“ An Investigation Of Teacher’s Role As

Facilitators In Teaching Writing

At Class XI In SMAN 2 Kota Sorong ”

By:

Noverita Permatasari

University of Victory Sorong

Faculty of Teacher Training and Education Science

English Department

2020
 Chapter 1

Introduction

1.1 Background Of The Study

  Big Indonesian Dictionary (KBBI) Education is a learning process for each individual to
achieve knowledge and a higher understanding of the particular and specific objects.
Formally acquired knowledge of the results in each individual that has the mindset, behavior
and morals in accordance with the education obtained. Education is a systematic, conscious
effort to make the atmosphere of teaching so that learners can develop their own potential.
The purpose of education is to better develop potential and brighten individuals. English, is
as an international language, is used in many countries as a meaning of communication and
it has a great function in many aspect of life such as in politics, business, trade, and
diplomatic relationship. English language is very important for study, since it used in various
part of the world both in the business world and in education. In education, study English
has a more benefit, like we can be a English teacher, interpreter etc. With education can
increase a learner’s potential and knowledge, and learners can develop his potential.
In Indonesia the stages of education star from kindergarten, elementary school, junior
high school, senior high school and college. The student was study in kindergarten it’s a 2
years, 6 years in elementary school, 3 years in junior high school, 3 years in senior high
school and 4 years in college. In each level of education have a subject was dependent by
curriculum, one of them is English. According to Lake and Winterbottom (2010) in
Kattington (2010), Curriculum is a set of rule that benefits students by providing them with
practice in both content and social curriculum through the use of active learning, exploration
of interests, civic responsibility, character building, and recognizing and helping the
community.
In learning English, students are expected to be able to master all language skills of
English; listening, speaking, reading, and writing. It is based on  the goal of teaching
English. To be able to use English well, writing is one of the important skills. Writing is
an activity to write ideas, events, feeling or thinking in written form that can be the tool to
communicative with the other people. Thus, the objective of the English teaching and
learning must be emphasized at helping the students to be able to communicate both in
spoken and written forms. One of productive skills which is very important to be mastered
by English learners is writing skill.
 Richard and Renandya (2002: 303) state that writing is the most difficult skill for second
language and foreign language learners. Furthermore, they claim that writing is not only
generating and organizing ideas of our mind, but also translating these ideas into a readable
text. Based on their arguments, it seems common that many learners particularly those of
foreign language learners have some degrees of difficulties in writing. Therefore, some
efforts need to be done in order to maintain or improve the students’ writing skill. There is
no hesitation that writing skill gives many contributions in the literary world . Brown (2004:
218) states that writing skill has become indispensable and has high significance in this
global literature. As it has been known that business transactions, records, legal documents,
political and military agreements are written by those who are expert in their field with
sound knowledge of writing skill. It is clear that writing skill is important but in fact the
teaching of writing is not successful yet. It can be seen from the learners’ performances in
writing and their responses towards writing . Besides, it is also apparent that in the literate
culture nowadays, some degree of writing skill has become a prerequisite requirement for
getting employment.
Writing is the most difficult language skills. It requires complex thinking. In writing
process we always involve thinking skill and creative skill. Not only that, but also it is
supported by right rules. It also considered as the most complicated language skill to be
learned, compared to other language skills. Writing is a skill that is required in written
communication. A good writing is not always easy and may be a challenge even for the best
students. Mastering vocabularies and tenses become the main key to get a good writing. We
have to choose appropriate vocabularies to arrange words to be a sentence and develop it to
be paragraph. Beside that, we also have to use a compatible tense to express an event in
certain time. The writing is one important skill that should be known and mastered by the
students.. ”If we take a look at the teaching learning process at schools, writing is difficult to
be learned by students but it is important for them which especially in mastering short
functional text. One kind of short functional texts that students have to mastered is
announcement text. Announcement is a statement in spoken or written form that makes
something known publicly. In this, teachers has an important role in helped students to write
well.
Problem about how to improving students writing skills, one of the student constraints in
learning English is writing. To this problem, teachers as facilitators must resort to varying
ways in order to improve student writing skills. Nath and Cohen ( 2011:289 ) argue that the
teacher as facilitators can set up opportunities for students to collaborate, design and create
 in an independent manner and the student will be more active in class in doing many
creativities and develop existing skill and facilitating teachers provide a rich learning
environment and structure for learning and then help out when students have questions or
reach stumbling block. The professional teachers should apply the role teacher play in
classroom could be various or diverse and would be assumed in different or better ways in
order to provide students with a high-quality education. Therefore, a research under the title
“ An Investigation Of Teacher’s Role As Facilitators In Teaching Writing At Class XI
In SMAN 2 Kota Sorong ” will be conducted. This study is aimed to find out how the
teacher’s do his role as the facilitators in the class.

