best teachers that the researcher ever met. She gave a new perspective to the

researcher about teaching learning process especially in teaching writing in which

cooperating with students created huge opportunities in achieving meaningful



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B. The Participant’s Description

The previous text of participant was related to the historical context which

had presented sequence, provided the initial meaning of the topic of the inquiry.

Her history was presented in order to give a view on what she had been through

during her life. This part would reveal the main themes of the implementation of

shared writing strategy in teaching writing that described concrete experiences

and reflection experiences that lived and worthy under teacher‟s understanding,

intention and actions of the implementation of shared writing strategy in teaching

writing .

1. Teacher’s understanding

During the interview sessions, this theme was asked implicitly. Firstly, the

researcher focused on her understanding of becoming a teacher. Mrs. N’s first

view was originated from her former English teacher at Junior High School. Next,

she agreed with her friend that a teacher had to meet some qualifications to be

called as a teacher. However, in her opinion, the one who could transfer

knowledge in a small amount, handle the class and teach well was also the

criterion of being a teacher.

When I was at the first and second grade, Mr. B was my

English teacher. It was so delightful. Learning was not looked

like learning. He understood the students, so learning process

was pleasant. I had a thought, that this is called teacher

(A.4.1.Und.Int.1). A teacher is the one who is digugulanditiru.

His/ her deeds must be well-mannered and could give good

example to the students. His/ her way of talking has to be

polite. He/ she might be upset, but it must be done wisely and


63

carefully (A.10.1.Und.Int.1). Most of teachers are observed

from his/ her way of teaching and handle the students well

(A.10.2.Und.Int.1).

As reviewed previously on the theoretical framework, a teacher did not

merely a giver of knowledge and a source of information for the students. He/ she

had to stand as someone who assists students to experience different situations of

teaching learning process. Afterwards, the participant got many experiences from

her former English teacher who had been charged as an intermediately of different

contexts.

Next, teacher could not only stay as a form. He/she had a role as a

professional worker. Throughout the interview sessions, Mrs. N did not explicitly

state her understanding of teacher. Conversely, she showed the roles of teacher

frequently during her teaching time in the class as well as the story of her earlier

teaching experiences. Her performances were the real evidences about her

understanding toward the roles of a teacher. Besides, previous experiences when

she was in Junior High School built her understanding of teacher‟s roles as well.

This point was the researcher‟s second question related to the understanding of

teacher roles.

Emmm, his way of teaching made me understand of the

teacher’s roles. He didn’t act like teacher to, serene, and

patient (A.9.Und.RoT.Int.1). In his class, the time management

was always precise. Sometimes, it could be a little longer

because we haven’t finished doing our task. Usually, it was

caused by the students who were joking at the same time

(A.9.1.Und.RoT.Int.1).

Mrs. N‟s former teacher inspired her much and grew a lot experiences

during her journey as a teacher. At some points, the understanding of teacher‟s


64

roles affected her teaching time at Senior High School. The first point was her

consideration of understanding the students‟ characteristics.

The current generation is diverse from my time, you and my

father. Every generation will be different. Nowadays, Senior

High School students are smart and skeptical, asking many

things beyond our imagination. We know that they are

exposed to gadget, various kinds of society. So that, we have

to suit our teaching to their situations, harmonizing our

teaching style, up-to-date, including put eastern norms. It

would be difficult if we do not ally with students, the

impression of killer teacher would appear. Have faith on it,

so that it is why we have to know them

(A.14.Und.Shs.Chs.Int.1).

Since our students need better guidance and we cannot lose

them off(A.17.Und.Sts.Chs.Int.1)

It was obvious that understanding students‟ characteristic affected her way

in teaching. Regarding students‟ situation, Mrs. N suited her teaching style in

order to avoid „killer‟ labeled to her. Different exposures from societies to the

students gave her an understanding about the importance of functioning eastern

norms. The second point was about the understanding of teaching. Teaching

previously reviewed as establishing an effective communication relationship

between teacher and students. In the participant‟s view, it was recognized as

showing understanding and making tally of teaching learning process for both

teacher and students. Therefore, she had an understanding that the ability to adapt

teaching style stimulated her and students to keep learning. She, as a teacher,

taught the students but at the same time she learned feedback of her teaching from

students‟ response and behavior. Conversely, students got various experiences

from teaching learning process then they would sort out them through a critical


65

thinking process. The understanding of teaching English and students‟

characteristics were appeared during the interview session.

In my opinion, teaching must be flexible and meaningful.

Means, we see our students’ characteristics then suit it to the

process of teaching and learning (A.13.1.Und.Tc.Int.1). We

have to be smart in order to fit our teaching style to the

students. We learn, students learn too (A.13.1.Und.Tc.Int.1).

Before I went to the Mrs. N’s class, she gave me a description

of this class. She assumed that X.A students are mostly active

students. There are 18 female students and 12 male students.

They tend to be very noisy when she didn’t challenge them

with certain games. “This class is attractive” said Mrs.

N(Obsvr.I.FN)

In relation with her understanding of students‟ characteristics and teaching

process, English teaching in Indonesia is a compulsory subject to be taught at

Senior High School. As an English teacher, the participant‟s perspectives of

teaching English were holistically focused on mastering four English skills,

listening, reading, speaking and writing.

That’s correct that English four skills must be mastered, even

be evaluated as well (A.20.Und.Tc.E.Int.1). English is alike

Indonesian, it can be evaluated if we master the four skills

(listening, reading, speaking, writing) (A.20.1.Und.Tc.E.Int.1).

Learning language means could listen well and understand the

meaning, read and able to give answer, could speak fluently

and ended by writing. The learning process can be done

together (A.20.2.Und.Tc.E.Int.1).

She clarified that mastering four skills were an essential point to determine

someone‟s capability of certain language. She explained that every skill had a

different outcome. To her, writing was situated as the most difficult skill to be

mastered. She pointed out that Indonesian government only focused on reading

skill whereas writing was important to maintain students‟ ability to produce


66

written product as an information remembrance. She had an understanding that

writing must be taught to Senior High School students since it would be the

window of the world.

Writing is the most difficult part in language learning. Many

people say so, I understood in that form as well. Moreover the

teaching writing. But it is precisely essential because writing

can change the world. The government focused on reading

skill, it is weary, and it is easy to forget if there is no

productive activity. It is hard but possible. Writing is a window

of world, as a bridge as well (A.20.Und.Tc.W.Int.1).

The understanding about writing was turning out as the beginning point of

the shared writing strategy. The researcher intended to reveal her understanding

about shared writing strategy which was applied by her on several classes that she

had before. She understood that writing needed a tool to gain students‟ attention.

One of powerful tools to teach writing was the implementation of strategy. She

chose shared writing strategy to teach Senior High School students since it

provided many slots to be explored.

Shared writing is a strategy to teach writing using sharing

system, sharing experiences, ideas, works until the evaluation.

If I am not mistaken, it divided into three parts, beginning

activities, whilst activities, and post activities, just like

standard teaching. At the beginning, I usually perfumed like

last week meeting (delivering pictures, asking students to

mention each picture’s ingredients, giving explanation about

procedure text through drawing, assigning students to bring

unused package contains several instructions), after that, I ask

my students to write a text and choose same topic in order to

make it easy. Then I draw a mind map just like brainstorming,

they are asked to fill out necessary things to be written in their

paragraph (A.11.1.Und.SWS.Int.2).

The use of shared writing strategy in her class was an attempt to teach

writing to her students. She understood that shared writing strategy could facilitate


67

an effective communication between her and the students. She gradually

developed her understanding in order to make better teaching and deliver

meaningful teaching learning process to her students. This part was certainly

touched the researcher‟s heart because it was clear that she had huge

understanding of every single factor on her teaching.

2. Teacher’s intention and action

Along with the interview session, an observation was conducted in her

class as well. The researcher observed one of her three classes that she taught at

that time. It was conducted to verify whether her understanding and belief was

actually shown in her intention and action. Even though conformity between the

themes are not an absolute thing, it was necessary to see the basic view of the

participant and its progression. Since this study was progressive, every

phenomena of teaching writing using shared writing strategy to high school

students needed to be proven by series of action to divulge the actual meaning of

the topic.

Action was an actual deed that someone does; it was intentional to reach

certain goals. It was well-planned and carefully sketched. Teaching writing using

shared writing strategy to High School Students for the participant was a part of

her desires to deliver English through meaningful teaching learning process. Her

actions were done based on her careful thinking of understanding and belief.

As a teacher, she had an intention to good things to the students. One of

good things was knowledge about English because she believed that English was


68

important for students‟ future. English could be used as a means to communicate

with people around the world. If the students did not have an opportunity to speak

with many people out there, they could speak to them through written expression.

My intention as a teacher is to share knowledge to my

students.(A.10.Intn.Tcr.Int.1).

She realized that English must be mastered through the learning of four

skills; they are, listening, reading, speaking and writing. The students would be

evaluated from their ability in using those skills. Since teaching English was a

compulsory subject to be taught in Senior High School, a teacher had to be able to

have a proper strategy in transferring the knowledge of writing. Globally, it was

believed that one of the four English skills was known as the most difficult skill to

be mastered. Moreover, it was identified as a proof for critical thinking process.

Writing was complicated for teacher to teach and for students to learn. Good

intention from teacher created deliberate actions in teaching writing. The

following part is the journey of the participant‟s intention and actions of teaching

writing using shared writing strategy. The narrative was taken from observation

and interview session.

1. Beginning Shared Writing

Before going to this phase, the participant had shared a lot about her

understanding about shared writing strategy. She had believed that shared writing

would help her as a teacher to teach writing to students. Since she had

understanding about students‟ characteristics, she believed that students needed to

be heard. Through shared writing, she was able to unite every single part of


69

consideration to her teaching. This stage was applied at the third week of her

teaching. She took a procedure text as the discussion that day. The aim of her

action was to provide a description of procedure text to the students. Giving a

description of a procedure text to her students were actually just a recall because

this lesson had been taught at Junior High and this kind of text was easy to find

around their surroundings. As a result, the participant had an intention to focus on

teaching writing.

Last week, I focused on procedure text. I attempted to give a

general description, give examples that they usually find in

their daily life (A.7.1.Act.Int.2). My intention was

synchronizing the material to their world, authentic material is

believed to catch students’ attention. That’s why I gave them

picture to make them easy to understand (A.7.1.Intn.Int.2).

Next, she delivered a piece of paper to every student. In the

paper, there was a picture of food and beverages

(Obsvr.1.FN). Mrs. N gave explanation about procedure text in

front of the class. Previously, she has drawn a glass of iced tea

as imaginary picture in the black board. Then she also wrote

down the ingredients. After that, she explained the steps of

making an ice tea. During her explanation, she always

repeated some words, such as, first, next, second, third,

prepare, add, pour, dip, stir, and mix. While she was

describing the steps, the students were listening to her

explanation (Obsvr.1.FN).

This text is easy to find wherever they are. Next, I focus on

writing in few weeks later. Trying to produce a text from the

easiest one (A.8.Intn.Int.2)

Earlier, on the theoretical framework, the researcher had listed a figure of

shared writing strategy. The beginning shared writing was the first stage of shared

writing strategy. The following clarifications were the implementation of the first

stage and teacher‟s action and intention during its implementation.


70

a. Before beginning the shared writing task, teacher clarified with the

students why writing was being done collaboratively.

b. Teacher clarified the purpose and the audience with the students and

discussed the choices and consequences they would need to take into

account for the purpose and audience.

So today, we will learn about procedure text. There are some

essential things that I will explain later about a procedure text.

Next, we will try to write a procedure text with our own words,

not from the book or cheat from the other book. The aim of this

activity is that you will be able to identify every procedure text

yet in different topics and create a simple procedure text. We

will learn together, I will help you. Besides, you will be able to

help your friends as well. Are you agree with me to learn

together? (Obsvr.2.FN)

From the observation, she had declared two parts of beginning shared

writing in one explanation. The first was her intention of working with students

collaboratively and secondly was to get an agreement from the students. She

eliminated the choices and consequences because she had modified it. She stated

that she would not use all elements of shared writing strategy yet she would

deploy most of it.

I am not that strict in following every detail of the steps. There

are some points that I bring them up together, or even cast

some of them. The important thing is the core intention and

actions are still same (A.11.1.Act.Int.2).

Next, she continued to the next part of this first stage. She provided

examples to her students and directed students to answer the questions given

related to the procedure text.

c. Teacher discussed the topic with students, activating their prior

knowledge, and brainstorming ideas (for example, by drawing a mind map


71

or listing words that are related to the topic). Teacher may ask probing

questions to determine whether the ideas gathered reflected an

understanding of the topic and the purpose.

d. Teacher decided on an appropriate text form. Teacher discussed with the

students to decide what kind of text would be learnt based on that day‟s

objectives of the study.

Have you ever read information related to procedure text?

Anyone? Raise your hand please? The student were busy

talking with their pairs and tried to give the best answer, they

were also opened their books and read it. Mrs. N repeated

her question to the students. Few minutes later, a female

student raised he hand and gave an answer. She replied, “

Emmm, procedure text looks like recipe, there are

ingredients, steps. Like that bu, the example looked like

previous meeting, how to make an iced tea.

Other students, do you agree with her answer? The students

replied, Yes, bu. Basically it was related to steps, procedures

and how to ...(a male student stated his opinion)(Obsvr.2.FN)

The action above was the result whether students understood the general

description of a procedure text in which the participant had drawn a mind map,

given a description and listed words that were related to the topic. To make sure

that students really comprehended the description of a procedure text, she asked

some students to present their work in front of the class. Before the presentation,

she allowed the students working together with their friends. During the

discussion, she was walking around to the students‟ group while checking their

work even having discussion related to their work.

Okay class, have you finished your work? We will check

some of your work in front of the class. I need a volunteer to

explain his/ her work here. Who will try to come here and

explain what you have done before? I will help you. Three


72

students may come here. Panggah, Desi and Upik were three

students who were willing to show their work in front of their

friends. During their presentation, Mrs. N also asked the

students to pay attention on several new information that

their friends added on their work. Mrs. N assisted them while

they were explaining their work (Obsvr.2.FN)

After the presentation ended, she asked the leader of the class to collect his

friends work and organize them neatly. Lastly, she summarized a short detail of

that day discussion. In this first stage, the participant used most of the activities of

shared writing strategy. She also removed some activities that she though

unnecessary for students‟ characteristics and need.

2. Shared Writing Activities

In this illustration, she applied the next stage of shared writing strategy

namely shared writing activities. It was divided into seven parts as follow:

a. Teacher modeled how to clarify ideas, choose appropriate vocabulary, and

draws on language and text knowledge to compose and revise a text. Teacher

helped students to do several activities (in group or individually).

b. Teacher worked with students to organize the ideas and plan an outline,

reminding them of the outlines they had worked with previously

In this phase, activating simplified activities were done by the teacher. She

used to unite two or three activities in a row. The aim was to create effective

teaching. Firstly, she unified two shared activities into one description.

Two and a half hour ago Mrs. N gave me a short description

for her class today. She will try to ask her students to make

notes from the unused packages. It is used for students’ basic

materials in shared writing. She will also ask her students to

activate their notes to write a text, specifically, procedure text.


73

She said that this was the beginning of shared writing strategy.

As last week meeting, Mrs. N went to class X. A with lots of

stuff. She brought books and pictures for today’s class. She has

great expectation that today the students will be able to obtain

and memorize some new vocabularies. Afterward, she will ask

the students to apply those vocabularies in their writing

(Obsvr.2.FN).

Next, she grouped the students in order to introduce the meaning of

cooperation among them. The students worked collaboratively to analyze the text

based on teacher‟s description of a procedure text. During the discussion, teacher

ruled herself on supporting each group. She walked around the class to make sure

that her students worked with their friends, and assisted the students who had a

difficulty in grasping the description of a procedure text. To make it helpful, the

participant had unified three activities in a row.

c. Working together with the students, the teacher critically analyzed how the

main ideas were to be expressed (for example, whether they would be

supported by evidence or illustration)

d. Teacher wrote with the students, constructing the text together. They discussed

the choices that were made by learners and the possible consequences of

different choices

After she finished explaining procedure text, she asked the

students to group them in five, then take a look on their

unused package and gave several instructions:

1. Every student in one group has to identify the text

organization ( Mrs. N helped the students by writing down

some clues on the blackboard)

2. Then they have to write down the language features

(imperatives, action verbs, connections)

While students are working with their friends, Mrs. N is

moving around to each group and checking their work. She

sometimes has a little discussion with the students or re-


74

explained the information that she had explained before

(Obsrv.2.FN).

