Professional Documents
Culture Documents
RESEARCH PAPER
by
RATIH WULANDARI
A 320 060 336
i
APPROVAL
RESEARCH PAPER
by
RATIH WULANDARI
A 320 060 336
Consultant II Consultant I
ii
ACCEPTANCE
RESEARCH PAPER
by
RATIH WULANDARI
A 320 060 336
Team Examiner:
Dean,
iii
TESTIMONIAL STATEMENT
previous literary work which has been raised to obtain bachelor degree of a
university, nor there are opinions or masterpieces which have been written or
published by others, except those in which the writing are referred in the manuscript
In the next day, if it is proven that there are some untrue statements in this
The Researcher
Ratih Wulandari
iv
MOTTO
Actually, Allah will never change men’s destiny, unless they make an effort to
change it themselves.
(The Researcher)
v
DEDICATION
My beloved parents,
All of my friends.
vi
ACKNOWLEDGMENT
Assalamu’alaikum wr.wb
universe, the most merciful who gives a million blessings, miracles and uncountable
gifts to the researcher, so she can accomplish her research paper entitled “A
Peace be upon Muhammad, the last massager of Allah, who will be hero for
all his followers in the life after. The researcher realizes that this research paper
would never been possible without other people’s help, so that the research would
like to thank to the people who have supported her personally over the years and
1. Drs. Sofyan Anif, M.Si, as the Dean of the School of Teacher Training and
2. Titis Setyabudi, S.S, as the chief of English Department who has permitted her to
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3. Drs. Djoko Srijono, M. Hum., as the first consultant who has given a valuable
4. Anam Sutopo, S. Pd., M. Hum., as the second consultant for being best
consultant and giving the researcher suggestion, precious time in correcting this
research paper,
5. All of the lecturers of English Department, thank for precious knowledge given
to her,
6. Dra. Hj. Praptinah, as the headmaster of SMP Negeri 2 Baki who has permitted
7. Hayati, S. Pd., as the English teacher of the 8th year students of SMP Negeri 2
8. All of the students at the 8th year students in SMP Negeri 2 Baki, thank for
9. Her dearest father and mother, Bapak Suranto and Ibu Sri Suwarni “I learn
to be though and more patients from you”. Thank for every single thing you did.
10. Her special relationship, Adhi Gayuh Laksono, A. Md.. You are her only one.
Thank for your support and love to her to finished her paper and accompany her
11. Her best friends in English Department Henita, Vika, Yulia, Puspa, Desi,
Linda, Yunita, Angil, Fauzi, Zouvan. Thanks for your support. She will never
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forget when the course end, and Tri Wahyuningsih in Sukoharjo, thank for your
12. Her friends in her environment, Kiki, Indra, Adji, Maya. Keep fight and spirit
13. All of the people, who can not mention one by one, thank for everything.
Deep down on the researcher’s heart, she realizes that this research paper is so
far from being perfect. The researcher invites comments and suggestions from the
readers for the betterment of this research paper. Hopefully, this research paper will
Wassalamu’alaikum wr.wb.
Ratih Wulandari
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TABLE OF CONTENT
page
TITLE ………………………………………………………………………………i
APPROVAL ………………………………………………………………………..ii
ACCEPTANCE ………………………………………………………………...…..iii
MOTTO …………………………………………………………………………….v
DEDICATION ……………………………………………………………………..vi
ACKNOWLEDGMENT …………………………………………………………...vii
SUMMARY …………………………..……………………………………………xiii
CHAPTER I: INTRODUCTION…………………………………………………...1
x
C. Notion of Writing ……………………………………………… 8
xi
3. Problem Faced by the Students in Learning Process ………...40
B. Discussion ……………………………………………………...42
A. Conclusion ……………………………………………………….48
B. Suggestion ………………………………………………………..49
BIBLIOGRAPHY …………………………………………………………………...50
APPENDIX…………………………………………………………………………..52
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SUMMARY
This research aims at describing the teaching writing of English recount text
to the eight year students in SMP Negeri 2 Baki in 2009/ 2010 academic year,
describing the problems faced by the teacher in teaching writing, and classifying the
problems faced by the students in learning writing of English recount text.