1.2 Focus Of The Study

Based on the identification of study above, the writer limits the study on the Role As
Facilitators and Teaching Writing.

1.3 Research Question

1. How teacher’s do his role as facilitators in teaching writing in the classroom ?
2. How teacher as facilitators improve student writing skills ?

1.4 Objective Of The Study

1. To find out the teacher’s do his role as facilitator in teaching writing in the classroom.
2. To find out the teacher as a facilitators to improve student writing skills.

1.5 Significant Of The Study

1. For The Teacher
Teacher expect the result of this study to help boost creativity to improve student writing
skills.
2. For The Students
For students, it is hoped that the results of this study will generate and interest in self-
reliant learning and encourage students to be more motivated in studying English and
make a good writing skills.
3. For The School
For schools, it is hoped that the results of this study may be used as an input in
educational improvements related with English education.
4. For The Department Victory University
 For Department Victory University, it is hoped this study can be used to improve
teaching teachers especially in improving students writing skills.
5. For The Next Researcher
For the next researcher, it can be used as a basis for thought and reference to relevant
research.

1.6 Definition Of Key Term

1. Teacher
Teacher is a person who teaches, especially in a school. Teachers are one of the most
important components of the educational process because they are the facilitators of
many process that take place in the classroom as they conduct their teaching.

2. Facilitators
Facilitators is a person who helps a person or organization do something more easily or
find the answer to a problem, by discussing things and suggesting ways or doing things.

3. Writing
Writing is a way to write about something.
Writing is the mental work of inventing ideas, thinking about how to express them, and
organizing them into statements and paragraphs that will be clear to the leader
( Nunan,2000:88 ).
 Chapter III

Research Methodology

3.1 Research Design

This research is a qualitative research. Research that is used is descriptive qualitative
research. Descriptive qualitative research is in the form of research with a case study
method or approach. Shank (2002) defines qualitative research as “a form of systematic
empirical inquiry into meaning” (p. 5). By systematic he means “planned, ordered and
public”, following rules agreed upon by members of the qualitative research community. By
empirical, he means that this type of inquiry is grounded in the world of experience. Inquiry
into meaning says researchers try to understand how others make sense of their
experienceThis research intensively focused on one particular object who learned it as a
case. Case study data can be obtained from all parties concerned, in other words in this
studycollected from various sources (Nawawi, 2003: 1).
Case Study Research (field study) is intended to learn intensively about the background
of the condition and position of current events, as well as the interaction of Certain social
unit environment as is (given). Research subjects can be individuals, groups, institutions or
communities. Case study research is an in-depth study of certain social units and the results
of the study provide a broad and deep picture of certain social units. Subjects that were
researched were relatively limited, but the variables and focus were examined very
extensively in dimensions (Danim, 2002).

3.2 Setting and Subject of the study

This research will be done at SMAN 2 Kota Sorong, there subject of the study is the
student at class XI in SMAN 2 Kota Sorong there are 30 students.