The students are busy with their own work. They are drawing

a map like Mrs. N has given to them. It is little bit strident

because some of them keep calling Mrs. N to make sure that

they are doing the right thing. This situation occurs for forty

minutes. Mrs. N keeps checking on her students. She

sometimes goes back to her desk and sits for a while

(Obsrv.3.FN)

e. Teacher had a discussion with the students whether appropriate language

features had been used to link ideas and whether the text was likely to engage

its intended audience.

Mrs. N made a map for her writing, the students concentrated

on her explanation. After she closed her explanation, she

requested the students to do the same thing like what she did.

Now you can try to create a mind map like the previous one.

After that, you can write down the title and the purpose of the

text. Write down the ingredients that needed. Make it short

and simple. Use the previous notes to create the text,

remember, the language feature is simple present tense. You

may work with your pairs and starts writing. I will walk

along and help you (Obsvr.3.FN).

At the end of this shared writing activities phase, students and teacher

checked the writing together. She asked the students to evaluate their friends‟

writing and gave score on it. This activity was ended by collecting students‟

result.

f. Modifying the writing, attending to surface features such as spelling, grammar

and punctuation if necessary. Teacher and students did grammar checking and

other parts if necessary.


75

g. Review the purpose for writing and adapt content if necessary. The teacher did

a quick check on the students‟ writing

Mrs. N asked them to give their work to the friends who sat in

front of them and for those who sat in the first line, should

give their work to the friends who sat at the last line. She

directed the students on checking their friends’ work.

Students, I need your attention please? Now, we are going to

check your work, your friends’ work. Ok, now check them all

carefully. (Mrs. N repeated the instruction for three times and

made sure that they put the right score. It took 7 minutes to

finish this part (Obsvr.3.FN). Mrs. N asked the students to

stop and collect the books in front of the class. She requested

the leader and vice leader to help bringing the books on her

desk at teachers’ room. Mrs. N said thanks to the students

and class ended (obsvr.3.FN)

3. Shared Writing Post Activities

The last stage of shared writing post activities was conducted in the fourth

meeting. Before it was conducted, the participant evaluated students‟ work

comprehensively. She also gave a feedback to every student‟s writing. In this

meeting, she asked the students to present their own work in a group after she

proofread the text. The aim of the presentation was to obtain feedback from

students and their peers. At the end of the meeting, she collected students‟

presentation in a compact disk in order to keep students‟ work as portfolio.

a. Reflecting on ways the text could be presented and choosing a way that best

met the purpose of writing. The teacher asked the volunteer among the students

to present their work at glance.


76

Before the presentation, Mrs. N delivered few folded papers

containing numbers to determine the order of the

presentation. She asked six students to get the papers and

mention the numbers on the papers. After that, Mrs. N started

to give an instruction for every group that each group had to

present two works in front of their friends in six minutes.

They had to show with power point slides as she requested

last Thursday. At the end of the presentation, there would be

two questions for each group and they have to answer it

directly (Obsvr.4.FN)

Most of the students did not deliver the questions, Mrs. N

then asked the reason why they did not raise questions. Most

of the students said that they understood the presentation

because they had written the same text although with

different title, and the content of the procedure text were

same, so they clarified that they knew how to write it and

deconstruct the procedure text(Obsvr.4.FN)

Mrs. N smiled brightly after she listened on students’ answer.

Then she asked if the result of the students’ work would be

collected in a compact disc as a prove that they had learned

about procedure text and probably they can do the same

thing for the next discussion (Obsvr.4.FN)

b. Proofreading and finalizing the text. The teacher collected students‟ work and

checked it again.

c. Make the completed text available to the intended audience and seek feedback.

In the following week, teacher gave feedback to the students‟ writing.

I put the previous result to the evaluation list. It hasn’t

ended yet. The scoring was easy. I asked them to give score

but I have to check it again. Then I gave feedback to their

writing. I also did proofread before giving feedback

(Obsvr.4.FN)

C. Interpretation of Emerging Themes

In previous elaboration, the implementation of shared writing strategy by

the teacher was presented sequence under several main themes. Besides, there

were unforeseen themes emerged during the observation and interview session.


77

The unforeseen themes came up along with the main themes. Those themes were

identified as extraordinary occurrences of this study. Here, the researcher would

like to reveal the emerging themes of teaching writing using shared writing

strategy to senior high school students under several themes.

1. Teacher’s faith

This theme came up with careful thinking. During the interview session,

the participant mentioned a lot that she had faith that teaching writing was

possible to be taught at Senior high school students even though writing was

known as the most difficult skill to be mastered. This was proven by

implementing shared writing as a strategy to teach writing to her students. Faith of

teacher could affect the students‟ mind in which could motivate the students to

become a better learner. Moreover, faith was one of required characteristics to be

a good teacher. For example, some students that the researcher had interviewed

before had stated that they adored the participant very much. Her presence in the

class was waited by them. Teacher‟s faith would also raise herself as a valuable

asset in that school. To sum up, teacher‟s faith on teaching writing using shared

writing strategy could be an inspiration for other teachers.

2. Teacher’s patience

The word patience was easy to pronounce yet hard to do. The participant

was full of patience. She possessed to endure the most trying of situations in

teaching writing using shared writing strategy. For example, in one of the


78

interview session, she stated that one of her class was messy because due to her

appointment as a board member of MGMP she often had to leave the students.

Meanwhile, she did not have a well-prepared lesson plan. Besides, the students

were not obedient as well. Under those situations above, she made an effort to

handle the situations better. She was inspired to use any kinds of reward in

teaching them. It was succeed at that time to gain students‟ attention and create

enjoyable teaching learning atmosphere.

There were many problems in my class. It was my fault and

students’ fault as well. At that time, my class management was

muddled because I was appointed as a board member of

MGMP, constructing examination papers, often went out for

meeting and I did not have a well-organized lesson plan. It

was really bad. Besides, the students’ characteristic was

extraordinary. They were hard to be advised, some of them

were intended hard to study. It was not only in English lesson,

but mostly in all lessons (A.11.5.Ref.Int.2). Finally, I could

solve the problem. How did I solve it? Let me think, if I’m not

mistaken, I gave them reward, candies, pencils and pens

(A.11.5.Act.Int.2)

In short, a teacher should be kind and patient because he or she never

knew the background of a student that he or she was teaching. Each student could

have different learning styles, emotional problems, etc. A teacher would never

know how much her acts can create psychological damage to a student. A teacher

was responsible to educate and appreciate the student‟s individual and unique

strengths and weaknesses. Without the virtue of patience, a teacher would have

difficulty to endure the qualities that were so natural for Senior high school

students.


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3. Self – motivated teacher

This emerging theme appeared since my participant could motivate herself

in teaching writing using shared writing strategy to Senior high school students.

Motivation was the energy to study, to learn and achieve, and to maintain these

positive behaviors over time (Groccia, 1992). Therefore, motivation might be best

described as having the desire and willingness to do something. The participant

showed a lot of motivation through her actions. As the evidence, she prepared

herself to deploy teacher‟s roles. For example, she disciplined herself during her

teaching time, prepared a lot of stuff before going to the class, organized the class

through pre-agreement, and used a certain strategy based on her own reflection

experiences. Her awareness to motivate herself also raised a belief that as a

teacher, she had to keep learning to improve her ability in teaching and creating

meaningful teaching learning process to her students.

To summarize, her concrete experiences and reflections attributed her to

be a self-motivated teacher. It was believed that motivation caused physiological

changes in the brain (Smith, 2002). Therefore, maintaining the state of motivating

herself might create an autonomous teacher. Autonomous suggested the work of

emotional intelligence rather that academic intelligence. One of the evidence from

her experiences was creating a non-threatening classroom environment where

mistakes were viewed as opportunities to learn, reduce tension, open the mind and

increase the opportunity for teaching and learning to meet certain goals.


80

4. Students’ hope

Fundamentally, the continuous after effect from self-motivated teacher

was building students hope. Hope in common view was known as the state which

promoted the desire of positive outcomes related to events and circumstances in

one's life or in the world at large. It was kind of feeling of looking forward of

what was wanted or could be had and even an event which would turn out for the

best. The students of the participant showed this hope at the observation time.

They even could compare the teaching writing style within their previous

experiences.

I asked more about writing in English class in accordance to

know their feeling and understanding. They said that they do

not keen on writing, but they had a willingness to learn to

write in English. They realized that English is very important

for their future. Besides, I also asked their opinion about few

previous writing activities. One of female student said that it

was very enjoyable because Mrs. N gave the students lots of

help because they are still learning, and she liked the candies

very much. The other female student added that she could

learn how to write through a simple map and also she

compared to her time during Junior High school that her

teacher asked her to write without any clues and guidance, as

the result, she did the write. Instead, she cheated from her

smart friend (Obsvr.4.FN)

In line with this theme, it was obvious that teacher‟s help during the

process of teaching learning raised students‟ hope to learn better. Showing

empathetic acceptance or understanding and assistance would also help students‟

gaining their confidence to learn through experiences.


81

5. Equity at the school and in the classroom.

Diversity among people in society could also be found at school.

Specifically, diversity among students should not be an obstacle to reach a

meaningful teaching learning process. In fact, the diversity between the students

affected the teaching learning process. For example, mixed ability of students,

minorities, and limited English proficiency created a hole between teacher and

students. In the participant‟s school, the students were grouped based on their

competence and capability. Once, she said that it was a good effort to facilitate the

teachers in teaching them. Similarity among the students decreased teachers‟ load

in teaching them. On the other hand, she argued that the grouping was not fair

because the students had the same right to learn in any condition. Another

example was the action of representing two works out of five works at the

presentation time. She intended to test students‟ cooperation in choosing the

appropriate results to be represented at the presentation. Moreover, she added that

decision making was not easy to do among the students. The equal opportunity

must become the main point of the action. Therefore, this theme attended to issues

equity. The ability to respect people was not just merely about politeness. It is

more about understanding each other. In the classroom in which teacher and

students stand together as the main players, building equity was a necessary

resonation for a successful teaching learning process.

Actually, it wasn’t fair (grouping students based on their

competence), but it is a must in order to promote better

teaching (A.18.Eq.Int.1). I did not have an intention to

exclude or set aside them, because they have same rights.

Exactly, their ability to cooperate with others that I was


82

going to evaluate. Of course, sharing, making decision were

not easy to do (A.6.Eq.Int.5)

From the review above, it was obvious that an equitable classroom was

established through respect between teacher and students. When the teacher

listened to their students and created an environment that valued students‟

feedback, their students felt respected and encouraged to learn. Respect in the

classroom promoted the creation of an equitable learning environment because in

this space all voices mattered.

6. Sharing experiences

One‟s experience was distinctive from others. It could be merely the

repetition of good things or same errors. Experience could be learnt from different

circumstances; it could be obtained individually yet with other people presence.

Most of experience was worth for everyone who lived with it. It would lasts

forever, developed gradually through different situations. During the interview,

she had shared her experiences to her friends who taught English lesson.

I’m a new teacher of this school for two years. Formerly, I

was told about shared writing strategy from Mrs. N, at that

time I was asked to teach English for Tourism then I did not

use it in my class. After one semester, I repeated taught EFT,

then I tried to use it one time (A.1.Comm.Int.6). Applying

shared writing strategy was not easy for me because in my

EFT class the students were exposed with new vocabularies,

they were having hard time to remember the words. It took

longer beyond my expectation. Previously, Mrs. N told me

that patience was the key, unfortunately, I was not a patience

types. Hence, in the previous semester, I tried to implement it

on my EFT class, in fact it worked. The result was fair. I

followed Mrs. N’s suggestion that I had to lower down the

target (A.2.Comm.Int.6).


83

The interview above showed that her life experiences in teaching writing

using shared writing strategy was one of her stories between her and the students.

She was keeping live with it, so she developed her experiences to experience in

other circumstances. Therefore, she was trying to share her experiences in

teaching writing using shared writing strategy among other English teachers in her

school. She had a hope that her friends could make use of it. One of her friends

stated that using shared writing strategy was not easy to do without amount of

patience. She had tried two times in order to develop her skill in teaching writing.

It was a proof that the participant shared her experiences to bring with other

teachers new insights and new meanings of teaching learning process.


84

CHAPTER V

CONCLUSION

This last chapter contains two discussions. The first part is the summary of

the study and answers for the research question. Moreover, the second part, there

are recommendations which hopefully can develop teacher’s professionalism in

teaching writing especially using shared writing strategy to senior high school

students.

A. Conclusion

Fundamentally, every teaching will give various experiences. Stories of

every teacher based on his/ her teaching time give a value to the next experiences.

Therefore, in this research, I observe and interview the participant in order to dig

out a deep description of numerous experiences. The text of participant was

collected to reveal experiences in teaching writing using shared writing strategy as

a case study.

During the reflective process, there are themes that emerge. Teacher is

aware that as the most difficult skill to be mastered, writing is necessary to be

taught at senior high school. Using a suitable strategy, teaching writing could

possibly be done. During the teaching process, teacher has developed

understanding that roles of a teacher must be applied inside yet outside classroom.

Understanding students’ characteristics would also help teacher in transferring

knowledge to the students.


85

Since senior high school students are known as early adult learner, a

teacher plays a significant role during their cognitive and social development.

Teacher’s faith is believed as one theme that supports students in gaining positive

atmosphere during teaching learning process. Diverse characteristics of students

require teacher to put more faith on students. Teacher has a faith that that the

differences actually create windows to be explored. Regarding to the teaching

writing, developing an appropriate strategy was applied to bridge the

circumstances.

Patience is needed in teaching writing to senior high school students.

During the implementation of shared writing strategy, she could stand bravely

under the hard situation. It activates her creative side that she could use a different

teaching style in her class. Her patience creates meaningful reflections to her in

teaching students.

As the result of her creativity to solve problems in the most trying

situations, the ability to reflect on her previous experiences affects her teaching.

She becomes a self-motivated teacher. She maintains positive attitudes and has

unlimited energy to study, to learn, to achieve targeted result and to discipline

herself over time. By doing so, it yields an autonomous teacher especially in

teaching students with a non-threatening classroom.

Furthermore, students usually have a dream of pleasant classroom

situation. They would imagine of a loveable teacher, unsay comprehended

materials, and pleasant classroom situations. If those illustrations meet students’

imaginations, it would be possible to build students’ hope of a better learning


86

environment. The cooperation between students and teacher plays essential roles

in creating a meaningful teaching learning process. Along with this theme, she

shows empathetic acceptance or understanding and assistance in teaching writing

using shared writing strategy. She would help students to keep gaining their

confidence to learn through experiences. Another result of shared writing strategy

implementation was emerged that after being treated with such a strategy, the

students show growing interest in writing both in and out of the classroom

Lastly, dealing with the teacher in teaching writing who has implemented

shared writing strategy would yield another experiences. Therefore, stories of

teacher of the implementation needs to be shared in order to empower her friends

to do the same thing or even better from her. Building shared experiences would

be a powerful tool to develop professionalism on teacher’s professional

development. The shared experiences of teaching writing using shared writing

strategy to Senior High School students would raise a never ending stock

experiences to be discussed among the teachers that support teachers improving

their professional life.

B. Recommendations

For teacher, the implementation of a certain strategy in teaching writing is

necessary to do. Shared writing strategy helps the teacher in teaching writing

which is providing clear cognitive stages to the students. The stages include

planning before writing, working together with the students during the writing

process (discussing the topic, creating sequence texts, checking the works), and

evalute the writing products.


87

The main points to consider in implementing shared writing strategy are

readiness of the teacher and deliberate considerations of risks taking. Readiness

attributes to the teacher’s faith that writing is an important tool to build students’

competence in competing freely after they graduate from their school. Moreover,

understanding the students’ cognitive and social development in teaching writing

would result in positive attitudes and understanding of better teaching. I would

like to recommend English teacher to implement shared writing strategy in

teaching writing to develop his/her professional development in teaching writing.