The researcher uses descriptive qualitative method. The method of collecting
data is observation, interview, and document analysis. The data are the goal of
teaching writing, teaching materials, teaching learning process, the means of
assessment. The research was done on 1st up to 8th March 2010. The collected data
are analyzed by using descriptive analysis.
The results of this research show that: (a) the goals of teaching writing in
SMP Negeri 2 Baki are to enable the students in understanding English as a means of
communication and to enable the students to practice in using English written form,
(b) the teacher does not only use the text book as the material but also use a
worksheet to make the students understand the materials more, (c) in conducting the
teaching learning-process of writing, the researcher conducts four steps, namely
building of knowledge, modeling of text, joint construction of text, and individual
construction of text, (d) the techniques implemented by the teacher in teaching
writing are clustering and WH-Questions, (e) the means of assessment in teaching
writing is from the writing product.
Consultant II Consultant I
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CHAPTER I
INTRODUCTION
human character.
with a lot of written English, like English notice in public places such as; No Parking,
No Smoking, Enter, In, Out, Sale, Discount, Music Language, and ATM (Automatic
Teller Machine). Therefore, the abilities to write and read are very important.
In global era, literacy in English has important role in education. For English
teacher, globalization has given the big challenge to teach their students to survive in
modern society life. Now, English education has adopted literacy approach, which
prepares their students to participate and create English texts. So, the teacher should
have the ability to teach their students with many facilities available in their schools.
should be appropriate to the education level. The educational level can be divided
into Elementary School, Junior High School, Senior High School, and Collage. The
most important reason for teaching writing is that it is a basic skill, as important as
speaking, listening, and reading. In writing activity the students need not only the
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2
correct application of linguistic aspects but also ability to organize ideas or thought
communication is easier because it rarely uses standard grammar. People can imitate
speaking when they get interaction everyday in their life; it means that oral language
is mostly used in face to face situations. The examples of oral communication can be
can find examples of written language in public places such as, announcement, news,
capable of developing the four language skills; listening, speaking, reading, and
writing. The learners should have abilities in reading and listening to support their
especially in teaching writing. Methods are treated at the level design in which the
roles of teachers, learners, and instructional materials are specified. The techniques
that can be done in teaching writing are; clustering, brainstorming, free writing, and
WH- Question.
In learning writing of recount text, the 8th year students of SMP Negeri 2 Baki
often face the difficulties for example; the students write “I am studies last night”.
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This sentence is wrong; it should be “I studied last night”. It seems that the first
B. Problem Statement
Based on the background of the study above, the researcher formulates the
following problems:
1. What is the implementation of teaching writing of English recount text to the 8th
2. What are the problems faced by the teacher in teaching writing of English recount
text to the 8th year student in SMP Negeri 2 Baki in 2009/2010 Academic Year?
and
3. What are the problems faced by the students in learning writing of English
recount text to the 8th year students in SMP Negeri 2 Baki in 2009/2010
Academic Year?
Based on the problem statements above, the objectives of the study are as
follows:
English recount text to the 8th year students in SMP Negeri 2 Baki, and
text to the 8th year students of SMP Negeri 2 Baki especially in 2009/2010 Academic
Year.
After completing the study, the researcher hopes this study may have the
following benefits:
1. Practically
She can get larger knowledge about study of writing of English recount text in
The researcher hopes that this research may increase the teacher‟s ability in the
The students can improve their writing ability and to solve the problem in
2. Theoretically
a. The result of the research paper can be useful input in English teaching-
b. The result of this research can be used as a reference for those who want to
problem statement, objective of the study, limitation of the study, benefit of the study,
writing, aspect of writing, the notion of teaching, the notion of recount text, technique
of generating idea.
Chapter III is research method that presents type of the study, subject of the
study, object of the study, data and data source, method of collecting data, technique
research and discussion. The research finding is divided into teaching writing of
recount text, problem faced by the teacher and problem faced by the students.
