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WRITINGCLASSATTHESEVENTHYEAROFSMPNEGERI3
SAWIT
ADESCRIPTIVESTUDY
ONSTUDENTINTERACTIONINWRITINGCLASS
ATTHESEVENTHYEAROFSMPNEGERI3SAWIT
IN2013/2014ACADEMICYEAR
EnglishDepartment,A320100092
Email:fitagelish9@gmail.com
ABSTRACT
Thisresearchaimsatdescribingstudentsinteractioninwritingattheseventhyear
ofSMPN3SAWITin2013/2014academicyearandalsotheproblemsfacedbythe
teacherandthestudents.Theobjectiveoftheresearchare:toidentifytheinteraction
betweenthestudentandtheteacherinwritingclassattheseventhyearofSMPN3
SawitBoyolaliandalsotoidentifytheproblemsfacedbytheteacherinwritingclass
attheseventhyearofSMPN3SawitBoyolali.Thewriterusesdescriptive
qualitativeresearch.Thewritergetsthedataofthisresearchfromevent,informant,
anddocument.Theeventsinthisresearcharealloftheactivitiesoccuredinthe
writingclassattheseventhyearofSMPN3SawitBoyolali.Informantsarethe
EnglishteacherandthestudentsofseventhyearofSMPNegeri3SawitBoyolali.
Documentsareallofthewritteninformationrelatedtotheinteractioninwriting
class.Thedataarelessonplan,handbook,andsyllabus.Themethodofcollecting
dataareobservation,interview,anddataanalysisofinteractioninwritingclass.
Afteranalyzingdata,theresearcherfindstheteacherstudentsinteractioninwriting
isgood.Thewriterfindsthestudentsinteractioninwritingclassareinteractionof
thestudentswiththeteacherandgroupinteraction.Thewriterfindstheproblem
facedbytheteacherwerethestudentsarelessopenmindedandthestudents
indolence.Theproblemsfacedbythestudentsarelimitedvocabularyandgrammar
mastery.
Keyword:DescriptiveStudy,Writing,Younglearner,StudentsInteraction,
Problemfaced.
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A.Introduction
TheteachingofEnglishincludesfourskills:listening,speaking,reading,and
writingskill.Thelearnersshouldbecapableofmasteringthosefourlanguageskills.
Basedonthefourlanguageskills,writingconstitutesadifficultskilltobemastered
bythelearnerbecauseitisaprimaryskilltaughttothestudents.
Toequipthestudentswithgoodwritingskill,theteachershouldprovidegood
material,methodsandlearningassessments.Teachershouldnotonlymake
studentsactive,butalsomakestudentsunderstandwhattheteacherexplains.
TheteachershouldmakestudentsinterestedinEnglish,insteadofmakingthem
afraid.Theteachermustgivemotivationtothestudents.Whenthestudents
enjoyEnglish,itcanbeagoodwayforthestudentstolearnEnglish.So,thereis
nostatementfromthestudentsthatEnglishisadifficultsubject,butEnglishis
easytolearn.
Writingisanimportantskill,becausebythisskillpeoplecancarryout
conversationwithothers,givetheideasandexchangetheinformationwith
others.Inthespeaking,thelearnersshouldpracticemoreeverydayandthey
shouldbeselfconfident.TheyprefertokeepsilenttowriteEnglishbecausethey
worryiftheymakeamistakes.ThatisoneoftheproblemsinEnglishteaching
learningprocess.Hence,thewriterwantstoknowtheEnglishteachinglearning
attheseventhyearofSMPN3Sawitandthedifficultiesfacedbythemwhen
theywrite.
Intheteachinglearningprocessofwriting,theteacherneedstoapplythe
methodortechniquesthatcanmakethestudentsconsiderthatEnglishisnota
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DifficultsubjectespeciallyinJuniorHighSchool.Theteachershouldexplore
studentsabilityandmotivation.ActuallytherearemethodsinteachingEnglish
asaforeignlanguagetoincreasestudentsabilityandmotivation.These
methodsareusedtoincreasethestudentsattentiontothelesson.However,not
allmethodsarehelpfulforthestudents.Themethodusedinteachingshouldbe
adjustedwiththeircharacteristic.
Everyschoolhasdifferentstyleinteachingwriting.Intheclassroom,theteacher
cangivethetopictoimprovethestudentsskillinwritingclass.Thestudentsare
morecreativeinwritingEnglish.