Besides, shared writing strategy would attract students in learning how to write

easily. Having confidence in implementing shared writing strategy in teaching

writing, will also develop an optimist teacher and build students’ writing interest.

The implementation of shared writing strategy in teaching writing should

be applied continuously with some modifications. In every implementation, it

raised different experiences. Concrete experiences of the implementation create

reflection experiences that could be used as worth experiences. Therefore, the

researcher suggests that teacher should activate the worth experiences to attain

suitable teaching strategy to the student.

At last, for the researcher, the researcher should learn more about teaching

writing. Getting involved deeply to the participant’s life stories makes the

researcher realize that the researcher have to broaden her perspectives about

teaching writing using shared writing strategy.


88

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APPENDICES


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Appendix I

Field Note 1

Day, Date : Monday, September 3, 2012

Time : 12.30

Class : X. A

Teacher :

Description : This meeting was the third meeting in the first semester. Most of the

students looked very excited with the English class. Previously, the researcher did a

short interview with the students by asking their opinion about the previous meeting.

They told the researcher that the class was very enjoyable and the teacher was very

helpful. The teacher was firm yet patient. Some of students felt happy because they

got candies as a reward of their efforts in the class. Today, they have a big wish to get

another joyful atmosphere in English class.

Time Notes

12.30 - 12.35

Before the researcher went to Niha’s class, she gave the researcher

a description of this class. She assumed that X.A students were mostly

active students. There were 18 female students and 12 male students.

They tended to be very noisy when she didn’t challenge them with

certain games. “This class is attractive” said Niha. Today, she

would deliver a material about procedure text. She was going to give

a description of procedure text to the students. A set of pictures on

her laptop and power point presentation had been prepared before

the meeting. She would give the students prior knowledge of

procedure text.

The researcher went to the classroom with .asked the researcher to

sit wherever she wanted. So the researcher chose an empty chair at

the back of the class. She began the class by greeting the students and

asking who didn’t come to the class today. There were three students,

Panji, Annisa and Nur who were absent from the class that day. Then

she wrote their names on the attendance list.


98

12.35 – 12.40 Niha began the class by showing random pictures of various kinds of

foods and asked the students whether they had got their lunch today.

Most of the students already had a lunch, t some of them said that

they would get their lunch after school. The students directly

mentioned the name of food shown in each picture in Bahasa

Indonesia t suddenly Niha said “in English, please”. Then the

students used English. She gave a compliment to the students by

saying “good, well done”.

Niha also asked the students where they went for lunch and what

kinds of food did they eat for lunch. The students answered the

questions by raising their hands, and she pointed six students to

answer the questions. The rest of the students, felt little disappointed

because they are not chosen by the teacher. They said “, kulo , ask me

”. Then, Niha gave several questions to retain the rest of the

answers. She said “Ok, now, who got their lunch at school canteen?

Next, who got their lunch at warung mbak Sri? Who got their lunch

from home?

(Every student answered the questions while raising hand, finally

they felt satisfied)

12.46 – 13. 21 Next, she delivered a piece of paper to every student. In the paper,

there was a picture of food and beverages. After they got the papers,

the students were asked to write down the ingredients of the food and

beverages on the provided column.

(Every student looked so sy doing their job and they were allowed to

discuss it in pairs. They often opened their dictionary)

Niha was looking around and checking the students’ works at glance.

Some students asked her “, ini di kamus nggak ada terjemahannya,

what must I do?” she came to the students and gave a short

explanation. Afterward, she confirmed her explanation by asking her

students again. After she was sure that the students had understood

her explanation, she smiled and gave them two thumbs up. However,

there were also some students who had finished earlier and had

nothing to do. Niha went to them and collected their work, and then

asked them to read a text from English Zone and instructed them to

finish the exercise. A few minutes later, she collected all the papers

from the students. Next, she gave several questions to the students.

1). Can you mention the theme of pictures that were given to you?

Yes, . Food and beverages, makanan , minuman, sego goreng , fried

egg, iced tea, orange juice , bakso , jus duren...banyakk (students

answered spontaneously). 2). Did you know the ingredients of each


99

food and beverages? Tau u, sering jajan, masak with my mom , bikin

sendiri (students answered). Finally, Niha smiled and gave an

appraisal to the students. She said, well done everyone. Now, we are

going to learn about procedure text.

13.21 – 14.15 Niha gave an explanation about procedure text in front of the class.

Previously, she has drawn a glass of iced tea as an imaginary picture

on the black board. She also wrote down the ingredients. After that,

she explained the steps of making an ice tea. During her explanation,

she always repeated certain words, such as, first, next, second, third,

prepare, add, pour, dip, stir, and mix. While she was describing the

steps, the students were listening to her explanation. Niha didn’t

allow her students to take a note or do other activities. After finishing

the explanation, she started to give detailed description of a

procedure text using Bahasa Indonesia. (Tadi kalian sudah

menyetkan nama makan dan minuman dari kertas yang saya bagikan.

Kemudian, kalian juga menulis bahan-bahan yang diperlukan.

Apalagi hayo, (Siti said,nganu , tadi i nggambar picture, iced tea).

Good. Tadi i ngapain lagi ya? (Fajar said, i njelaske carane nggawe

). Betul. Nah, tadi itu jika diat tulisan dinamakan procedure text.

Tujuane untuk memberitahu pembaca, pendengar atau pemirsa

tentang pematan sesuatu contohnya seperti kalian nek pas liat Ala

Chef di TV, Farah Quinn itu yang sering ngajarin masak. Nah, jika

bahan-bahan, cara masaknya ditulis, ya itu setannya teks prosedur

atau procedure text. Paham ya.(All students, “iya , paham, ngerti )

14.15 – 14.20 The bell rang. While the students were sy packing their belongings

Niha asked them to bring unused pack of instant food, instant drink

or other boxes which contained steps or ways to do something. The

students were still sy and most of them didn’t pay attention to her

instruction. She repeated again until all students understood her

instruction. Finally, class finished and all of the students went home.


100

Field Note 2


Time : 12.30

Class : X. A

Teacher :

Description : Before the class began, the researcher interviewed some female

students who were chatting in front on class X.A. The researcher raised some

questions about last week meeting. They felt satisfied with the previous class because

they saw many pictures and were able to fill out the paper given by the teacher

correctly. However, one female student said, “, kelas yang kemarin nggak ada

permennya”. It seemed that they really wished for candies for every English class.

Then, the researcher asked their understanding about last week materials and

explanation from the teacher. “Minggu lalu belajar apa aja ya mbak?” They replied

that last week they learned about procedure text. Today, they are ready to have a class

and the researcher saw that some male students went to school canteen hurriedly to

get some snack package for their English class.

Time Notes

12.30 Two and a half hour ago gave the researcher a short description for

her class today. She would try to ask her students to make notes from

the unused packages. It was used as students’ basic materials in shared

writing. She would also ask her students to use their notes to write a

text, specifically, a procedure text. She said that this was the beginning

of shared writing strategy. Similar to what she did in the last meeting,

Niha went to class X. A with lots of stuff. She brought books and

pictures for today’s class. She had a great expectation that today the

students would be able to obtain and memorize some new vocalaries.

Afterward, she would ask the students to apply those vocalaries in their

writing.

Today, Niha and the researcher went to the class hurriedly because

Niha had to share many things to the students. She asked the students

who were still standing in front of the door to enter the class quickly.

As usual, the researcher picked a chair in the corner and brought to the


101

back of the class. Then class began immediately.

12.30 – 12.45 Niha opened her class by greeting the students and asked the students’

condition. No one was absent. Every student came to the class and was

ready to join the teaching learning process.

Niha then asked the students about last week assignment. “Did you

bring any unused package? Sudah bawa ngkus makanan atau barang

yang lain? Students replied flashy, “ Yaaa, uu. Yes, u. We have it,

sudah bawa ”. Most of students showed the unused package to her and

their friends. Niha was moving around in the class while checking her

students. Most students brought an instant food package from instant

noodle, snacks and other instant food.

12.45 – 13.12 Next, Niha explained about what they would have to do in this class.

“Ok class, today we are going to learn more about procedure text. I

will share the main points of a procedure text. Afterward, we will try to

write a simple procedure text with our own words. Do you know why

we have to do this activity collaboratively? Because, you will be able

to identify every procedure text with different topic and also write a

simple procedure text. Jadi, hari ini kita akan belajar tentang teks

prosedur. Ada hal-hal penting yang akan i jelaskan mengenai teks

prosedur. Kemudian, kita akan mencoba memat teks prosedur dengan

kata-kata sendiri, kan dari ku atau mencontek dari bacaan lain.

Tujuannya supaya kalian dapat mengidentifikasi setiap teks prosedur

walaupun topiknya berbeda dan juga bisa memat teks prosedur yang

sederhana. Nanti kita akan belajar bersama ya, I pasti bantu kalian.

Sekaligus kalian juga bisa membantu teman-temannya. Bagaimana?

Sepakat kita belajar bersama?

Student replied, “Iyaaa u”. A male student also said “ asal nggak

angel-angel nggih ”.

Niha responded, “Ok, that would be a good start for us”. Now,

sekarang i ingin bertanya, Pernahkah kalian membaca informasi

tentang teks prosedur? Anyone? Raise your hand please? The students

were sy talking with their pairs and tried to give the best answer. They

also opened their books and read it. Niha repeated her question to the


102

students. A few minutes later, a female student raised her hand and

gave an answer. She replied, “ Emmm, teks prosedur itu seperti resep ,

ada bahannya, ada caranya. Gitu , ya contohnya kayak minggu lalu itu

, gimana caranya at es teh, nasi goreng. Niha smiled and gave her a

compliment. Bagaimana dengan yang lain, sepakat dengan jawaban

Sri? The students replied, Iyaaa . Pokoknya hungannya sama cara-

cara, prosedur, how to gitu (a male student stated his opinion).

13.12 – 14.00 Niha explained more about a procedure text. She wrote important

notes about a procedure text as follow:

1. What is a text?

2. What is a procedure text? (purpose, examples, text

organization, language features, )

After she finished explaining a procedure text, she asked the students

to make a group of five. The students were asked to take a look on their

unused package. Then, she gave several instructions:

1. Every student in one group has to identify the text organization

( Niha helped the students by writing down some clues in the

blackboard)

2. Then they have to write down the language features

(imperatives, action verbs, connections)

While students were working with their friends, Niha was moving

around to each group and checking their work. She sometimes had

little discussion with the students or re-explained the information that

she had explained before.

“Ok, class, have you finish your work? Sudah selesai? We will check

some of your work in front of the class. I need a volunteer to explain

his/ her work here. Siapa mau coba maju kedepan kelas dan

menjelaskan apa yang sudah dikerjakan. I akan bantu. Tiga orang bisa

kedepan?

Panggah, Desi and Upik were three students who were willing to show

their work in front of their friends. During their presentation, Niha also


103

asked the students to pay attention to several new information that their

friends added to their work.

Niha assisted them while they were explaining their work. At the end

of their presentation, Niha gave them a compliment and applause for

their hard work.

14.01 – 14.15 Fifteen minutes before the end of the class, Niha asked the leader of

the class to collect the unused packs with the paper work and organize

them neatly. She also gave a short summary of today’s discussion. Five

minutes before the bell, she asked the students to pack their belongings

and reminded the students to reveal the text organization and to find

the imperatives, connections and action verbs from the procedure text

on their book (English Zone). She added that they have to write them

down neatly on their note book and she would like to check it next

week. At the end of the class, they prayed and said good bye to the

teacher.


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Field Note 3


Time : 12.30

Class : X. A

Teacher :

Description :

The researcher went to the school thirty minutes before the class began. Hurriedly,

the researcher walked to the teachers’ room and looked for . The room was quiet;

three teachers were sy typing on their laptop including . The researcher came to her

and greeted her. She welcomed the researcher with her bright smile then she asked

the researcher to stay for a while at her chair before going to the class. She also gave

the researcher a paper for her class today. Next, she explained the use of the paper

while she was preparing other books. Right after she finished her preparation, she and

the researcher went to the class together.

Time Notes

12.30 – 12.42 Niha started the class by greeting her students with a bright smile.

Some students looked so gloomy. She asked the students randomly,

why they looked so weak today. Several male students said that they

just finished a math quiz and it was so hard; they felt downhearted and

hopeless. Niha tried to comfort them and led them to English lesson.

She asked the students whether they were ready to continue for English

class or they still needed time to think about previous math quiz. They

thought in silence and answered directly that they were ready for

English lesson.

12.43 – 12.59

Afterwards, Niha started the lesson by asking her students to open

English Zone and asked the students to take out their homework that

she assigned last week. She was moving around to the students’ table

and checked their work. She brought a pen and made a stop to see the

students’ work one by one. While she was checking the work, some

students were joking around with their friends. Niha asked them to

stop joking and asked the leader of the class to get some pictures then


105

12.59 – 13.55

delivered them to all of his friends. A few minutes later, she finished

checking the students’ work and gave a small summary of their work.

“Ok, class, most of you did a great job. Seemed that you have

understood about a procedure text. Sudah pinter semua, kebanyakan

dari kalian sudah bisa mengenali teks prosedur, tau mengelompokkan

kata-kata dan mengidentifikasi teks dengan tepat. Gampang ya,

gimana menurut kalian?

One female student raised her hand, “ Iya , teks ini mudah dimengerti,

kita sering lihat sih.

Oke, karena kalian sudah mampu untuk menyelesaikan tugas dengan

baik, ada permen capilanos satu ngkus untuk kelas ini. (The students

were so happy and said thank you to Niha)

Nah, sekarang kalian lihat gambar yang dibagikan oleh Teguh. Ada

yang terima gambar telur, an egg? Bayam, spinach? Wortel, carrot?

Kopi, coffee? (The students raised their hand when Niha mentioned

the pictures). Kalian tau apa maksudnya i kasih gambar?

One female student answered “ Nggak tau , eh tau ding. Ini bahan at

bikin teks .”

Niha replied, “Iya benar, kalian gunakan gambar terset untuk memat

teks prosedur, dimana nantinya kalian akan meggunakan gambar itu

sebagai salah satu bahannya . I bantu dengan brainstorming sebagai

contoh.

I punya gambar daging, meat. Nah, daging ini akan i at sup daging. I

will give a title, How to make a Delicious Meat Soup. The purpose of

the text is to describe or to tell the readers on how to make a delicious

meat soup including the ingredients/ materials, and steps.

Sekarang i gambarkan ya, jalan termudah untuk menulis supaya nggak

bingung. ( Niha made a map for her writing, the students concentrated

on her explanation. After she closed her explanation, she requested the

students to do the same thing like what she did).

Kalian coba memikirkan apa yang akan diat dengan gambar yang tadi.


106

13.59 – 14.30

Setelah itu tulis judulnya dan tujuan dari pematannya. Tulis juga

bahan apa yang dituhkan. Bikin yang simpel saja. Make it short and

simple. Gunakan catatan kemarin untuk memat steps-nya, ingat,

language feature-nya simple present tense. Boleh bekerja sama dengan

teman sebangku, dan mulai mencoba menulis. I akan berkeliling dan

membantu kalian.

The students were sy with their own work. They were drawing a map

like Niha had given to them. It was a little bit strident because some of

them keep calling Niha to make sure that they were doing the right

thing. This situation happened for forty minutes. Niha kept checking

on her students. She sometimes went back to her desk and sat for a

while.

At two o’clock, she checked the students’ work and gave order that

they have to finish their work immediately.

( Niha) Ok, class. Have you finished with your work? Sudah selesai

dan dirapikan pekerjaannya? Mohon dirapikan karena akan kita cek

bersama-sama. I beri waktu lima menit. Five minutes for you to make

it neat.

(Students) Oke , finiiissshh, dah slesai dari tadi , cuman diteliti lagi.

Niha gave a compliment to the students, and asked them to give their

work to the friends who sat in front of them and those who sat in the

first line should give their work to the friends who sat at the last line.

She directed the students to check their friends’ work. Students, I need

your attention please? Now, we are going to check your work, your

friends’ work. Kita akan koreksi milik kalian, milik teman kalian.

Firstly, coba cek jenis teks teman anda, apakah sudah semua dalam

bentuk teks prosedur? Jika benar, beri poin atau angka satu, give one

point at the top of the page. (The students were sy checking the work.

They didn’t ask a single question to the teacher).