A. Previous Study
dealing with the topic of her study as her guidance. There are two previous
Study on the Method of Teaching Writing Applied by the Teacher at SMA Negeri
Kebak Kramat in 2006/2007 Academic Year shows that the objectives of teaching
writing at SMA Negeri Kebak Kramat are to improve the writing competence of the
called Ujian Akhir National (UAN) and prepare the students to continue their study to
university. The approaches adopted by the teacher at SMA Negeri Kebak Kramat are
Writing Based on School Level- Based Curriculum to the 1st Year Students in SMA
Negeri 1 Sukoharjo in 2997/2008 Academic Year. The result of her research is that
the goals of teaching writing in SMA Negeri 1 Sukoharjo are to enable the students in
practice in using English in written form. The approaches adopted by the teacher are
All the studies above have the similarities with the researcher‟s studies
because all the data are analyzed based on the teaching writing. The differences from
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7
the studies above, the researcher presents her study focused on teaching writing of
recount text in 8th year students of SMP Negeri 2 Baki and it is supported by the
B. Notion of Teaching
(1989: 5) reports a sample of list from teacher‟s responses in his university (Wayne
It can be concluded that there are interaction and communication between the
students and the teacher so it can help the students to improve their skill and get good
mark especially in learning writing and the students will feel more comfort with the
teacher if the teacher sees the students as his/ her friends not as a speaker and listener.
C. Notion of Writing
According to Nunan (2003: 88), writing is both physical and mental act. At
the most basic level it is a physical act of community words or an email message
typed into a computer. On the other hand, writing is the mental work of inventing
ideas. Thinking about how to express the idea and organizing the idea into statements
Nunan (2003: 88) defines writing as both a process and a product. The writer
images, organizes, drafts, edits, reads, and rereads. The process of writing is often
cyclical sometimes disorderly. Ultimately, what the learners see, whether it‟s an
report.
a. Product-based Approach
many of the major writing decisions for the students (topic, form,
lengthy, ect) and serves as the only audiences to judge. In the writing
class the students work alone on their writing assignment. They try
to get their writing right, because the paper turned in will be only
version. The teacher marks all the mechanical errors in circle of the
essay.
b. Process-based Approach
In the process-based approach, students are taught strategies that
should help them to finally reach a decent product. The process
approach encourages students to experiment with ideas through
writing to share the writing with their classmate and to get
opinion from several people to help them figure out what to say
it.
In teaching writing as a process, consequently, the students may
produce several drafts or version of their writing with the
emphasis on the process of writing and on getting feedback from
classmate. The new emphasis on the process, however, must be
seen in the perspective of a balance between product and process.
“The product is, after all, the ultimate goal; it is the reason that
we go through the process of prewriting, drafting, revising, and
editing” (Brown, 1994: 322) in Fauziati (2005: 150). Caudery
(1995) in Fauziati (2005: 150) argues that the process of writng
includes planning, drafting, and revising. Brown (1994) in
Fauziati (2005: 150) states that prewriting, drafting, revising, and
editing take place throughout the process of writing.
concerns how writers generate ideas, record them and refine them in
communication and interaction between the students and the teacher in order to
get good result in writing class and the process of learning more effective.
Fauziati (2005: 151) in classroom technique the teacher has roles in teaching
writing, as follows:
Based on Patricia it can be concluded that the teacher as the central of role in
the classroom so the students have to pay attention what the teacher asks and tells for
them. The teacher should give the information and commend correctly and clearly.
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a. First, the writer brings to the process his or her own values,
relationships, experiences, prior knowledge, culture, culture dreams,
goals, and expectation. But, the writer must also consider one
additional category: the audience. Writers must anticipate the
possible reactions, backgrounds, of those who will be reading and
creating meaning out of what is being produced.
b. Second, the interactive process of writing includes other writers at
home, in school, (mainly the teacher and peers, some of whom will
probably be more advanced) and in the community and beyond.
Good writers often consult or conference with other writers to ask
for their reactions, comments, and suggestions.
c. Finally, the interactive process of writing includes other texts, written,
and oral-stories, drama, essays, novels, poems, formal speeches,
informal written communication, song lyrics, periodicals,
miscellaneous books, and so on that can serve both as sources of
information and as models.