Theobjectiveofthestudyatthisresearchinclude:(1)Toidentifytheinteraction
betweenthestudentandtheteacherinwritingclassattheseventhyearofSMP
N3SawitBoyolali.(2)Toidentifytheproblemsfacedbytheteacherinwriting
classattheseventhyearofSMPN3SawitBoyolali.
Fromthereasonsabove,thewriterisinterestedinconductingtheresearch
entitledADescriptiveStudyonStudentsInteractioninwritingclassatthe
seventhyearofSmpNegeri3Sawitin2013/2014AcademicYear.The
researcherhopesthatthiswritingwillbeusefulforthereaders.
B.ResearchMethod
Thewriterusesdescriptiveresearch.Thewriterdescribestheinteractionof
writingteachinglearningprocess,theproblemsfacedbytheteacher,andthe
studentsinteachingwritingatthefirstyearofSMPN3Sawitin2013/2014
academicyear.
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ThesubjectofthisresearchistheEnglishteacherandthestudentsofthefirst
yearofSMPN3Sawit,especiallyatVIIDclass.
TheobjectoftheresearchistheEnglishteacherandthestudentsinteractionin
writingclassofthefirstyearofSMPN3Sawitin2013/2014academicyear.
ThedataofthisresearcharetakenbasedontheobservationoftheEnglishwriting
teachinglearningprocessatthefirstyearofSMPN3Sawit.Theotherdataare
lessonplan,handbook,andsyllabus.Thelastdataareinterviewscriptconsistingof
interviewwiththeteacherandthefivestudentsofVIIDclass.Thesourcesofdata
inthisresearchareevent,informant,anddocument.
Inconductingthisresearch,thewriterdoessomewaysincollectingthedata
suchasdoingobservation,employinginterviewwithstudentandteacher,and
analyzingdocument.
C.ResultandDiscussion
Basedontheresultoftheobservation,thewriterfindsthestudentsinteractionof
teachinglearningprocessofwritingclassattheseventhyearofSMPN3Sawit,
thegoalofteachingwriting,material,theroleofteacherandlearners,classroom
procedures,evaluation,problemfacedbytheteacher,problemfacedbythe
studentsinwritingclass.
Thestudentsinteractioninwritingclassareinteractionofthestudentswiththe
teacher,pairinteraction,andgroupinteraction.Basedontheobservation,thegoalof
teachingwritinginSMPN3Sawitistodevelopthestudentscourageto
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writeEnglishinwritingclassandexpresstheiropinioninfrontoftheother
friendsandalsomakethestudentsmoreconfidenttoexploretheircapabilityand
moreactiveinwritingclass.
ThefirstyearstudentsofSMPN3SawitusedtextbookentitledRealTime
writtenbyNinaBates.Theteacheralsousedtheothersourcesrelatedtothe
materialsuchasHandbookmadebyMerbabu.
IntheinterviewwithMrs.SDasateacherofthefirstyearofSMPN3Sawit,the
writerconcludesthattheteachersrolesareasfacilitator,consultant,and
studentsmotivator.Asfacilitator,theteacherexplainedthematerialinorderto
makethestudentsunderstandtothematerialusedinteachinglearningprocess
ofwriting.Asconsultant,theteacherhelpedthestudentswhohaveaproblem
relatedtothematerialoroutofthematerial,intheclassorouttheclass.The
teacherwentaroundthestudentsandcheckedthestudentswork.Hecametothe
studentswhoneedhim.Asmotivator,theteachermotivatesthestudentsthat
Englishisveryimportanttolearn.SotheycanbemoreinterestedinEnglish.He
triedtomakethestudentsenjoywhilelearning.Ifthestudentmadeamistakein
spelling,shewouldgivepositivereinforcement.
Thelearnersroleisdependingonthefunctionandthestatusoftheteacherin
Englishwritingteachinglearningprocess.Thestudentsarethesubjectof
learningtoreceivetheteachersmaterialandtodothetaskfromtheteacher.The
studentsdowhattheteachersaid.ThefirstyearstudentsofJuniorHighSchool
includeintoyounglearnersthatneedmoreattentionfromtheirteacher.
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Theclassroomproceduresofwritingteachinglearningprocessatthefirstyearof
SMPN3Sawitcanbeclassifiedintotwomainactivities:vocabularyandgrammar.
Intheclassroom,theteachersometimesusedpicturesorrealthingtointroducethe
vocabularytothestudents.Inlearninggrammar,thestudentsusuallygetdifficulty
towritethewordsintogoodsentences.Unfamiliarwordsalsomakethemconfused.
Theteacheranticipatedbyaskingthestudentstoreadaloudsomesentencesafter
theirteacherandusingdictionaryinordertochecktheirword.