Good, next. Now check whether the purpose of the teks is written well

or not. Sekarang kalian cari tujuan dari teks terset, ditulis atau tidak.

Jika ditulis dengan bahasa Inggris beri angka satu, jika dalam bahasa


107

Indonesia, beri angka setengah. If there is no information atau tidak

ditulis, beri angka nol. Ok, now check them all carefully. ( Niha

repeated the instruction for three times and made sure that they put the

right score. It took 7 minutes to finish this part)

Now, class. Do you still remember the text organization of a procedure

text? Mention please?

Yess, . Goal atau aim yang tadi udah di cek. Terus materials, bahan-

bahannya dan steps atau cara-cara (Most of the students replied with

correct answers).

Good job. Now, please check the materials. Please give score one if the

materials are complete. Kasih nilai satu jika bahan-bahannya ditulis

disitu. Lalu pada bagian steps atau cara-cara. Kriingggggg. The

school bell was ringing loudly.

Niha asked the students to stop and collect the books in front of the

class. She requested the leader and vice leader to help her putting the

books on her desk at teachers’ room. Niha said thanks to the students

and class ended.


108

Field Note 4


Time : 12.30

Class : X. A

Teacher :

Description :

As the researcher promised to Niha last week, the researcher went to her office

around 11.30 o’clock. She asked the researcher to accompany her, assisting the

female students at Mushola to pray dzuhur. Afterward, the researcher asked

permission to go to the class earlier. Niha gave her permission and said that she

would come to the class very soon. As the researcher departed to the class, some

students went to the researcher’s place and had a chit chat with the researcher. They

said that they adored Niha very much because she was a very kind teacher. Next,

they had a big hope that Niha would be their next teacher in the second grade. The

researcher then asked several questions about writing lesson in English class in order

to know their feeling and understanding about English writing. They said that they

did not keen on writing, t they had a will to learn to write in English. They realized

that English was very important for their future. The researcher also asked their

opinion about few previous writing activities. One female student said that it was

very enjoyable because Niha gave them lots of help. She said that she liked the

candies very much. The other female student added that she could learn how to write

through a simple map and she also compared to her English writing lesson at Junior

High School. When she was at Junior High School, her teacher asked her to write

without any clues and guidance. As a result, she cheated from a friend. Suddenly,

Niha was standing in front of the door and the students immediately went to their

chairs.

Time Notes

12.30 – 12.50 As usual, Niha greeted her students with a bright smile and gave an

opening that recent days rain came unpredictably. So, she reminded the

students to keep fit and eat healthy food. She started to give a

perception of previous meeting. Next, she added that today there would

be a new discussion related to the narrative text after the presentation.


109

Before the presentation, Niha delivered few folded papers contained

numbers to order the presentation. She asked six students to get the

papers and mention the numbers on the papers. After that, Niha started

to give am instruction for every group. She asked each group has to

present two works instead of five in front of their friends in six

minutes. They have to show with power point slides as she requested

last Thursday. At the end of the presentation, there would be two

questions for each group and they had to answer the questions directly.

12.50 – 13. 50 The first presentation went for seven minutes. There was one question

from the other group. The question was about the amount of the

ingredients. A student said that three tablespoons of salt were too much

for fried spinach. Then she recommended that two or three teaspoons

of salt would be more reasonable. The presenters said that he did

mistype on it, so he agreed with her suggestion. Furthermore, the

second presentation was held by the second group. They made all

students and Niha laughed because they gave funny pictures in their

presentation. The third presentation gave something interesting. The

group beautified their presentation with cartoon pictures and some

animations. There was no question for this group, just like to the

previous group. Then, the next group, the fourth group, made a

presentation with short video. They showed a video on how to make an

orange float with strawberry jam. The class was so full of good things.

The students who were listening to the presentations also took notes

everything they thought important on their book. Next, the fifth group

presented their works with bringing some media. They were practicing

on how to make fresh salad. This group consisted of four male students

and two female students. The four of them were sy with the

demonstration and the rest of them were presenting the presentation.

Many male students were teasing their friends who demonstrated the

steps, t Niha tried to stop it. She gave a warning to some students who

were interrupting the presentation. She would decrease their

presentation scores. A few minutes later, they stopped and followed the

presentation. At the end, the last group presented their work using

pictures from their own camera. They put together the pictures and

gave the words below the pictures.


110

Because most of the students did not deliver the questions, Niha then

asked the reason. The students said that they had understood the

presentation because they had written the same text although with a

different title. They also added that the content of the procedure text

were same. They clarified that they knew how to write it and

deconstructed a procedure text.

Niha smiled brightly after she listened to the students’ answer. Then

she said that the result of the students’ work would be collected in a

compact disc as a proof that they had learned about procedure text. She

also stated that they probably they would do a similar thing for the next

discussion.

The students agreed with the idea. After all, Niha jogged students’

memory about procedure text. She asked every single thing related to

procedure text. The students replied her questions rapidly; it was

looked like a race among them.

13.50 – 14. 15 Next, she asked the students to give applause for the class. She came in

front of the class and gave another picture series. She requested the

students to guess the pictures. No one answered. Then she gave some

hints in order to get answers from the students. After the fifth hint, one

student shouted, Timun mass u, itu cerita timun mas, Cuma gambar

timunnya aneh. Niha said that it was correct and expressed her

apology because the cucumber looked like watermelon. All students

exploded to laugh. She started to ask how many characters on the

pictures and what they are doing. She asked the students to write down

on their books.

14.15 – 14.25 She was walking around to the students’ chairs and had a slight

conversation with them. Five minutes before class ended, she asked the

students to stop writing and she gave an assignment for the next

meeting. The class was ended by praying together. After the class, few

students asked for the soft file of Niha’s pictures.


111

Appendix II

INTERVIEW TRANSCRIPT 1

Interviewee : (Nh)

Interviewer : Rf (Rdw)


Time : 07.30 – 10.40

Place : Computer Laboratory

Interview Objectives

Information about participant’s background (family, educational background,

achievement) and participant’s understanding, belief, intention, action,

(teacher, roles of teacher and teaching writing)

No. Name Topic Transcripts Coding

Q.1 Rdw Assalamu’alaikum Niha. How are

you today?

A.1 Nh Wa’alaikummusalam mbak,

Alhamdulilah, fine. Thank you

Q.2 Rdw Could we start our interview i?

A.2 Nh Sure, we could. Don’t be too stiff ya

mbak, just relax. I guess we can use

both Bahasa Indonesia and English

as well

Q.3 Rdw Ok, .Agreed. Could you give a short

introduction and describe about your

educational background until you

teach here?

A.3.1 Nh Okay. Saya, .You can call me Niha.

Saat ini tinggal di daerah Meteseh,

Magelang. Dihitung-hitung sekitar 1

jam dari sekolah ini. Lumayan ya

mbak, t I really enjoy it.

A.3.2 Nh Hmm, my life story and educational

background. Saya lahir dan besar di

Magelang. SD, SMP dan SMA saya

juga disana. Bahkan kuliahpun juga di


112

Magelang. I love Magelang very

much.

A.3.3 Nh I graduated from Universitas Tidar

Magelang in 2004. I spent exactly 4

years for my undergraduate study. I

was so lucky because I got a

scholarship from UNTID for several

semesters.

Q.4 Rdw Niha was very fortunate. Then, what

makes you like English?

A.4 Nh Alhamdulilah , hal yang patut saya

syukuri. I love English since I was at

junior high school. Sebenernya sih

suka karena gurunya ganteng dan asik.

Jadi suka deh sama Bahasa Inggris.

Pas kelas satu sama dua diajar sama

beliau, namanya Pak Bambang.

Menyenangkan deh pokoknya. Belajar

tuh nggak berasa banget. Beliau tuh

guru yang ngertiin siswanya. Jadi

belajarnya asik. Saya juga mikir, ohh,

gini ya yang namanya guru.

Tapi sayang, waktu kelas tiga gurunya

nggak asik. Sempat bosen, tapi masih

bisa ketemu dan ngobrol sama Pak

Bambang, jadi nya tetep aja suka sama

Bahasa Inggris.

A.4.Res.Int.1

A.4.1.Und.Tcr.Int.1

Q.5 Rdw Pasti menyenangkan ya , jika suka

keduanya, pelajaran dan gurunya juga.

Menurut i, apakah jika seorang guru

itu menyenangkan, pelajarannya juga

pasti disukai oleh siswa?

A.5 Nh Wah, gimana ya mbak. Menurut

pengalaman yang saya lihat sih begitu,

kalo gurunya asik ya pasti banyak

siswa yang suka sama pelajarannya.

Nah, guru Bahasa Inggris saya tuh

unik mbak, dia tuh asik, ngajarnya

juga bagus, dikit-dikit tapi dapet

ilmunya.

A.5.Und.Tcr.Int.1

Q.6 Rdw Jadi, guru yang asik dan


113

menyenangkan, pelajarannya disukai

oleh siswa ya .

A.6 Nh Ya nggak selalu mbak. Tapi peran

guru sih penting banget mbak

dan saya yakin kalau gurunya asik dan

menyenangkan dan cara ngajarnya

oke, dan bisa bikin paham siswa

walaupun dikit, menurut saya sih

nggak papa mbak. Daripada banyak-

banyak ngasih tapi nggak paham.

Q.7 Rdw Lalu, Niha ketika sekolah di SMA

juga memiliki pengalaman yang sama

seperti saat sekolah di SMP?

A.7 Nh Maksudnya, ketemu guru Bahasa

Inggris seperti saat saya SMP?

Rdw Iya , itu maksud saya

A.7.1 Nh Gimana ya mbak. Agak medeni guru

SMA daripada Guru SMP. Tapi cara

ngajarnya sih enak mbak. Jadi ya suka

sama Bahasa Inggris, tapi gurunya

kurang friendly. Nah, pas kuliah,

karena lebih bebas, jadinya saya

senang ngobrol sama dosen. Intinya

melatih skill berbicara dan keberanian.

Q.8 Rdw It was a very great story, . Then, is

there any other reason why you chose

English as your major?

A.8 Nh Yes, there is. A lot I guess. I found

English very interesting. Many people

around the world use it. I believe that

English is a payuable language. So,

mengajar bahasa Inggris itu

menantang dan asik mbak.I mean,

English never dies. I can use English

to actualize my passion and share it to

my students, teaching them. Hopefully,

they can use English as well. I’m sure

they will need English for their future.

Selain itu, ya pas SMP tadi yang saya

cerita punya guru bahasa Inggris,

keren banget, cool, suka banget ikut


114

kelas beliau. Berasa sebentar kalau

dikelas beliau.

Q. 9 Rdw Bisa didefinisikan keren dan cool-nya

?

A. 9 Emmm, mungkin karena cara

nyampeinnya tuh nggak terlalu

menggurui, sabar dan telaten. Beliau

sih sebenernya galak gitu, tapi entah

ya, galaknya ketutupan sama cara

komunikasi yang bagus. Dikelas

beliau tuh manajemen waktunya

sering tepat. Walopun kadang molor

sedikit karena kita belum selesai

ngerjain tugas. Biasanya sih karena

disambi murid-muridnya guyon gitu.

A.9.Und.RoT.Int.1

A.9.1.Und.RoT.Int.1

Q.10 Rdw Jadi, hal-hal terset yang memat i

berkeinginan untuk belajar bahasa

Inggris? Selanjutnya, menurut i, sosok

seorang guru itu harus bagaimana?

A.10 Iya mbak, guru saya itu memberi

banyak inspirasi. Secara nggak

langsung saya mengadaptasi cara

beliau mengajar, yang baik-baik saya

ambil dan yang kurang saya perbaiki.

Walaupun belum semuanya bisa

sukses, tapi paling tidak ada hasil

sedikit-sedikit. Niat saya sebagai guru

itu bagi ilmu mbak.

A.10.Ref.Int.1

A.10.Intn.Tcr.Int.1


115

A.10.1 Teacher

In the

middle of

our

interview,

Niha’s

friend came

and she was

delivering

my question

to Mr.Irul.

Oiya, tadi nanya tentang

sosok guru ya mbak. Wah,

berat juga mbak kalau mau

jadi guru yang betul-betul

guru. Sik, bentar mbak, kita

tanya pak guru sik

ngganteng dewe, pas banget

kesininya pas interview.

Abis itu saya deh yang

jawab.

N: Hei, pak, menurutmu

dadi guru ki kudu piye?

Pak I: piye yo, rajin ngajar

lah, wektune akeh nang

sekolah, mangkat esuk,

mulih sore. Yo nek pas

akreditasi, mulih

esuk...hahahaha...

N: Weelah, tenanan ki

pitakonane. Priye to

njenengan.

Pak I: O, yo...oke-oke. Nek

ukara wong Jowo, guru iku

digugu lan ditiru. Tindhak

tandukke kudu apik, iso

nuladhani muride, mulang

sing nggenah, pinutur

bahasane kudu sing

nglembah manah. Yo nesu

keno ning kanthi wicaksono

lan tumata. Kuwi kabeh

miturut ku lan crito lo jeng.

Nek saiki kok bedo yo. Ono

sing guru tenanan ono sing

ora nggenah prilakune. Yo

ngono kuwilah , njenengan

wis pirso dewe.

A.10.1.Und.RoT.Int.1


116

N: Mantep pakde, dadine,

ora mung ngajar ning yo sak

liya-liyane lan sak piturute

yo.

Pak I: Ho’o , pancen ngono

kuwi kudune sakjatine.

Tuhh, udah dijawab mbak,

lebih kurang sama dengan

pendapat pak I. Saya pribadi

percaya bahwa yang

namanya guru, digugu lan

ditiru, yah dari segala segi.

Ya guru sebagai guru dan

guru sebagai manusia biasa

gitu mbak.

Kebanyakan sih dilihat dari

cara guru ngajar dikelas dan

meng-handle siswa didalam

kelas.

A.10.2.Und.RoT.Int.1

Q. 11 Rdw Teacher

Roles

Jadi, i sepakat dengan

pendapat dari Pak I,

sekaligus digugu dan ditiru.

Kemudian, bagaimana i

melihat diri i sebagai

seorang guru?

A.11 Nh Gimana ya mbak, wajib

jawab nih? Aneh kayaknya

menilai diri sendiri. Tapi yo

ora popo yo mbak, sekali-

kali. Saya tuh disiplin mbak,

masuk dan keluar kelas tepat

waktu karena saya tinggal

dengan om dan lik, jadinya

malu kalau numpang dan

nggak disiplin. Kebawa

akhirnya di setiap hal.

Terus saya suka baca ku,

novel bahasa inggris, dan isi

nya kadang tak pakai at

A.11.Act.RoT.Int.1


117

cerita di kelas dan

memperkenalkan proverb,

kayak a piece of cake, be

your own best friend, write

down the highlights of the

day dll, nggak banyak tapi

yang mudah diingat aja.

Soalnya kalau anak-anak

dikasih contoh kayak gitu

malah sering diinget lho

mbak, seneng banget

mereka. Apalagi ya mbak,

owh, kalau dikelas saya sih

suka jadi fasilitator anak-

anak biar berasa hidup

kelasnya. Yah mungkin itu

sih mbak.

A.11.1.Act.Int.1

A.11.1.Act.RoT.Int.1

Q.12 Rdw Wuah, i cool dan keren. Saya

jadi pengen jadi murid i nih.

Apakah i juga

mempersiapkan lesson plan

dan perangkat lainnya

sebelum mengajar?

A.12 Nh Ah. Mbak bisa aja, saya ni

lho biasa aja koq. Pengen

lebih baik aja mbak, karena

saya yakin anak-anak harus

belajar, dunia makin kejam

mbak, nek mereka nggak

siap bersaing, kasian

nantinya. Pasti, insyaallah

saya selalu siapin, tapi

kadang nek pas ada acara

dadakan atau acara MGMP

biasanya trus anak-anak

dapat tugas. Kadang saya yo

pakai media, atau di

laboraturiom bahasa, muter

film pendek, at refreshing

lah mbak. Mereka njur


118

seneng nek wis gitu, terus

rame-rame pada nonton lagi.

Nah, kesempatan itu biasane

saya kasih tugas at nyari

vocab yang susah dan tak

suruh bikin ringkasan

pendek.

A.12.Act.Int.1

Q.13 Teaching Kemudian , guru banyak

disorot dari cara mengajar

siswa – siswinya ya ? Bisa

dicontohkan ?