.
The writing process itself involves; brainstorming for topics of interest and
settle into some sort of overall plan (clustering and other graphic organizers might be
useful in planning), putting the words down on paper, and consulting with others
again.
sequence of events over time and the purpose is to tell what happened. Recounts
begin by telling the reader who was involved, what happened where this event took
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lace and when it happened. The sequence of event is then described in some sort of
According to Siswanto (2005: 202) recount is a text that tells someone‟s past
events overtimes. It is used to tell past events for the purpose of informing or
The generic structure of a recount text consists of three parts; they are the
setting or orientation, series of event, and the conclusion. The setting or orientation is
the background information answering who, when, where, and why. It is also where
you give an outline of what you are writing about. Events are where you write about
the things that happened and are identified and described in chronological order. And
the conclusion expresses a personal opinion regarding the events described. In other
words this is where you bring your writing to close by saying how thing occurred,
what saying what you feel about the things that happened and mentioning something
A recount has a title, which taken by the main idea of the text. Since recount
tells about past experience, it uses past tenses; as simple past, past perfect, past
It can be concluded that recount text is text tells about the last experience for
someone and it has general structure to arrange into good text and can be understood
easily.
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Smalley (2001: 4-7) states that there are some techniques for
generating ideas:
1) Brainstorming
A brainstorm is a sudden insight or connection.
Brainstorming is a way to associate ideas and stimulate
thinking. To brainstorm, star with a word or phrase and let your
thoughts go in whatever direction they will. For a set period of
time, do not attempt to think logically but write a list of ideas
as quickly as possible, putting down whatever comes to mind
without looking back or organizing. After the set time is up,
look over what you have listed to see if any of the ideas are
related and can be grouped. If so, the groupings suggest a topic
or area of support.
teacher. Then the students write down every single think that
exist or comes into their minds. They can write their ideas in
2) Free Writing
Free writing is writing without stopping. It means
writing whatever comes to your mind without worrying about
whether the ideas are good or the grammar is correct. It
purposes is to free up your mind to let it make association and
connection.
nonstop on a topic for a set time. Then they stop to read and
consider what they have written and then written nonstop again
3) WH- Question
When newspaper reporters write articles, they try to
answer the following questions in the first sentence of the
report: who, what, when, where, why, and sometimes how.
You can use these same questions to generate materials for
your writing. Asking these questions allows you to see your
topic from different points of view and may help to clarify your
position on the topic. To use this technique, write out as many
WH- questions as you can. Then answer them as fully as you
can.
The teacher gives the students a set of questions to
4) Clustering
Clustering is making a visual map of your ideas. It frees
you from following a strictly linear sequence; thus it may allow
you to think more creatively and make new association. To use
this technique, begin with your topic circled in the middle an
idea associated with the topic. Circle this idea and from it draw
lines and write ideas associated with it. Continue to map or
cluster until you can not think of any more ideas. When you
have finished, study your map to find new associations about
your topic and to see the relationship of ideas.
lists every word related to the idea. Then, they can develop
From the explanation above, it can be concluded that the teacher usually has
F. Notion of Genre
communicative purposes”. His definition offers the basic idea that there are certain
conventions or rules which are generally associated with a writer‟s purpose. For
example, a personal letter tells about private stories and film reviews analyze movies
for potential viewers. Most genre use conventions related to communicative purposes;
a personal letter starts with a cordial question in a friendly mood because its purpose
is to maintain good relationships, and an argument essay emphasizes its thesis since it
Meanwhile, according to Yusak (2004: 24), the types of genre involve spoof,
a. Spoof
The social function of spoof is to retell an event with a
humorous twist. The generic structures are orientation, events,
and twist.
b. Report
The social function of report is to describe the things are, with
reference to a range of natural, man made, and social
phenomena in our environment. The generic structure of is
general classification and description.
