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ADESCRIPTIVESTUDYONSTUDENTINTERACTIONIN

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
LanguagePedagogy.SanFrancisco:SanFranciscoStateUniversity.

Brown,Douglas.2000.PrinciplesofLanguageLearningandTeachingFourth
Edition.SanFrancisco:SanFranciscoStateUniversity.

Ekawati,Murni.2011.ADescriptiveStudyontheStudentsAbilityinWriting
NarrativeTextattheSecondYearofSMAN1Andong,Boyolaliin2010/2011
AcademicYear.UnpublishedResearchPaper.Surakarta:Muhammadiyah
UniversityofSurakarta.

Fauziati,Endang.2010.TeachingEnglishasaForeignLanguage.Surakarta:
MuhammadiyahUniversityofSurakarta.

Indriyaningsih,Karlina.2012.ADescriptiveStudyontheTeacherStudents
InteractioninSpeakingClassattheSeventhYearofSMPN3Kesesi
Pekalonganin2011/2012AcademicYear.UnpublishedResearchPaper.
Surakarta:MuhammadiyahUniversityofSurakarta.

Richards,JackC.1994.ReflectiveTeachinginSecondLanguageClassroom.
USA:CambridgeUniversityPress.

Shrum,JudithL.2000.TeachersHandbook:ContextualizedLanguage
Instruction.USA:Heinle,aDivisionofThomsonLearning,Inc.

Wulandari.2011.TeacherStudentsInteractioninSpeakingClassattheEightYear
ofSMPN1Gemolongin2010/2011AcademicYear.UnpublishedResearchPaper.
Surakarta:MuhammadiyahUniversityofSurakarta.

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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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