A.13 Nh Iya mbak, tadi bener yg

diaturke sama Pak I. Trus

cara ngajar ya mbak?

Emmm, gimana ya mbak.

Yen dijlentrehke itu panjang

mbak. Nanti lama lho. Bisa

jam-jam an mbak.

Rdw Mboten nopo-nopo , ndak

papa.

A.13 Nh Nek menurut saya ngajar tuh

harus fleksibel dan bermakna

mbak. Maksudnya, kita lihat

murid kita kayak apa dan

gimana, terus harus

disesuaikan.

Kudu pinter cari cara supaya

klik gitu mbak. Ya cara

ngajar dan ya diajar juga.

Kita belajar, murid ya belajar

juga. Bahasa biologine,

simbiosis mutualisme mbak,

kan parasitisme. Hehehe

A.13.1.Und.Tc.Int.1

A.13.1.2.Und.Tc.Int.1

Q.14 Rdw Bisa dijelaskan tentang

murid kayak apa dan gimana

? Ada contohnya ?

A.14 Nh Oh, gini mbak. Lha anak

jaman sekarang kan beda

sama jaman saya, mbak dan

bapak kita lah. Yo tiap


119

generasi bakal beda. Nah,

sekarang ini terutama anak

SMA tuh udah pinter dan

kritis, nanya hal-hal yang

diluar yang kita tahu karena

mereka diekspos sama

gadget, pergaulan yang

makin gaul. Dadine yo nek

ngajar harus disesuaikan

dengan keadaan mereka

mbak, piye supaya seiring

sejalan, nggak kuno, up to

date tapi tetep nilai-nilai

timurnya ada. Susah lho nek

nggak blending sama siswa,

jadi kesannya guru killer

mbak. Percaya deh mbak.

Makanya harus tau anak –

anak. Hehehe.

A.14.Und.Shs.Chs.Int1

Q.15 Rdw Iya , guru harus jadi apa

yang murid inginkan,

kesannya begitu ya ,

heheheh. Balik ke tadi ya ,

lalu apakah difokuskan ke

semua kemampuan ?

Reading, listening, speaking,

writing? Contohnya

bagaimana ?

A.15 Nh Ya iya mbak. Cara ngajar itu

macem-macem ya mbak.

Materi bisa dari mana aja

gitu. Yang penting

kompetensi siswa yang

disasar. Kemaren kan mbak

penasaran sama cara ngajar

writing, nah contohnya,

saya ngajar materi tentang

teks prosedur, saya bikin

pembelajaran yang

menarik.Saya minta mereka

aktif nyari bahan ajar diluar

yang mudah dan murah.

A.15.Act.Int.1


120

Intinya, mereka belajar

walaupun dengan apa yang

ada tapi berguna at mereka.

Cara ngajarnya lebih ke

berbagi mbak. Saya yo

berperan ngajar mereka, dan

mereka yo ada usaha at

belajar.

Terus terang, saya yo

mesakke sama anak- anak

kalau dijejali materi atau

saya ngomong terus didepan

kelas, ntar mereka bosen.

Jadinya saya minta mereka

yang aktif terus saya

menerangkan yang dasar dan

penting dan harus berulang

kali sampai mereka bisa.

A.15.Intn.Int.1

A.15.Und.Std.Chs.Int.1

A.15.1.Act.Int.1

Q.16 Rdw Berarti i sering

menggunakan cara mengajar

berbagi yang i terangkan

tadi, dan utamanya untuk

mengajar writing?

A.16 Nh Iya mbak, walaupun

penerapannya sama, hasilnya

mesti beda. Pasti beda

karena karakteristik tiap

kelas dan tiap anak beda.

Jadi hasilnya macem-

macem. Ada yang bagus ada

yang kurang.

Jadi saya harus tetep belajar

mbak, dan ternyata seorang

guru itu kudu sinau terus

mbak ben makin lebih baik

dalam ngajar dan ngertiin

siswanya


A.16.Ref.Int.1

Q.17 Rdw Kira – kira spesifikasi cara

mengajar i lebih ke student-

centered atau ke teacher-


121

centered ? Fokus ke writing

saja atau semua kemampuan.

A.17 Nh Ya dua-duanya mbak ke

semua skill. Mungkin fifty-

fifty mbak. Karena siswa sini

masih memtuhkan

bimbingan lebih dan nggak

bisa teko cul, lepas gitu aja.

Kita sebagai guru yang kudu

banyak ngerti mbak, maklum

disini kan swasta, yang

pinter ada, sedengan yo ada,

sing seadanya yo ada juga.

Macem-macem mbak. Saya

lebih fokus ke kebermaknaan

aja kok mbak. Biar ndak sia-

sia gitu. Walaupun pada

akhirnya nek pas kelas 3

biasane njur dioyak sama

pemerintah at persiapan UN.

A.17.Und.Sts.Chs.Int.1

Q.18 Nh Oiya mbak, hari ini jadi

masuk kelas kan? Saya

ngajar tentang teks prosedur

setelah sholat dzuhur. Wah,

seharian deh mbak disini.

A.18 Rdw Iya , inshaallah jadi . Ndak

papa , maturnuwun

kerjasamanya lho . Could we

continue ?Oiya , selanjutnya

saya akan fokus ke

pengajaran writing boleh ?

Q.19 Nh Oke mbak, sama-sama. Bisa

dong fokus ke writing mbak,

lha ini apa adanya juga kok

mbak. Malahane lebih

terkonsentrasi. Btw, masih

ada berapa pertanyaan to

mbak? Akeh yo?

A.19 Rdw Ndak kok , dikit lagi,

minggu depan saya kesini

lagi ya .

A.19.1 Nh Sip mbak.


122

Q.18 Rdw Kembali lagi ke cara

mengajar tadi ya .Sepertinya

Niha juga memperhatikan

karakteristik kelas dan siswa

juga ya ? Bagaimana i

menyesuaikan cara mengajar

dan karakterisktik kelas dan

siswa tadi ?

A.18 Nh Iya dong mbak,saya percaya

hal itu penting karena sedikit

banyak memberi gambaran

tentang kelas dan siswanya,

ntar biar enak cara

ngajarnya, nggak terlalu

beda banget kemampuan

anak-anaknya.Nek disini,

biasanya dibedakan lewat

angka, ya kelas X.A, X.B

dan seterusnya. Sebenernya

nggak adil ya dibedakan

begitu, tapi ya harus mbak,

biar ngajarnya nggak

semrawut. Ngajar di kelas

yang siswanya mampu sekali

dan luar biasa, tau kan mbak,

“luar biasa”, jelas harus

dibedakan.

A.18.Eq.Int.1

A.18.1 Nh Trus cara ngajarnya ke kelas

– kelas itu sebenarnya sama

mbak, explaining materials,

sharing experinces practicing

together, reinforcement.

Materinya sama, Cuma beda

tingkat kesulitannya aja,

katakanlah, teksnya dicari

yang mudah dan yang sulit.

Yo nek ini fokus ke semua

skill mbak.

A.18.1.Act.Int.1

Q.19 Rdw Iya , jadi intinya cara

pembelajarannya atau

mengajarnya sama, yang

beda tingkat kesulitannya.


123

Oke , Maturnuwun sanget

lho . Oiya, nanti saya masuk

kelas ya .

A.19 Nh Oke mbak, sama-sama, saya

malah curhat banyak nih.

Minggu depan jadi kan?

Q.20 Rdw Nggih, . Inshaallah jadi,

maturnuwun sanget. Eh ,

satu pertanyaan lagi boleh ya

? Biasanya dalam belajar

Bahasa ada kemampuan

dasar yang harus dikuasai,

listening, reading, speaking

dan writing. Saya ingin

fokus ke writing nih ,

menurut i, apakah

pengajaran writing penting

untuk siswa SMA?

A.20 Nh Santai mbak, nambah

beberapa juga nggak papa.

Bener banget mbak, yo ke

empat itu harus dikuasai,

bahkan dinilai dari

kemampuan itu jugalah. Nek

pinter matematika tapi nggak

bisa ngobrol pake bahasa yo

podo wae mbak, yo mosok

mau curhat pakai angka,

hehehehe. Menurut saya

semua penting mbak.

Tambahan lagi nih mbak,

Inggris tuh ya sama kayak

Bahasa Indonesia, bisanya

dinilai jika menguasai

keterampilan empat-ing itu.

Yo tadi, nek matika kudu

itungane bener. Nek sinau

bahasa yo kudu iso

mendengarkan kanthi apik

dan tau maksudnya, baca dan

bisa jawab pertanyaan, trus

bisa ngomong cas cis cus,

A.20.Und.Tc.E.Int.1

A.20.1.Und.Tc.E.Int.1


124

dan berakhirlah ke nulis. Yo

sinaune bisa bareng-

barenglah mbak.

Teruss, writing itu the most

difficult part in learning

language. Banyak orang

yang bilang gitu, saya

ngertinya juga gitu.Apalagi

ngajarnya. Tapi itu justru

penting karena menulis bisa

mengubah dunia, liat aja

mbak, gosip tertulis aja bisa

bikin wallstreet ambruk kan

mbak. Atau kita bisa kenal

raja ampat dari tulisan juga.

Jelaslah kalau pengajaran

menulis itu penting at anak

SMA, lha secara mereka

sudah dewasa, belajar juga

dalam keadaan sadar. Harus

dibangun sense nulisnya,

tapi fokus pemerintah untuk

bahasa inggris ki akeh moco

ne mbak, pegel lah mbak.

Mudah lupa juga nek nggak

memproduksi gitu. Susah

tapi mungkin mbak. Menulis

itu jendela dunia, jembatan

juga mbak.

A20.2.Und.Tc.E.Int.1

A.20.Und.Tc.W.Int.1

Q.21 Jadi i percaya bahwa

pengajaran menulis itu

penting untuk anak SMA?

kemudian tindakan i untuk

mengajarkan menulis

contohnya apa ?

A.21. Yo iyo mbak.Emmm,seperti

yang saya setin tadi, saya

percaya nek ngajar dengan

strategi tertentu harus bisa

memka celah at kerjasama

dengan siswa, bisa sharing,


125

dengerin suara hati mereka,

karena mereka punya suara

untuk didengar dan

dimengerti.

Trus tujuannya atau

maksudnya untuk

menciptakan pembelajaran

bermakna.

Intine, abis sinau, ada

pengalaman yang didapetlah

mbak. Teruss, strategi itu

macem-macem mbak, saya

ki yo nganggo akeh strategi

tapi kadang kenyataan

berkata lain..hahahaha, koyo

sinetron yo mbak. Nggak ada

strategi yang sempurna, tapi

nyaris juga ada, lha pinter-

pinternya kita yang pilih.

Saya sih yakin nek strategi

tuh membantu at ngajar, tapi

tetep kudu selektif mbak.

Akeh belajar dari

pengalaman mbak. Kita bisa

pakai yang pernah kita

implementasikan

ET

A.21.Intn.Tc.W.Int.1

Q.22 Begitu ya , oke

maturnuwun, saya datang

lagi nanti siang nggih

A.22 Oke mbak, makasih juga ya.


126


Interviewee : (Nh)



Time : 07.40 – 09.25

Place : Computer Laboratory and Counseling Room


Q.1. Rdw Assalamu’alaikum Niha. How do

you do?

A.1. Nh Wa’alaikumsalam mbak. How do

you do

Q.2 Rdw Oiya , lembaran kertas kemarin

sampun diisi ?

A.2 Nh Sudah mbak, ini kertasnya. Wah

pertanyaannya dalem ya mbak.

Jadinya saya kayak bikin diary,

cerita-cerita yang lalu ditulis

lagi.He..he..he..jadi geli kalau ingat

mbak.

Q.3 Rdw Maaf ya , jadi merepotkan. Bisa

kita mulai interview nya ?

A.3 Nh Ndak papa mbak, malah asik yo

mbak. Sembari nulis, mengingat-

ingat dan merefleksi diri sendiri.

Nek nggak kayak gini, kapan lagi

mbak. Saya yo nek merefleksi diri

sendiri tuh seadanya aja mbak,

jarang ada pertanyaan kayak punya

mbak itu lho. Owh...interviewnya

pindah ke ruang BK aja ya mbak,

lebih santai, disana ada sofa nya.

A.3.Ref.Int.2

Rdw Begitu ya . Oke , monggo ke ruang

BK

Nh Gini kan lebih nyaman to mbak.

Oiya, nanti masuk kelas lagi kan

mbak? Lha minggu lalu kan belum

selesai, inshaallah nanti disamng


127

lagi mbak. Tuh medianya udah

jadi.

Rdw Iya , nanti masuk ke kelas i lagi.

Wawancara kali ini masih

berhungan dengan pembahasan

yang lalu nggih , dan lainnya saya

ambil dari observasi minggu lalu .

Nh Oke, mbak. Saya masih ingat kok.

Q.4 Rdw Minggu lalu i ngendiko bahwa cara

ngajar ditiap kelas sama, tapi

dibedakan tingkat kesulitannya ya .

A.4 Nh Iya mbak, biasanya saya lakukan

itu karena sangat membantu ngasih

pemahaman ke siswa terutama at

nulisnya mbak. Ya otomatis harus

sedia banyak contoh mbak.

Kebanyakan dari internet sama ku

yang ada gitu.

A.4.Act.Int.2

Q.5 Rdw Selain dari internet, apakah i juga

menulis sendiri contoh-contoh

teks-nya?

A.5 Nh Iya mbak, tapi nggak banyak juga

kok. Biasanya sih yang ada

hungannya sama local content,

karena kita pakai PBKL

(Pendidikan Berbasis Keunggulan

Lokal). Lagian bikinnya juga rame-

rame mbak. Ya sharing sama

temen-temen yang lain sambil

cerita pengalaman yang sudah-

sudah gitu.

A.5.Act.Int.2

Q.6 Rdw Berarti sering kumpul-kumpul

untuk bikin teks yang berbasis

local content ya . Asik banget bisa

ngobrol bareng gitu .

A.6 Nh Yo ndak sering mbak, baru

beberapa kali kok mbak. Biasa,

dulu karena ada akreditasi terus

borongan bikin bareng-bareng, abis

itu ketemuan lagi sih, tapi biasane

dibarengke sama acara pengajian

kelas. Itupun yo ndak mesti bikin


128

teks, palingan sharing pengalaman

dikelas kita.

Q.7 Rdw Wah asik ya , berbagi pengalaman

dan ilmu gitu . Lanjut ya , minggu

lalu mengajar tentang teks prosedur

kan , bisa diceritakan ?

A.7 Nh Ya begitu mbak, asik bisa bagi

cerita. Lha pengalaman yang

konkrit biasanya kan bisa jadi

referensi ngajar atau refleksi

supaya lebih baik lagi mbak.

ET

A.7.1 Nh Oiya, minggu lalu fokus ke teks

prosedur. Saya berusaha memberi

gambaran umum mbak, ngasih

contoh yang biasa mereka temui.

Niatnya supaya nge-klik-in sama

dunianya mereka aja, otentik

katanya (authentic material).

Makanya minggu lalu tak kasih

gambar ben mereka gampang

ngertinya mbak.

A.7.1.Act.Int.2

A.7.1.Intn.Int.2

Q.8 Rdw Kemudian kompetensi apa yang

disasar ?

A.8 Nh Ya masih dasar mbak, pemahaman,

comprehension gitu. Jenis teks ini

kan mudah ditemui dimanapun

mbak, jadinya skill baca,

mendengar pastinya udah tahu

mereka. Nantinya mau fokus ke

writing dan beberapa minggu

kedepan. Mencoba untuk

memproduksi tapi dengan level

yang sangat mudah dulu

A.8.Intn.Int.2

Q.9 Rdw Sehingga minggu lalu i melihat dan

memetakan sejauh mana mereka

paham ya ?

A.9 Nh Iya mbak dan feeling juga sih

mbak, anak-anak udah pernah

belajar dari SMP, dan mereka dah

belajar vocab-vocab, lah ini kan

tinggal nerangin temporal

A.9.Con.Exp.Int.2


129

conjunction sama action verbs.

Terus, simple present tense, pasti

udah bisa, apalagi mereka dikelas

X.A, saya percaya mereka dah bisa

mbak. Nek bagi saya, kalau dah

bisa, diulang-ulang jadi bosen, tp

nek belum bisa, diulang-ulang

terus sampai bosen. Ha..ha..ha..