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c. Recount
The social function of recount text is to retell events for the
purpose of informing or entertaining. The generic structures are
orientation, events, and reorientation.
d. News Items
The social function of news items is to inform reader, listener,
or viewer about events of the day which are considered
newsworthy or important. the generic structures are newsworthy
events, background events, and sources.
e. Anecdote
The social function of anecdote is to share with others an
account of an unusual or amusing incident. The generic
structures are abstract, orientation, crisis, incident, and coda.
f. Narrative
The social function of narrative is to amuse, entertain, and to
deal with actual or vicarious experience in different ways;
narratives deal with problematic events which lead to a crisis or
turning point of some kind, which in turn finds a resolution. The
generic structures are orientation, complication, and resolution.
g. Procedure
The social function of procedure text is to describe how
something is accomplished through a sequence or steps. The
generic structures are materials needed and the steps.
h. Explanation
The social function of explanation is to explain the processes
involved in the information or working of natural or social-
cultural phenomena. The generic structures are general
statement to position the reader and explanation.
i. Description
The social function of description text is to describe a particular
person, place, or things. The generic structures are identification
and description.
j. Discussion
The social function of discussion is to present (al least) two
points of view about an issue. The generic structures are issue
and argument for points and elaborations.
It means that genre is used to product the kinds of writing and the main idea
of uses genre are to associate with a writer‟s purpose on their writing and to share
come set of communicative purposes. The goal of using genre is to help the students
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to do things with language independently through mastery of the text types based on
the genre that used. In process of learning is a social activity that means there are
collaboration between the teacher and the student and between the students and the
RESEARCH METHOD
method, namely, (a) Type of the Research, (b) Subject of the Study, (c) Object of the
Study, (d) Data and Data Source, (e) Methods of Collecting Data, (f) Technique for
Analyzing Data.
research is a research which does not use statistic data, it is associated with
that qualitative research is a type of research which does not include any calculation
research which describes teaching writing. So in this case the researcher describes
The subject of this research is the English teacher and the 8th year students
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English recount text to the 8th year students in SMP Negeri 2 Baki in 2009/2010
academic year. The content of the object of the study is the problem faced by the
teacher in teaching writing and the problem faced by the students in learning writing.
In this research, there are two sources of data: 1) Event, the English
students at SMP Negeri 2 Baki. The data are document, writing material, and
syllabus.
1. Observation
2. Interview
3. Document Analysis
It means that the researcher analyzes the related document with method
materials.
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research. To know the process of teaching writing the researcher applies the
following steps:
Here the researcher uses some techniques to collect the data that
consists of: (1) the goal of teaching writing, (2) teaching materials, and (3)
and interview.
writing.
CHAPTER IV
In this chapter, the researcher presents the data which have been collected
from the observation, interview, and document analysis. The data are the teaching
writing English of recount text, problem faced the teacher, and the students in
English recount text, the researcher presents and discusses the goal of teaching
writing, teaching materials, the teaching learning process, and the means of
assessment.
A. Research Finding
In the research finding, there are data found in the field necessary to be
presented. The data are the goal of teaching writing, teaching materials, the
From the interview and observation in the classroom at the eight year
listening, reading, and writing. Here, the researcher just focuses on writing
skill.
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express the meaning of functional written text and simple short essay on
to make the students active in the language class both in oral/spoken and
written.
The goals of teaching writing at SMP Negeri 2 Baki are to enable the
the students to practice English in written form. It is hoped that the students
would produce a good essay. Besides, the students would have a good Basic
2. Teaching Material
The syllabus for the eight year students at SMP Negeri 2 Baki is based
decision concerning to the primary goal of the material. It can facilitate the
The materials of English Subject are listed in the syllabus but the
sometimes the teacher teaches her students based on the topic and sub-topic in
the main textbook. The textbook is an English textbook for Junior High
School entitled “Lets Talk” published by Balai Pustaka. This book focuses on
improving the student‟s English language skills and using these skills as a
medium to broaden their knowledge. There are four basic language skills
covered in this book. They are listening, writing, reading, and speaking. This
book also provides example, exercises, and passage which are relevant to the
student‟s real life. In the textbook, the students are given material such as
Beside that book, the students are given a work sheet entitled “English
In the worksheet, the writing materials are such as write small recount
text and narrative text. The students also should have to bring a dictionary in
every meeting. This is meant to make the process of teaching and learning run
well.