Evaluationisoneofthewaystoknowthestudentscapabilityinunderstanding
thematerials.Evaluationisconcernedwithprovidinginformationonwhich
decisioncanbemade.Thepurposeistoimproveandtoknowtheachievement
duringandaftertheteachingandlearning.
Thearesomestudentsinteractioninwritingclassareinteractionofthestudents
withtheteacher,pairinteraction,andgroupinteraction.
Therearesomeproblemsbytheteacherinteachinglearningprocessofwriting
atthefirstyearstudentsofSMPN3Sawit.Suchas:thestudentsarelessopen
mindedandthestudentsindolence.
Theproblemfacedbythestudents,suchaslimitedvocabulary,grammar
mastery.LimitedVocabulary,theknowledgeofthestudentsaboutvocabularyis
nottoowide.Theyjustmasteredsometopicseasilysuchas:numeral,kindsof
fruits,vegetable,andanimal.Theymustmasterthematerialaboutwritten
activities,suchas:greeting,introducing,askingandgivinginformation,
proceduralinstructions,commandandprohibitionthatstudiedinthefirstgrade.
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Thedifficultyofgrammar,thestudentsgotdifficultyinmakethesentence.
Whenthestudentswanttomakesasentencewell,theywillknowthetenses.in
frontoftheclass.
Therearesomewaysusedbytheteachertoovercometheproblemfacedbythe
teacherandthestudent.Theteacheralwaysgaveadviceandmotivationtothe
studentsabouttheimportanceoftheiractivityinwritingclass.Theteacher
createdgoodrelationbetweentheteacherandthestudents.Theteacheralways
gavetheremedialtothestudentswhogotbadscoreinwritingtest.Theteacher
suggestedtothestudentsinlearningEnglishtobringdictionarytofindthe
difficultwordandalsotoaddtheirvocabulary.Thestudentscanconsultabout
thedifficultmaterialwhentheyhavetheproblemrelatedthelessonorother
problemsthatthestudentshave.
D.Conclusion
Afterdescribingandanalyzingthedata,thewriterdrawsthefollowingconclusions:
ThestudentsinteractioninwritingclassattheseventhyearofSMPN3Sawitis
follows:thestudentsinteractionsinwritingclassareinteractionofthestudentswith
theteacher,pairinteraction,andgroupinteraction.Thegoalofteachingwritingin
SMPN3SawitistoimprovethestudentsskilltowriteEnglishwellandmakethe
studentsmoreconfidenttoexploretheircapabilityinwritingclass,theteachernot
onlyusedthematerialinatextbook,butalsostudentsworksheettomakethe
studentsunderstandthematerialmore.Thewriterfindsthestudentsinteractionin
writingclassareinteractionofthestudentswith
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theteacherandgroupinteraction..Theproblemsfacedbytheteacherwerethe
studentsarelessopenmindedandthestudentsindolence,theproblemsfacedby
thestudentsarelimitedvocabularyandgrammarmastery.Theproblemsolving
usedbytheteacheraretheteachergaveadviceandmotivationaboutthe
importanceoftheiractivityinwritingclass,theteachercreatedgoodrelation
betweentheteacherandthestudents,theteachergaveremedialtothestudents
whogotbadscoreinthetest,theteacheracceptedtheconsultationofthestudents
aboutthedifficultmaterial.
BIBLIOGRAPHY
Brown,Douglas.1994.TeachingbyPrinciplesAnInteractiveApproachto
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Brown,Douglas.2000.PrinciplesofLanguageLearningandTeachingFourth
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Fauziati,Endang.2010.TeachingEnglishasaForeignLanguage.Surakarta:
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Indriyaningsih,Karlina.2012.ADescriptiveStudyontheTeacherStudents
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Pekalonganin2011/2012AcademicYear.UnpublishedResearchPaper.
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Richards,JackC.1994.ReflectiveTeachinginSecondLanguageClassroom.
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Shrum,JudithL.2000.TeachersHandbook:ContextualizedLanguage
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VIRTUALREFERENCES
Dagarin,Mateja.2004.ClassroomInteractionandComunication
StrategiesinLearningEnglishasForeign.
http://www.sdas.edus.si/Elope/PDF/ElopeVol1Dagarin.pdf.Accessedon
February,15thOctober2013at02.17p.m.
Tapa,Bahadur.InteractioninEnglishlanguageclassroomstoenhance
studentslanguagelearning.
http://neltachoutari.wordpress.com/2013/08/01/interactioninenglish
languageclassroomstoenhancenepalesestudentslanguagelearning/
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