Q.9.1 Tadi i bilang hari ini akan fokus ke

pembelajaran writing. Bisa

dijelaskan ?

A.9.1 Nh Melihat hasil minggu lalu, saya

berharap hari ini anak-anak bisa

belajar writing. Ya tentunya saya

jelasin dulu tentang teks prosedur

itu, generic structure nya, grammar

focus dan lainnya, setelah itu

sedikit-sedikit baru nulis mbak.

Menulis itu menajamkan pikir

mbak, ada kti nyata, bisa dipelajari.

Yo nek lali bisa dika lagi

memorinya diku.

A.9.1.Intn.Int.2

Q.10 Rdw Apakah tidak memtuhkan waktu

lama ? Terus pengajaran dan

pembelajarannya menggunakan

strategi tertentu, teknik atau

bagaimana ?

A.10 Nh Itu jawabannya jelas mbak, tuh

waktu lama, padahal kita dikejar

materi, tes, dan lain sebagainya.

Tapi ya usaha mbak, supaya anak-

anak makin suka bahasa inggris

dan bisa menggunakannya. Ngajar,

setahu saya kan minter-ke siswa,

kan maringi bank soal materi ke

siswa. Tapi ya memang tuh proses.

A.10.1 Nh Terus pengajaran nulisnya tuh

pakai strategi yang dulu pernah

diajarkan sama dosen saya pas

kuliah mbak. Dulu saya pernah ikut

mikroteaching, latihan ngajar

sebelum praktek lapangan gitu.

A.10.1.Con.Exp.Int.2


130

Terus dosen saya ngasih

transparansi, jadul banget ya,

masih belum jaman powerpoint.

Ada strategi shared writing mbak.

Jadi biasanya digunakan at ngajar

anak kecil, TK gitu lah. Dosen saya

ngasih penjelasan kalau strategi itu

bisa dipraktekan di jenjang

manapun dan saya juga fotokopi

halaman yang nerangin shared

writing, lembarannya dikit kok

mbak.

Sebelumnya udah pernah saya

pakai pas saya ngajar di SMP,

daerah pelosok Meteseh sana.

Hasilnya sih lumayan mbak.

Mereka bikin mading di sekolah

tiap lan. Tulisan mereka asli tuh

tentang profil guru-guru di sekolah.

Tapi entah sekarang masih ada atau

enggak.

A.10.Exp. SWS.Int.2

Q.11. Rdw Dosen Niha betul-betul inspiring

ya . Oiya, boleh saya pinjam

fotokopiannya ? Selanjutnya,

strategi shared writing itu detilnya

bagaimana ? Bisa diceritakan

penerapannya saat i mengajar

writing di SMP dengan shared

writing? Kemudian, mengapa i

ingin menerapkan dikelas i hari

ini?

A.11 Nh Iya mbak, pake banget, nggak rugi

ketemu sama dosen kayak beliau.

Masih ada nggak ya, kalau nggak

ada, saya masih inget koq mbak.

By the way, lama-lama pertanyaan

mbak ini kayak matematika aja,

panjang kali lebar kali tinggi.

Hahahaha...bisa-bisa bikin ku lho

mbak, saya jawab seingat saya yo


131

mbak.

Rdw Maaf lho , sampai panjang begitu.

Habisnya asik sekali dengar cerita

tentang pengalaman i. Luas gitu ,

saya juga pengen belajar lebih.

Nh Santai mbak, siapa lagi yang mau

dengerin kalau kan mbak sama

teman-teman se-geng ngajar bahasa

Inggris di sekolah ini.

A.11.1 Nh Shared writing itu kayak ngajar

nulis melalui sistem sharing, ya

sharing semuanya, sharing

pengalaman, sharing ide,

pekerjaan, sampai evaluasi juga.

Kalau nggak salah dibagi tiga

bagian, beginning activities,

whilst-activities, post-activities,

standar kayak ngajar biasanya.

Biasanya pas diawal tuh saya

ngelakuin pengajaran kayak

minggu lalu itu mbak, abis itu saya

ngajak anak-anak at nulis seah teks

dan milih topik yang sama sekelas,

biar mudah, terus saya nggambar

kayak brainstroming gitu, mereka

tak suruh ngisi yang isinya kira-

kira akan ditulis diparagraf mereka.

Saya sih nggak saklek harus

ngikutin step-step dengan detil.

Ada juga yang tak jadiin satu atau

nggak tak pakai, yang penting

intinya sama-lah, niat, tujuan sama

aksinya.

A.11.1.Und.SWS.Int.2

A.11.1.Act.Int.2

Rdw Sistem sharing yang i gunakan

tujuannya apa ya ?

A.11.2 Nh Ya at ngertiin anak – anak. Saya

mencoba mendengar suara mereka

mbak, ideas, thoughts, opinion,

kadangpun saya nggak sengaja

dapat ide ngajar dari mereka,

karena mereka lebih gaul dan up to

A.11.2.Intn.Int.2


132

date.

Rdw Kemudian, tadi langkah-langkah

nya njlimet ya , apakah akan

selesai ? Apakah ndak

mengganggu persiapan ulangan, tes

dan yang lainnya ?

A.11.3 Nh Nggak juga koq mbak, asal

manajemen waktu nya jelas,

instruksinya jelas nantinya bisa

efektif. Ya nggak semua teks harus

dipraktekin nulisnya mbak. Tapi

idealnya ya semua, tapi kita yo

harus liat karakteristik dan

kemampuan anak-anaknya juga

mbak. Kalau dulu saya pas ngajar

SMP Cuma fokus ke teks deskripsi

aja mbak. Tapi kan deskripsi tuh

banyak, deskripsi tempat, orang ,

barang dll. Nah dikelas nanti saya

pengennya fokus ke teks prosedur

dulu. Terus, ngganggu ulangan,

tes..emmm...nggak lah mbak, lha

mereka yo belajar koq. Dulu pas

saya ngajar SMP juga mraktekin

shared writing dan nggak ganggu

tuh. Lha wong yang kelas XI

sekarang udah pernah saya ajar

pake strategi ini.

A.11.3.Act.Int.2

Rdw Oh, ternyata i sudah menerapkan

beberapa kali dan di jenjang yang

berbeda, wah, jam terbangnya

sudah tinggi ya . Oiya, kemudian

siswa yang kelas XI sekarang

sudah bisa memat teks apa aja ?

A.11.4 Nh Beberapa kali aja mbak, itupun ya

nggak persis seperti yang ada diku

koq. yang di kelas XI, dulu juga

saya minta bikin teks prosedur dan

teks recount. Saya nggak berani

nambah lagi teks yang lain karena

karakteristik dan kemampuan

mereka rada spesial. Dulu sih


133

mereka bisa mbak, bikin teks

sederhana gitu, tapi masih super

acak-acakan grammarnya. Itu

karena mereka susah banget

diminta untuk perhatian dan

praktek. Sempat nyerah juga waktu

itu, tapi yo akhirnya dari 4 kelas

yang saya ajar, mayanlah

separuhnya bisa dan mau belajar.

Nek sekarang, saya yo ndak tau

mbak, coba tanya sama Dewi,

yang ngajar kelas XI sekarang.

A.11.4.Con.Exp.Int.2

Rdw Dulu, kendalanya apa saja ? Dan

mengatasinya gimana tuh ?

A.11.5 Nh Banyak mbak. Ada salahnya saya,

ada karena anak-anak juga. Pas

waktu itu manajemen kelas saya

kacau, lha saya pas diminta jadi

tim inti MGMP, bikin soal sama

sering rapat, plus, lesson plan

nggak jelas. Dah wis mbak parah

pokoknya. Tambah lagi karakter

anaknya waktu itu super luar biasa

mbak. Angel dikandani, beberapa

dari mereka memang nggak mau

belajar, kan cuma dikelas bahasa

inggris aja, hampir semua kelas

gitu. Yo akhire sebisanya mbak.

Waktu itu saya gimana ya

ngatasinnya, sik...kayaknya saya

ngasih banyak hadiah permen,

pensil sama pulpen. Untungnya

dulu ada acara disini dan sisa-

sisanya boleh dimanfaatkan sama

semua guru. Yo wis, daripada

nganggur, saya pake aja.

A.11.5.Ref.Int.2

A.11.5.Act.Int.2

Rdw Pengalaman apa saja yang bisa i

ambil dari tahun lalu ?

A.11.6 Nh Ya banyak mbak, harus lebih baik

lagi dari segi apapunlah.

Perencanaan kelas harus yang

bener, manajemen kelas dan waktu

Reflection


134

juga iya. Instruksi juga harus

diulang-ulang biar clear. Bener

kata pepatah ya mbak, pengalaman

adalah guru yang paling baik.

Q.12 Rdw maaf, sudah hampir jam 10. Masih

ada waktu untk wawancara mboten

?

A.12 Nh Iyo yo mbak, dah nyi bel 3x ya.

Hahahaha, saking senenge crito ki

lho. Kalau mau diteruske yo nggak

papa mbak. Saya masih ngajar jam

12.30 koq. tapi having brunch aja

kali ya mbak. Besok siang aja

diterusin gimana mbak? Jam 9-an

gitu gimana?

Q.13 Rdw Nggih , besok mawon. Nanti saya

masuk kelas lagi nggih .

A.13 Nh Oke mbak, nanti saya mau minta

anak-anak tukar informasi sama

bikin catatan kecil at modal nulis

minggu depan. Yo nek bisa sih

dicicil hari ini.

A.13.Intn.Int.2

Q.14 Rdw Nggih , maturnuwun. Saya pamit

dulu . Nanti siang kesini lagi

A.14 Nh Nunggu disini aja sama Pak Joko

dan Dewi ikut jagain kantor BK.

Hehehehe...yo wis mbak, ketemu

nanti lagi


135


Interviewee : (Nh)


Day, Date : Wednesday, September 12, 2012

Time : 09.00 – 11.45

Place : Teachers’ Room


Q.1 Rdw Assalamau’alaikum, hello again Niha

A.1 Nh Eh..eh..mbak dah datang.

Wa’alaikumsalam mbak, please come

here. Have a seat mbak. Bentar ya, saya

tak nylesein nyusun koreksian kerjaan

kemarin ya mbak. Sini lho mbak, duduk

di kursi Pak Harman, ndak papa koq

Q.2 Rdw Iya , makasih sekali. Are you sy ? I’m

so sorry for bothering you

A.2 Nh Nope, nggak mbak. Abis

menyelesaikan nilai tugas hari senin

kemarin tuh lho mbak. Dimasukin ke

daftar nilai sementara aja koq, saya

simpan di laptop. Lha kita kan udah

janjian untuk interview dan penasaran

juga hasil observasi kemarin. Pasti

banyak salahnya ya mbak. Hehehehe

Q.3 Rdw Saya banyak belajar lho dari Niha.

Murid i bisa tertib dan lancar semua

planning-nya . Bagaimana bisa begitu

ya

A.3 Nh Waaah, yo nggak gitu mbak, saya malu

nih. Murid sih jenisnya macam-macam

mbak. Ahamdulilah kelas A itu

semangat belajar dan ingin taunya

tinggi. Mereka agak eksklusif juga,

ndilalah to mbak, isine anak wong

sugih, jadinya sudah diberi pengertian

sama orang tua nya kalau sekolah itu

penting. Saya sudah pernah mengajar


136

diberbagai jenis kelas mbak. Asal pinter

tarik ulur siswa kita aja. Insyaallah

lancar mbak, tapi pas kelas tiga pasti

pressurenya beda mbak. Tau sendirilah

mbak, at least saya membangun daya

sejak mereka kelas satu. Oiya, gimana

ngajar saya kemarin mbak. Writingnya

baru sedikit je mbak. Mereka tak minta

mengidentifikasi sama rewrite dulu.

Yang penting tau apa yang mereka

tulis, artinya juga tau plus kelas kata

nya dikit-dikit.

A.3.Con.Exp.Int.3

A.3.Intn.Int.3

Q.4 Rdw Kelas hari senin kemarin tertib dan

lancar jaya . Oiya, saat i memulai akan

menerangkan materi hari itu, i selalu

memberi penjelasan singkat tentang apa

yang akan dilakukan hari itu ya ? Terus,

ketika i menerangkan, saya lihat murid-

murid nggak ada yang menulis ya .

Mereka fokus ke i gitu. Mantra apa nih

yang i pakai, hehehehe

A.4 Nh Iya mbak, apersepsi itu penting, biar

bisa kerjasama, mereka kan udah besar,

walopun seringnya masih kekanakan

juga, tapi tetep harus diberi pengertian,

pentingnya belajar materi ini, gitu

mbak. Nek mereka nggak nggatekke yo

mesti saya ulang pas akhir dari

pertemuan itu koq mbak, kalau sempat

dan cukup waktunya. Nah, kenapa

kelas saya bisa kayak gitu karena pas

pertemuan pertama biasanya ada

agreement mbak. Kudu greteh

mengingatkan murid yang melanggar,

tapi kalau sudah kebiasaan, mereka ntar

ngerti kok mbak. Ya mantranya tuh

persetujuan tadi mbak.

A.4.Act.Int.3

Q.5 Rdw Apakah dengan adanya persetujuan itu

memat proses mengajar lancar dan

sukses ?

A.5 Nh Bisa dikatakan begitu mbak, sak

pengalaman saya sih iya atau paling


137

nggak agreement membantulah mbak.

Mereka kan masih perlu dibimbing

supaya lebih terarah dan sadar bahwa

mereka harus disiplin supaya bisa lebih

baik.

Q.6 Rdw Oke , sepakat dengan njenengan.

Kemudian, saat i meminta murid-murid

berkelompok tetapi kenapa mereka

tetap harus mengerjakan milik mereka

sendiri. Maksud dari kegiatan itu apa ya

?

A.6 Nh Ohh, itu mbak. Mereka saya

kelompokkan supaya mereka belajar

bersama dengan teman mereka. Tanya,

diskusi walaupun mereka harus

mengerjakan dari sumber yang mereka

miliki sendiri. Intinya ada teman at

diskusilah mbak, walaupun sebenarnya

in pairs juga bisa. Selain itu, mereka

bekerja dalam kelompok juga

membantu saya mengecek sejauhmana

mereka menyelesaikannya. Terus, saya

bantu juga dengan clues dipapan tulis,

ben nggak lali mbak, mereka yo

kerjasama, sharing gitu.

A.6.Act.Int.3

SWS

Q.7 Rdw Oke , lalu adakah murid i yang tidak

dapat menyelesaikan tugas yang i

berikan? Bagaimana i menyikapinya?

A.7 Nh Dari hasil yang saya kumpulkan, ada

tiga orang yang belum komplit mbak.

Mereka kurang teliti nulis action verbs-

nya. Lainnya komplit semua. Yang

belum komplit tuh saya tambahi bagian

apa yang belum komplit. Terus saya

kasih feedback, complete your work

next time, thank you. Gitu aja mbak,

biar mereka tau kalau harus lebih teliti.

Yang sudah komplit tapi masih salah,

ya saya tulisin juga, check your work

again, you have done well, thank you.

Terus kalau yang komplit dan bener

smua, saya kasih tulisan, good job, well

A.7.Act.Int.3

SWS


138

done, etc. Gitu mbak. Abis itu

ditandatangani. Dah beres mbak,

murid-murid tuh merasa mereka

diperhatikan kalau kita betul-betul

menghargai apapun yang mereka

kerjakan mbak.Yakin tenan saya

mereka bakal senang mbak.

Q.8 Rdw Kemudian, i juga bilang bahwa kemarin

adalah bagian dari beginning shared

writing strategy ya , nah i juga

menambahkan bahwa mencoba

mendengar ideas, thoughts, opinion dari

murid-murid, bisa dijelaskan kembali ?

A.8 Nh Iya mbak, masih fokus ke transfer

knowledge sama comprehension. Nge-

test mereka tentang teks prosedur,

minta mereka identifikasi dll. Nah,

yang mendengar itu hari ini mbak.