3.3 Research Prosedure

In this study the data was researched in the form of writing data strengthened by
interviews. Interviews are used to reinforce the writing data that the original speaker
has written about of teachers role as a facilitator in teaching writing. To get data the
tools are needed, a list of questions, and recorders. The list of questions contains the
questions used in the interview, but the list of questions is not shown in the
respondent at the time of the interview because the method used is Interviu free.
 The results of a recorded interview are then transcribed researchers to assist in the
analysis of the data. There are third procedure to do the research :

1. Observation

The observation was used to investigate the case in real condition and
observe the teaching and learning process. Observation was used to know how
teacher’s do his role as facilitators in teaching writing in the classroom to
improve students writing skill.

2. Interview

The interview was used to interview the teachers about his role as
facilitators in teaching writing in the classroom and interview the students about
how teachers improve their writing skill.

3. Documentation

The documentation was used to make credible the result of observation or

interview.

3.4 Technique of data colletion

Collecting data is a way used to collect, accumulate, get, or find the data of
research (Suwartono, 2014:41) . Additionally, are two influential points in the
result of research as quality of instrument research and quality of data collection
(Sugiyono, 2013:222).
In collecting data, the researcher chose 3 techniques in doing systematic steps of
research. These techniques were purposed to investigate different aspect as follows:

1. Observation
The technique used in collecting data is observation technique. The
researcher chose this technique and considered some reasons to guarantee the
validity of data (Moloeng, 2005:174). These reasons requires observer to:
1) Ask permittion to investigate the case in real condition,
2) See and observe the actual teaching and learning process, and
3) Record the data happening based on real situation.
This observation began after interview technique had been conducted.
Researcher, especially, used non-participant observation which it did not involve
the researcher as an active participant, but only as an observer. According to
 Sugiyono (2013:145), Observation technique uses to collect data as human life,
process of event, nature case and to investigate only a few participants.

2. Interview
Interview is one of techniques to collect data of research by conducting
direct communication (conversation/dialogue) with the subjects. This
communication happens between interviewer and interviewee. Furthermore, the
interviewer is a person who delivers the question and interviewee is a subject
who responds the interviewer’s question (Moleong, 2005:186). How teacher’s
do his role as facilitators in teaching writing in the classroom How teacher’s do
his role as facilitators in teaching writing in the classroom This interview used
open-ended questions which are to give free thought, suggestions, recall
information learnt, or detailed answers from the respondents (Leo, 2002:72). The
researcher covered the data by recording the interview processes.

3. Documentation
A valuable source of information in qualitative research can be
documentation. Sugiyono (2008: 240) stated that documentation can be written
and picture by someone that can be used to obtain information. In conducting
documentation method, the researcher can provide magazines, books,
documents, etc. The function of documentation method is to make credible the
result of observation or interview. In this research, the documentation guide is
subjects’ grade transcript.

3.5 Tehnique of Data Analysis

Interview and observation sheet (tally) delivered qualitative data as it needs

qualitative data analysis. Basically, the qualitative data collected by interview

instrument which was analyzed teachers‟ perceptions of topic.

There were several ways in analyzing qualitative data. By using Miles and

Huberman model the researcher did data reduction, data display and conclusion

drawing/verfication (Sugiyono, 2013:246) as follows.

a. Data reduction

Data reduction aimed to reduce original data by choosing the

 important point, focusing on particular part of topic so that the result

can give the researcher clear description, and facilitating researcher to

continue the next step (Sugiyono, 2013:247).

Actually, there are lots of unimportant data from interview

stage. Data reduction assisted the researcher to centralize their critical

thinking in reducing data. Hence, the researcher could display the

clear data depending on the topic in observation guide (Sugiyono,

2013:249).

b. Data display

This stage was done after data reduction. Furthermore, it

showed the clear data in several categories. Thus, data display can be

called as stage which provides qualitative data in short explanation,

chart, flowchart, and many other kinds (Sugiyono, 2013:249). By

displaying the data after data reduction, it was easy to be understood

and continued to the next stage.

c. Conclusion Drawing/verification

After data display, the last stage in analyzing data from Miles

and Huberman model is conclusion drawing/verification. According to

Sugiyono (2013:252), the collected data is categorized, found pattern,

and finally concluded by the researcher. There were some specific

conclusions analyzed from each respondent‟s interview. It supported

the basic conclusion of the research.

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