3. Teaching-learning Process
In writing class, the teacher should use the time approximately to meet
the purposes of the lesson. The time duration is 80 minutes. The school has
teaching writing. This observation was done four times. In this section, the
researcher describes some activities that had been done by the teacher and the
explained as follows:
on the learning aims of the lesson. The opening took 5 minutes. The
teacher came to the class and let the students to pray together. Then she
greeted and asked the students about their attendance list, asked the
students to prepare the book, and dictionary. Before, the lesson was
“What do you know about recount? teacher asked. Students answered “it
teacher said. “Then, can you mention the kinds of genre? the teacher
and report”. The teacher added the other genres namely anecdote,
students. After all of the students have received the text, the teacher
began to read the text by himself and instructed her students to listen and
read their own text carefully. After the teacher finished reading the text,
she asked one of the students to read the text. A student read the text and
the teacher, the teacher wrote the difficult words on the white board in
front of the class. The difficult words are stomachache, drug store,
the words, she gave an opportunity to the students to look for those
words meaning using their own dictionary. This makes not all the
students look for the word‟s meaning. Several times later, the teacher
asked them “Have you finished? The students answered “Yes”. Then,
students to answer it. If the student‟s answer is not correct, the teacher is
corrected by giving the right meaning. For example the teacher corrects
discussing the word‟s meaning, the teacher said “OK”. After the
students explained the difficult words, she asked the students to answer
the questions using complete answer with their group. 8 minutes later
the students had completed the answer and then the teacher asked
students to write on white board and then discuss and correct the
question below:
answer, the teacher asked students to make a new text based on their
the sentences into good text and develop their skill of writing.
to the student‟s attention, gave some advices and information about what
28
they will learn tomorrow. The, teacher closed the class by wishing
on the learning aims of the lesson. The opening took 5 minutes. The
teacher came to the class and let the students to pray together. Then she
greeted and asked the students about their attendance list, asked the
students to prepare the book, dictionary. Before, the lesson was started,
the teacher introduced the observer. The teaching learning process was
situation.
works. And then the teacher asked the students to open the work sheet
and then she explained the past tense. 5 minutes later, the teacher gave
asked her because the teacher‟s explanation was clear enough and the
in past tense. The teacher gives some examples based on the textbook
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and the teacher gives other example of sentences too. The students pay
attention for the teacher‟s explanation and they are active on discussing
that materials
them to write a paragraph using past tense and the topic is free. Here, the
students discussed about that assignment with his/ her partner. They
should cooperate in making a text. But in fact, there were students who
ignored it. They did some activities which made the others disturbed, for
example making noisy and gossiping. After the students did that
assignment, she asked three of students to write their text on the white
board. After they wrote their work, the teacher and the students
discussed and corrected their text. Here, the example of the sentences:
Here, the teacher asked the students to back their chairs and
asked them to open the work sheet and then asked them to answer the
questions using past tense based on their experience. The questions were
30
ready on the worksheet. Because the time was over, she told them to
continue their work at home and arrange that questions into a good text.
about what they will learn tomorrow. Teacher also remembered them to
submit their assignment in next meeting. Then, teacher closed the class by
attention on the learning aims of the lesson. The opening took 5 minutes.
The teacher came to the class and let the students to pray together. Then
he greeted and asked the students about their attendance list, asked the
pointing the students. The teacher explained that the generic structure of
it means that they memorize and understand it well. Teacher asked the
31
Teacher asked each group to make a paragraph. Then, the teacher gave
After all of group received the text, the teacher read the text
firstly and she asked the students to listen carefully. After she finished
reading the text, she asked one representative of the student‟s groups to
read the text, while the other group listened carefully. This activity was
structure of recount text have been given by the teacher. When the
activities by exchanging them. She also helped the students, if they got
students finished their discussion, the teacher asked them present their
result in front of the class. The representative of each group read only
one paragraph, and they also determined the part of the story of the
teacher tried to make them understand about the content of the story by
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translating the language and storytelling well. In listening the story was
structure of recount text that has been given by the teacher step, the
1) write the story into a good recount text; 2) identify the generic
33
the student‟s attention, gave some advices and information about what
they will learn tomorrow. The, teacher closed the class by wishing
attention on the learning aims of the lesson. The opening took 5 minutes.