Mencoba fokus ke satu topik yang

nantinya bisa diat jadi paragraf

sederhana. Lha saya kan juga minta

mereka at nulis identifikasi text

organization sama language

featuresnya. Nah abis itu, mereka bisa

mengelompokkan terus mulai nulis

dengan topik yang sama berdasarkan

ide dari meraka dan jenis teks yang

sama juga. Pastinya saya nggak bisa

melepas merekalah mbak, mesti tak

bantu pakai brainstroming.

SWS

Q.9 Rdw Berarti minggu depan, i akan mulai

meminta mereka menulis ya ?

A.9 Nh Iya mbak, lumayan berat karena kondisi

saya dan mereka harus bener-bener oke.

Mikir banget deh pokoknya, hehehehe.

Ni saya baru nyiapin kertas dan clues at

mereka. Persis kayak ngajar TK mbak,

nyiapin media. Tapi yang penting bisa

tertib, ada portofolio juga at mereka.

A.9.Act.Int.3

SWS

Q.10 Rdw Wuah, i memang planner yang hebat.

Oiya , bisa tolong dijelaskan juga

rencana untuk senin depan?


139

A.10 Nh Kudu rajin mbak, biar rapi. Ya mulai

nulis mbak, sharing,bagi-bagi vocab

yang penting tentang topik yang akan

dibahas. Nggambar juga kalau perlu.

Oiya, minta mereka baca, read aloud,

pronounciation juga ada dikit. Minta

mereka bikin teks prosedur sebisanya

trus ntar direvisi sendiri plus saya cek

juga. Ya mungkin itu mbak. Pasti

waktunya pas deh, karena cukup

exhausted juga kerjaannya.

SWS

Rdw Berarti besok senin saya langsung

masuk ruang kelas i ya. Kan

interviewnya sudah hari ini ?Bolehkan

?

Nh Iya mbak, jelas boleh, tapi kalau mau

bantuin saya dulu nggak papa lho.

Versi komplitnya besok senin ya mbak.

Mbak, sorry banget saya nggak bisa

sampai jam 11.30, ada janjian sama

bapak i guru yang lain, takziah.

Disamng senin ya mbak.

Rdw Nggih , ndak apa-apa, maturnuwun atas

waktunya lho .


140


Interviewee : (Nh)


Day, Date : Thrusday, September 20, 2012

Time : 09.00 – 12.45

Place : Teachers’ room

Interview pointers


Rdw Assalamu’alaikum Niha.

Nh Wa’alaikumsalam mbak. Sini mbak,

apa kabar?

Q.1 Rdw Alhamdulilah baik . I bagaimana

kabarnya?

A.1 Nh Not so well mbak, kemarin saya

nggak masuk sekolah pusing berat.

Baru masuk hari ini. Udah sehat sih

tapi nggak boleh kehujanan lagi.

Q.2 Rdw Musim hujan , jadi harus lebih hati-

hati.

A.2 Nh Iya mbak. Sampai koreksian saya

bawa pulang sebagian nih.

Q.3 Rdw I hebat, tetap kerja walaupun sakit.

Oiya , bisa melanjutkan interview

hari ini? Kulo manut i.

A.3 Nh Gimana lagi mbak, harus dikerjakan

supaya nggak numpuk banyak. Ni aja

masih beberapa lagi. Padahal mbak

kan mo nanya hasil kemarin ya. Blum

jadi semua mbak. Mau nunggu atau

minggu depan aja mbak? Maaf lho

mbak

Q.4 Rdw It’s ok , saya tunggu saja. Disambi

wawancara nggak papa ya . Saya

sampun bikin pointers dari kelas hari

senin kemarin.

A.4 Nh Okelah mbak, santai aja, bisa disambi


141

kok. Lagian saya hari ini udah ngajar

tadi jam 7. Sekarang udah selo mbak.

Senin yang lalu agak kacau ya mbak.

Lagi-lagi manajemen waktunya

kurang tepat. Saya harus refleksi lagi

nih mbak. Tapi nggak papa juga sih,

ada bagusnya gitu karena saya bisa

ngoreksi pekerjaan mereka.

A.4.Ref.Int.4

Q.5 Rdw Waktu itu bel nyi dan i sedang

menyelesaikan checking bagian akhir

dari penulisan teks prosedur ya .

A.5 Nh Iya mbak, sedikit lagi selesai. t, that’s

ok. Malah kebetulan karena saya bisa

masukin nilai lebih cepat, hehehe.

Q.6 Rdw , ada beberapa hal yang akan saya

tanyakan ke i mengenai proses

kemarin ya . Pada saat akan memulai

pelajaran, sepertinya i memastikan

apakah murid-murid i siap untuk

belajar bersama i. Alasan i

melakukan hal terset apa ya ?

A.6 Nh Lha kemarin kan mereka lemes

mbak, nggak semangat, ogah-ogahan.

Terus saya tanya, dan mereka jawab

karena ulangan matematika. Pastinya

mereka ada rasa gelo nek nggak bisa

njawab atau sedih karena jawaban

nggak bener. Saya yo pernah sekolah

mbak, begitu juga sih. Artinya

mereka mikir masa depan mbak dan

ingin lebih baik lagi diulangan

berikutnya. So, saya kemarin

kemaren bilang gitu at ngeyem-yemi

plus memastikan mereka move on,

hahaha, istilah anak muda sekarang.

Yo ditentramkan hati mereka dan

mecut mereka ben segera sadar dari

penyesalan trus harus bertindak,

makanya mereka harus digitukan

mbak.


Q.7 Rdw Begitu ya . Jadi sebagai guru, harus

mengerti keadaan siswanya walaupun


142

tidak ada hungannya dengan mapel i

ya? Nah, jika mereka nggak siap ikut

belajar bahasa inggris, apa yang akan

i lakukan?

A.7 Nh Iya mbak, guru itu multitasking

mbak, ampuh lah. Hehehe. Biasanya

mereka saya kasih pilihan sih, saya

kasih waktu untuk meneruskan

penyesalan mereka atau pelajaran

saya ditiadakan pada waktu itu.

Q.8 Rdw Rugi waktu dong . Apakah selama i

mengajar, pernah ada kelas yang

memilih diantara kedua opsi terset?

A.8 Nh Pernah mbak, dulu pas ngajar di

SMP, mereka pilih nggak ada

pelajaran. Tapi abis itu saya nyesel

dan murid saya yo minta maaf. Sejak

saat itu, saya usahakan nggak ngasih

pilihan begitu ke anak-anak. Cuma

saya hir mereka dan pelajaran tetep

jalan kayak biasanya. Ntar kan lama-

lama ilang nyeselnya.

A.8.Con.Exp.Int.4

Q.9 Rdw Pilihan yang sulit ya ketika

dihadapkan dengan kenyaatan seperti

itu.

A.9 Nh Iya mbak, sayapun nggak pengen

dihadapkan dengan masalah seperti

itu yang akhirnya harus mengurangi

waktu ngajar. Tapi ya harus dihadapi

dengan baik mbak, supaya sama-

sama belajar, saya belajar, mereka

belajar. Percaya aja sih mbak, nek

pasti ada jalan keluarnya walaupun

tuh proses lama

SWS

Q.10 Rdw Kemudian, pengajaran kemarin

fokusnya betul-betul menulis ya ? Di

bagian apa dari shared writing

strategy yang diterapkan ?

A.10 Nh Iya mbak, itu prosesnya, kalau

minggu lalu kan beginning shared

writing strategy plus awalan shared

writing activities yang bagian


143

mencontohkan bagaimana clarify

ideas, fokusnya deconstruct

procedure text dan menyatukan

kembali dengan kata-kata mereka di

minggu selanjutnya. Nah, yang senin

kemarin itu aktivitasnya. Pakai

gambar dan catatan tentang

imperatives, action verbs,

connections sebagai modal mereka

nulis. Trus saya bantu dengan

brainstroming supaya jalannya

mereka searah.

SWS

Q.11 Rdw Berarti kelas kemarin adalah inti dari

penerapan shared writing strategy ya

? Dan satu kali pertemuan saja sudah

cukup ?

A.11 Nh Iya mbak, cukup sederhana kan

mbak? Mereka juga pasti semangat

dengan permen kemaren. Hehehehe,

saya harap mereka nggak ketagihan

tapi saya anggap sebagai compliment

at kerja keras mereka diminggu

sebelumnya. Saya nggak bisa

menjamin berapa kali pertemuan sih,

tapi tergantung jenis teks nya mbak.

Kalau teks prosedur ini kan tergolong

tidak terlalu sulit, sehingga satu kali

pertemuan sepertinya cukup. Kalau

teks narrative, hortatory dan

analytical nggak cukup sekali lah

mbak. Bisa berkali-kali, karena sulit

juga. Lha wong baca teks jenis

narrative, hortatory dan analytical aja

susah mbak, apalagi atnya. Hehehe,

tapi mungkin sekali bisa dilakukan

mbak. Cuma saya belum pernah. Ntar

kapan saya coba deh.

A.11.Act.Int.4

Q.12 Rdw Biasanya writing kan fokus ke

struktur kalimat , grammar juga. Nah,

gimana cara i yakin bahwa mereka

bisa menulis dengan grammar yang

bagus juga.


144

A.12 Nh Ya betul sekali mbak, saya

menerapkan shared writing sebagai

strategi menulis kan untuk perfection

tapi lebih ke process mbak. Paling

tidak mereka tau jenis teks, text

organization dan language features

nya, jadi kalau dikasih topik dan tema

yang beda, mereka tetap bisa paham.

Diwolak-walik tetep tau dasarnya

mbak. Tapi memang grammar kan

perkara mudah, jelas ada salah, tapi

bisa dipahami dan ditingkatkan juga.

Saya belum yakin mereka bisa nulis

seratus persen dengan grammar

sempurna, tapi simple sentence

dengan simple present tense mereka

udah cukup bagus mbak. Cuma

nambah s/es aja. Balik lagi semuanya

ke proses mbak. Sulit sih, tapi

insyaallah bisa mbak.

SWS

Q.13 Rdw Kemudian, senin lalu i juga meminta

siswa-siswi untuk meneliti pekerjaan

teman mereka. Nah, apakah i yakin

mereka menilai atau meneliti dengan

benar, padahal teks yang mereka at

kan beda topik walaupun jenis teks

nya sama.

A.13 Nh Itu bagian dari sharing mbak, mereka

sendiri bisa bandingin teks mereka

versus teman yang lain. Terus mereka

juga insyaallah bisa tau mana

jawaban yang benar dan yang kurang,

karena saya juga neliti juga pada

akhirnya. Kalau mereka nggak tau

kan bakal nanya mbak. Yakinnya,

mereka belajar hal baru dan belajar

untuk jujur dan dipercaya oleh

temannya. Akhlaknya mereka kan

juga bekerja mbak. Yakin juga

mereka bisa meneliti pekerjaan

temannya dengan benar karena teks

prosedur mudah dipahami. Selain itu

SWS

ET


145

yo dapet pengalaman semuanya

mbak, saya dapet, anak-anak juga

dapet. Itu sih yang mahal harganya.

Q.14 Rdw Seru juga ya , banyak makna yang

tersimpan dibalik pengajaran yang i

lakukan. Saya harus belajar lagi nih .

Lalu sistem evaluasi yang i berikan

seperti apa? Kemarin mereka diminta

ngasih angka satu, setengah dan nol.

Bisa dijelaskan ?

A.14 Nh Hahaha, saya bisa begitu karena

belajar dari guru dan dosen saya dulu

mbak. Oiya, nilai-nilai itu saya

jumlahkan dan masuk ke daftar nilai.

Lha ini mbak belum selesai koreksi

nya. Penilaiannya simpel aja. Satu

tuh benar, setengah tuh benar tapi

pakai bahasa indonesia atau salah

sedikit tapi pakai bahasa inggris. Nol

udah jelas salah semua. Mereka saya

minta menilai tapi saya cek ulang dan

saya beri feedback kok. Jadi semua

under control.

Q.15 Rdw Jadi i selalu melakukan cek ulang ya

.Maaf , apakah itu berarti i kurang

percaya dengan hasil koreksi mereka?

Atau ada pemikiran yang lain?

A.15 Nh Iya mbak, pasti. Hahahaha, kannya

nggak percaya mbak, lha saya

sekaligus ngecek dua sisi, siswa yang

nulis dan siswa yang koreksi, Nek

bener disalahke yo repot mbak,

apalagi salah dibenerke, makin repot.

Iya to mbak. Walaupun saya punya

keterbatasan juga, tapi saya

maksimalkan deh. Sekaligus ngecek

sejauhmana mereka paham. Strategi

penilaian begini sih memang repot

mbak, tapi kita jadi tau betul

kemampuan anak kita. Nah, besok-

besoknya pasti lebih baik lagi.

Maklum mbak, wis pengalaman


146

mbiyen-mbiyen begitu klu pas ngasih

nilai untuk bagian writing, apalagi

pas nerapke shared writing ini.

Jadinya yo saya gunain lagi.

ET

Q.16 Rdw Hehehehe, begitu ya . Maaf sekali ya

. Saya betul-betul ingin tahu lho .

Kemudian kegiatan kemarin berhenti

sampai dimana ya ? Maksudnya di

level atau bagian mana dari shared

writing

A.16 Nh Nggak papa mbak, wajar juga kalau

kita nggak percaya sama murid kita

sih. Tapi tetap saja harus waspada

karena mereka dipercayakan

disekolah ini untuk jadi lebih pinter

dan baik kan. Kemarin sih udah

masuk bagian akhir dari shared

writing mbak. Waktu awal-awal kan

pernah beberapa dari mereka

presentasi hasil dari contoh yang

diku. Lha besok juga harusnya begitu

mbak, presentasi juga tapi pekerjaan

mereka sendiri. at sharing ke teman-

temannya, bagian yang benar dan

bagian yang harus atau sudah saya

perbaiki. Supaya mereka tau mbak.

Lha saya koreksi ini bagian proofread

juga sih. Plus udah saya kasih

feedback juga. Wis mbak, rampung.

Gpl, alias nggak pakai lama. Tapi ya

tetap ada catatan mbak. Bisa cepat

karena teks yang ditulis mudah.

SWS

Q.17 Rdw Jadi sudah selesai nih ? Berarti hasil

koreksi i akan segera dibagikan

kembali ke mereka sebelum hari

Senin ya .

A.17 Nh Iya mbak, last stage ya besok itu pas

mereka presentasi. Saya akan bagikan

pekerjaan mereka nanti siang dan

ngasih instruksi untuk presentasi

minggu depan. Gampang kok

presentasinya, mereka harus belajar


147

berani ngomong juga kan selain baca

dan nulis.

Q.18 Rdw Oke . Minggu depan saya kembali

lagi untuk menanyakan beberapa hal

yang terkait dengan hasil

implementasi shared writing strategy.

Pengalaman i yang lalu dikelas-kelas

sebelumnya dan yang baru saja

selesai dilaksanakan. Oiya , pernah

mencoba sharing strategi ini ke teman

sesama pengajar bahasa inggris ?

Bisa diceritakan?

A.18 Nh Oke mbak, saya coba betul

mengingat-ingat yang dulu ya. Senin

lagi kesini ya mbak. Siang aja pas mo

ke kelas biasanya. Emmm, pernah sih

mbak, tapi pelaksanaannya nggak tau

mbak. Saya jarang tanya ke temen-

temen.

Q.19 Rdw Mungkin untuk detilnya, minggu

depan kita ngobrol lagi ya .

A.19 Nh Iya mbak. Saya nih mo rapat juga.

Makasih sekali ya mbak

Rdw Iya sama-sama. Saya pamit nggih,


148


Interviewee : (Nh)


Day, Date : Thrusday, September 27, 2012

Time : 08.00 – 10.40

Place : Teachers’ Room and Counseling Room


Rdw Assalamu’alaikum Niha.

A.1 Nh Wa’alaikumsalam mbak, sini mbak.

Maaf sms mbak semalam baru saya ka

tadi pagi. Tenang mbak, I do still

remember that today we have interview

session. Kebetulan nih, pasukan guru

bahasa inggris pada ngumpul. Belum

kenal semuanya kan? Sini saya kenalin.

Nih, Dewi, Pak Alau. Kalau sama Pak

Nanang dan Pak Irul pasti udah kenal

banget ya.

Q.2 Rdw Iya , yang penting i ingat kalau saya

kangen ngorol sama i, hehehehe. Oiya,

Assalamu’alaikum Pak Alau dan

Dewi. Pak Nanang dan Pak Irul, how

are doing bapak-bapak, hehehe.

A.2 Nh’s

friends

Hello , alhamdulilah, fine. Please come

and sit here. Long time no see. Hope

you find well. I heard that now you’re

pursuing master degree. Good to hear

that. Share everything to us. Calon

master ki, bagi-bagi ilmu yaaa. Gimana

nih hasil wawancaranya?

Observasinya? Rajin banget ngapelin

Niha lho.

Q.3 Rdw Alhamdulilah, sehat ni pak, . You’re

right. I’m having a hard time, master

degree needs more efforts than I

imagined before. I will share

everything I’ve got. Gimana ya, lagi


149

mo dilanjutkan, I need your help,your

idea, comments and etc. related to

shared writing strategy and so on.

Would you help me? Please

A.3 Nh’s

friend

Nambah ilmu iku yo abot , dilakoni lah

. Memang kudu ngono, sacrifice what

you have. Pengorbanan, jer basuki

mawa beya. Hahahaha, nek dewe –

dewe iki akeh dolan karo bocah –

bocah wae. Opo mau , shared writing

strategy. Blum pernah denger sih, tapi

worth to listen and so. Wis , monggo

dirampungke ngobrol karo Niha, kita

mo ke kantin sik, sarapan eh dudu

ding, brunch.

Q.4 Rdw Iyo pak, lha koq enggal – enggal to.

This week atau next week bisa kumpul

lagi kayak gini to? Saya nyuwun tulung

nggih. Nuwun sebelumnya.

A.4 Nh’s

friend

Bisa –bisa, mengko ngobrol ae sm

Niha, she’s our leader. Sip pokokke.

A.4 Nh Hahahaha, opo yo, raono leader koq.

Santai mbak, mereka sering kumpul

koq. Nanti sayakabarin lagi mereka

siap di wawancari kapan gitu. Oiya,

gimana mbak? Ending kelas saya

kemarin?

Q.5 Rdw Sip , siap saya.Thanks anyway. Saya

salut dengan , kesabaran yang luar

biasa memat siswa jadi kreatif begitu.

Koq bisa mereka punya presentasi

begitu ? Ada instruksi tertentu ? Yang

hungannya dengan shared writing

strategy

A.5 Nh Wahhh, mbak ini bisa aja. Biasa aja

mbak. Tapi memang yang sekarang

lebih hidup daripada kakak kelas

mereka sih. Entah karena jenis

muridnya atau media yang cukup

membantu mereka saat ini. Mbak

masih ingat saat minggu lalu saya

membagi ku mereka abis saya koreksi?

A.5.Ref.Int.5


150

Nah pas mbagiin ku mereka saya minta

mereka untuk bikin kelompok, satu

kelompok lima orang dan mereka harus

presentasi hasil dari dua orang yang

ada dikelompok itu. Saya bilang kalau

mereka harus kreatif, saya kasih

contoh-contohnya dan mereka bisa

meniru secara umum tapi kebanyakan

sih mereka bisa bikin lebih dari

contohnya.

Hungannya sama shared writing sih itu

bagian dari yang post activities. Itu lho

mbak, seek feedback from audience.

Sedangkan saya kan udah ngasih pas

ngoreksi kerjaan mereka.

A.5.Act.Int.5

SWS

Q.6 Rdw Jadi, last part-nya feedback dari

audience ya , maksudnya dari teman-

teman mereka. Kemudian, bagaimana

dengan hasil yang tidak

dipresentasikan? Apakah itu berarti

mnge-exclude mereka ?

A.6 Nh Iya mbak, the final stage. Gimana ya

mbak, kalau presentasi semua,

waktunya nggak cukup satu kali

pertemuan mbak, harus dua kali tuh.

Saya nggak bermaksud meng-exclude

atau meminggirkan begitu mbak, justru

kerjasama mereka yang saya nilai

pastinya, sharing ide, decision dll, itu

nggak mudah mbak. Alhamdulilah bisa

kan mbak. Kemaren bisa lancar,

walaupun ada dua grup yang belum

bisa presentasi dengan percaya diri.

A.6.Intn.Int.5

Q.7 Rdw Begitu ya , oke saya paham maksud i.

Ternyata cukup panjang juga ya ,

implementasi shared writing strategy.

Kalau tidak salah empat kali pertemuan

untuk implementasinya ya . Apakah

memang memtuhkan waktu empat kali

pertemuan?

A.7 Nh Lha Bahasa Inggris kan semingggu dua

kali mbak. Itungannya sih hanya dua


151

minggu aja, tapi kan saya selang –

seling mbak. Selain mereka belajar

sama saya, mereka juga belajar english

for tourism untuk ngikutin PBKL

mbak, plus life skill juga. Udah

termasuk singkat lho itu. Kalau teksnya

makin sulit, yo lenih lama mbak.

Tetapi menurut sepengetahuan saya,

writing tuh tuh proses mbak, kan instan

mbak. Nah strategi kemaren tuh bantu

banget mereka mbak. Lha, mereka bisa

ngeling-eling apa yang mereka tulis

dan pelajari aja wis ampuh mbak.

A.7.Und.W.Int.5

Q.8 Rdw Berarti siswa i akan terlatih secara

spoken dan written begitu ?

A.8 Nh Harapannya begitu mbak, at bekal

mbak.

A.8.Intn.Int.5

Q.9 Rdw Oiya , saya akan mengulang beberapa

pertanyaan yang mungkin pernah saya

ajukan, terutama berhungan dengan

pengalaman i mengajajar menulis

dengan shared writing strategy. Agak

lama mboten nopo-nopo nggih ?

A.10 Nh Oke mbak, saya udah nggak ada

kerjaan koreksi koq. Jadinya santai

juga. Kita pindah ruangan aja yuk

mbak. Ke ruang BK plus sambil

ngemil ya mbak. Biar seru obrolannya.

Ayok mbak.

Q.11 Rdw Oke , mari.

Niha and I went to Counseling room.

Q.12 Rdw Saya mulai ya . Pada saat interview

pertama kali, i menjelaskan bahwa

pengajaran writing penting untuk anak

SMA karena menulis adalah jendela

ilmu dan bisa mengubah dunia, begitu

ya ? Bagaimana i dapat memiliki opini

seperti itu?

A.12 Nh Yak, betul mbak, Piye yo, saya bisa

bilang karena saya suka baca mbak.

Lha,famous people, mereka terkenal

karena tulisan, dan tulisan itu


152

everlasting. Trus, tulisan mahal

harganya mbak, karena tuh waktu dan

tenaga. Dan yang pasti nek jadi penulis

handal, koyo A.Fuadi bisa bagi ilmu

dan dapat rejeki, hehehehe, contoh di

sekolah kita tuh ada lho mbak. Anak –

anak bikin spanduk sama stiker pas life

skill, bisa dijual mbak. Pinter mereka.

Nek dihungkan sama bahasa inggris yo

samalah mbak, nulis pake bahasa

apapun hasile sebelas duabelas, mirip

gitu.

Q.13 Rdw Selanjutnya , bagaimana peran guru

atau i dalam pengajaran menulis dalam

bahasa inggris, baik didalam dan diluar

kelas?

A.14 Nh Piye yo mbak, secara umum sih sama

aja dengan peran guru di semua mata

pelajaran. Akeh mbak, at rencana

pembelajaran, transfer ilmu, jadi

fasilitator pas ngajar, motivator juga,

koreksi juga. Selain itu juga guru yo

sinau dari pengalaman yang sudah-

sudah supaya besoknya lebih baik lagi

nek ngajar. Guru tuh kudu serba bisa

mbak, saktilah mbak. Hahahahaha.

Q.15 Rdw Hehehehe, i nih ada acara sakti segala.

Oiya , bisa cerita tentang implementasi

shared writing strategy? Sudah berapa

kali i lakukan dan dimana saja ?

A.15 Nh Hahahaha, iyo mbak, sekti

mandraguna. Panjang lagi ya mbak.

Kenal shared writing dari dosen saya,

pernah tak coba waktu saya praktek

ngajar pas semester 6, di SMP. Trus

pas ngajar di SD abis saya lulus, tak

praktekin di SMP juga, njur disini dua

kali mbak. Akeh yo mbak

A.15.Con.Exp.Int.5

Q.16 Rdw Dari implementasi terset, pengalaman

apa yang i dapatkan?

A.16 Nh Secara umum aja ya mbak, maksudnya

yang paling sering gitu. Satu,


153

manajemen kelas yang baik itu penting.

Kedua, mengerti kondisi kelas sama

siswa. Ketiga, sabar adalah kunci juga.

Dari yang implementasi kemarin yang

dilihat mbak, ada tambahan mbak,

mengatur jumlah pertemuan sama

sistem evaluasi cepat, koyo quick count

mbak.

ET

Q.17 Rdw Wuah, luar biasa . Pengalaman yang i

miliki memat banyak ilmu yang

didapat, lagian i masih muda juga,

speechless saya . Nah, i pernah share

ke teman – teman i? Sesama pengajar

bahasa Inggris kan? Bagaimana

tanggapan mereka ?

A.17 Nh Hahahahaha, yo ngono mbak, ibaratnya

terbiasa makan tempe, Cuma dibikin

dengan rasa yang berbeda, tapi dasare

yo tempe itu. Begitulah guru, kudu jeli

juga. Oiya, tadi tentang sharing ya,

udah sih mbak, tapi yen konco-konco

itu kadang kurang sabar. Apalagi nek

guru cowok mbak, nggak sabar pake

banget lah. Tapi ni Dewi udah mulai

ngerasain efek positif ngajar nulis pake

shared writing strategy. Coba aja besok

mbak tanya ke mereka. Saya pokoknya

wis bagi – bagi. Hehehehe.

A.17.Act.Int.5

Q.18 Rdw Oke , besok pas interview, saya pasti

obrolin sama bapak – i yang lain.

Selanjutnya , didalam shared writing

strategy ada tiga bagian ya, beginning

shared writing activites, shared writing

and shared writing post-activities,

apakah i mengaplikasikan semua

bagian terset?

A.18 Nh Dulu sih persis sama mbak, dan super

repot sendiri karena perfect banget

mbak. Terus, saya coba lompat –

lompat tapi goalnya ketinggian, abis

itu, lompat – lompat tak turunin

goalnya, mayan sih. Akhire, saya coba

ET


154

tak aplikasiin sesuai dengan ketuhan

murid dan setting goalnya agak tinggi,

alhamdulilah, ya jadinya seperti

kemaren itu mbak.

Q.19 Rdw Lalu, dengan implementasi strategi

shared writing, i pernah ngendiko

bahwa, ingin berbagi, membangun

kebiasaan dan memberi bekal kepada

murid. Nah tujuan atau maksudnya apa

ya , khusus untuk pengajaran bahasa

inggris atau khusus pengajaran menulis

ya ?

A.19 Nh Bener banget mbak, jeli juga mbak ini,

ngulang apa yang kemaren ya. Betul

kuadrat mbak. Pada dasarnya sih secara

umum dalam mengajar bahasa inggris,

tapi bisa dikhususkan untuk ngajar

nulis dengan shared writing strategy.

Podo wae yo intine mbak. Hahahaha,

itu kali yang harus saya pikirin lagi

mbak. Sik mbak dapet sms penting dari

Pak Irul nih. Oooo, mereka pada nggak

mau diwawancara mbak, isin jarene,

piye ki mbak?

ET

Rdw Nggak papa , hehehe, mungkin lain

kesempatan nggih .

Nh Oh, ya udah nek gitu, coba nanti tak

rayu deh. Dewi aja gimana, kalau dia

mau. Ntar gampanglah mbak, tak

kabari pokokke.Oiya, mbak, saya mo

keluar nih mbak. Ada acara, sementara

udah ya, besok nyamng lagi. Sms aja.

Rdw Nggih , mohon diusahakan, jika Dewi

bisa. Monggo kalau mau tindhak, ni

list pertanyaanya pas habis koq .

Maturnuwun lho .


155


Interviewee : (Nh)

Dewi Hajar (Dh)


Day, Date : Tuesday, October 2, 2012 (re-interview 1)

Time : 09.00 – 10.10

Place : Teachers’ room

Interview pointers


Rdw Assalamu’alaikum Niha and Dewi.

Nh,

Dh

Wa’alaikumsalam mbak. Sini duduk dulu

mbak. Eh, ayo pindah aja ke ruang BK

kayak kemarin. Ben penak mbak.

Rdw O, nggih , monggo.

Dh Ngene lak penak , adem lan iso lendhetan

Nh Hahahaha, hobine njenengan kuwi yo

ngene. Ki mbak Rf arep wawancara

njenengan. Jarene mung sedilut wae.

Dh Opo iki jal, tentang sik njenengan aturke

mbiyen kae yo?

Nh Ho’o, pengajaran menulis dengan shared

writing strategy, nang kelas njenengan.

Dh Owh, yo kelingan aku. Ning yo sithik thok,

aq isih sinau seko Niha lho. Priye mbak?

Q.1 Rdw Begini Dewi, sebelumnya mohon maaf,

merepotkan i. Saya ingin tahu mengenai

aplikasi shared writing strategy dalam

pengajaran menulis dikelas i Dewi.

A.1 Dh Owh, rapopo mbak, sante lah. Saya ki guru

anyar mbak, gek dua tahun. Dulu pas awal

–awal dikasih tau sama Niha tapi pas itu

saya dikasih kelas EFT (English for

Tourism) jadine nggak saya pake. Terus

bar satu semester, eh saya ngajar EFT lagi,

njur saya pakai sekali waktu itu.


156

Q.2 Rdw Ada pengalaman menarik dari pengajaran

menulis dengan menggunakan shared

writing strategy ?

A.2 Dh Angel mbak, soale kelas EFT tuh banyak

kosakata baru dan anak – anaknya susah

ngeling-eling kata – katanya. Malah jadi

lama, gitu mbak. Dulu sih Niha bilang

kudu sabar, tapi saya tuh nggak sabaran

mbak. Tapi semester kemaren saya coba

dikela EFT lagi, ternyata yo iso sithik

mbak, hasilnya lumayan sih. Manut Niha

saya, suruh nurunin targetnya. Tak gawe

sante mbak.

A.2.1.Comm.Int.6

A.2.2.Comm.Int.6

Q.3 Rdw Mengapa i mengaplikasikan kembali

shared writing strategy, padahal

sebelumnya menurut i cukup sulit?

Adakah alasan tertentu ?

A.3 Dh Hahahahaha, penasaran mbak. Kelasnya

Niha koq heboh, hahaha. Anak – anak sik

tenan. Nek dikelas saya anak –anak sik

main. Lha tak ajak sinau diluar kelas, EFT

gitu lhoo.

A.3.Comm.Int.6

Q.4 Rdw Hehehehe, saya ketemu guru gaul nih, ada

pengalaman yang bisa i pelajari setelah

implementasi kedua yang i lakukan?

A.4 Dh Super gaul mbak. Saya ki tomboy,

hahahaha. Pengalaman opo yo mbak?

Sabar mbak, tuh waktu agak panjang, yo

paling itu. Lainnya wis lali mbak.

A.4.Comm.Int.6

Q.5 Rdw Menurut i, apakah pengajaran menulis

dengan shared writing strategi memberikan

pembelajaran yang bermakna untuk siswa

dan untuk i?

A.5 Dh Ya iyalah, mosok ya iya dong. Semua jenis

pembelajaran dengan strategi apapun

kayaknya bermakna deh mbak. Yo at anak

– anak nemu cara baru dalam belajar, nek

saya yo perlu banyak belajar. Hahahaha,

sori mbak, maksude saya nek mau serius

ngajar terutama nulis, kudu niat betul dan

jibaku mbak. Saya akhire belajar sabar dari

strategi itu. Ning yo ora sabar – sabar.

A.5.Comm.Int.6


157

Malah dadi sur.

Rdw Hehehehe, begitu ya .Oke , terimakasih

banyak atas waktunya nggih . Maturnuwun

lho Niha.

Dh Uwis ki mbak, sip. Ora suwe mbak, saya

ke kantin yaa.

Nh Sama – sama mbak. Saya tunggu hasilnya

ya.

Rdw Nggih , saya pamit nggih .


SHARED WRITING STRATEGY IN TEACHING … writing strategy in teaching writing by the teacher ......

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