The teacher came to the class and let the students to pray together. Then
she greeted and asked the students about their attendance lists, asked the
recount text and to make sure that all of the students understood of the
generic structure of recount text and the students still remembered it.
Birthday Party”. After all of students have received the text, the
teacher began to read the text and asked the students to listen carefully.
She told story well, she made the students are enthusiastic to join the
class. After she read the text, she asked students to read together the
vocabulary related to the text that is available under of the text. The
teacher read vocabulary firstly and students repeated after her. The
vocabulary are presents, candle, made a wind, cut, and sang. After
students read and understand the vocabulary used in the text, the
teacher asked them “Do you understand the content of that story?”.
Students answered “Not Yet” for thus reason they discussed together
the content of the story by translating the language and the teacher told
questions that are available on the text. Before they began to answer
the question, the teacher gave guidelines namely he said “You have
read the passage. Now, write full answers to these questions. Try to
Then, the students did their assignment silently while the teacher
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students can not answer the question, the teacher corrected the
In this step, teacher gave other assignment to the student. She asked
There are six pictures that can lead them to write a composition. Before
students began to do it, the teacher explained about what they have to do.
She said “Look carefully at the six pictures. Now, answer the questions by
using long answer. Sometimes there can be more than one answer to a
imagination.
In the next session, after they finished answering the questions, the
short composition. Before students begin to do it, the teacher gave some
guidelines for them. The guidelines given are such as: 1) Connect all your
sentences smoothly into one paragraph, 2) Then, divide your material into
three paragraphs. Remember to begin a new paragraph for each new event
or step in the story, 3) Write your composition by using past tense, 4) keep
some vocabulary that can help them to find the correct words that can be
controlled their activities. Several minutes‟ later the students have finished
the student‟s attention, gave some advices and information about what
they will learn tomorrow. Then, teacher closed the class by wishing
students understand the material. It is necessary for the teacher to evaluate and
teacher measures and evaluates the students‟ achievement from their writing
product. Their writing products are taken from several assignments. They are
the result of the product. Responsibility in teamwork is a group work for other
students to create a product. So, compactness and creativity are a sign post to
evaluate the student‟s achievement. The teacher does not ignore the score
students in writing skill from the content of paragraph (whether or not the
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There are some problems faced by the teacher in teaching and learning
process. It also occurs in teaching writing in this school. The following are
a. Limited Time
a week. This time is used to teach all language skills, namely, writing,
reading, listening, and speaking. So, the time is not enough for all the
language skills. Moreover, the numbers of the students make the teacher
more difficult to manage the time. For example, when the teacher asked
the students to present their work in front of the class, not all students
could present their work because of limited time. Beside that, based on the
interview with the teacher, the school condition also influences a lack of
time. For example, at lesson time, students are forced to go home because
Some of them could learn the material fast and others learned it slowly.
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This situation will make the teaching learning process does not run well.
For example, when the teacher explained the material to the students,
some of the slow learners did not understand what the material she has
explained. While the general or fast learners understood it well. If the slow
learners do not ask the teacher about their difficulties, the teacher will not
know that they still do not understand. Consequently, the slow learners
should be given much attention rather than the general students. The
c. Classroom Management
manage the class. For example, the teacher gave the students an exercise.
activities. Some students participated actively and the others did not. They
were noisy such as chatting and gossiping so they disturbed their friends.
based on their opinion, study of recount text need a lot of energy; they
and easy to understand the meaning of the passage for the readers and
choose the correct diction of words that they will use. The students have to
a. Using Grammar
Recount text is the text that tells about the past experience. To
write English recount text we have to use the past tense. There are some
kinds of past tense such as simple past tense, past perfect tense, past
future tense, and past continuous tense. This sentence is using the V2.
choose the regular verb or irregular verb. Another case, the students get
at. The students over generalized the pluralization of nouns. They just
added the-s/-es without considering that there are some irregular forms
b. Limited Time
one session the students have to do the assignment given by the teacher.
When the students are still confused to arrange the sentences of recount
text, the time is over. It is not maximal because the students do not know
whether their sentences are correct or incorrect because the teacher does
difficult to pay attention for the teacher‟s explanation, the students will
pay attention to the situation out of the class. So, the crowded situation
out the class will make the understanding of students need a long time
for learning recount text. Because learning recount text need serious
attention.
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their writing. They always choose same theme with their friends. For
examples, most of them, when write recount text, choose theme about
objective of teaching writing at SMP Negeri 2 Baki are enable the students in
The techniques which are used by the teacher are clustering and W-H
master language more. Besides, the students are easier to produce the writing
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product. Those techniques can also stimulate the student‟s creativity in making
writing and master English in written form. It is used to prepare the students to
The teacher uses some books as the materials sources, entitled “Lets
Talk” and “English for Elementary School”. The materials of the book support
the students to improve their abilities in English. That book consists of materials
and exercises so it can make the students understand the materials more. Beside
that, the students are also given worksheet and they have to bring a dictionary to
learning process of writing. They are opening the class, building knowledge of
create the interaction between the teacher and the students. The teacher
example, in producing writing product; the teacher asks the students work
individually and group work. By using those, the students do not feel bored and
Here, the students are easier to understand and master the writing
materials which are given by the teacher because in teaching learning process of
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writing, the teacher does not only explain the materials but also the teacher
The product of writing can be taken from group work, individual work, and
writing assignment. Here, the teacher can asses the students‟ writing product
teacher gets difficulties to control the class. In this case, the teacher is less to
control the class so the students are lack to concentrate the teacher‟s
teacher. Beside that, there are some students which underestimate the lesson.
The second problem is limited time. It means that the teacher is lack of
because the time duration of teaching writing is not enough to every student in
different capability in receiving the materials. Here, the teacher can do the
grouping of the students. It means that the teacher joins the students between
the students which have less capability in mastering the lesson in responsibility
in group work.
The last is interest of the students. It means that every student has
different interest to study recount text. Some of them dislike studying recount
text because it needs much energy and concentration when using the past tense
grammar, the students work in group so that the students who do not understand
of using grammar can get information from their friends by sharing when the
assignments are done. It is more effective because the teacher has not need a lot
The second problem is limited time. It means that when the students
has still confused on doing the assignment from the teacher the time is over so
the students do not know what his/her result is correct or incorrect because the
The third problem is the class situation. It means that sometimes the
crowded it needs long time for the teacher to explain the material more detail.
The fourth is choosing the theme. It means that some of the students
are difficult to choose the theme for their writing product. Some of them do not
want to have same theme from their friends but their difficulties to determine
The last is generic structure. It means that the students have difficulties
to definite between orientation and series of events. Sometimes they think that
between orientation and series of events are similar and they are confused how
.
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents the conclusion of the study and suggestion for
Baki.
A. Conclusion
b. The goals of teaching writing in SMP Negeri 2 Baki are to enable the
c. The teacher does not only use the text book as the material but also use
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interest.
3. The problems faced by the students are limited time, grammar, the class
B. Suggestion
researcher likes to propose suggestion to the teacher, the students, school, and the
other researcher.
b. The teacher may use the various techniques not only clustering and WH
Questions but also the teacher may use the other techniques to combine
teaching writing method to make the students will not get bored.
c. The school should facilitate with adequate material, media, and sources of
learning. For example, in the library, the school should add the English
2. To the students
c. The students should study more about the grammar and enrich the
based on their own views. In other words, they can use it as the reference to
get some information and find the books which are related to their research
paper.
BIBLIOGRAPHY
Nunan, David. 2003. Practical English Language Teaching. New York Mc Grow
Hill Contemporary.
Quina, James. 1989. Effective Secondary Teaching: Going Beyond the Bellcurve.
New York: Harper Ron.
Smalley, Regina. 2001. Refining Composition Skills Rhetoric and Grammar. Boston:
Heinle&Heinle.
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VIRTUAL REFERENCE
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