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AN ANALYSIS ON THE ENGLISH TEACHERS’ STRATEGIES IN TEACHING DESCRIPTIVE WRITING AT THE SECOND GRADE OF JUNIOR HIGH SCHOOL



RESEARCH PROJECT Submitted as Partial Fulfilement of the Requirements for the Degree of Sarjana Pendidikan in English Education by: Sri Istiqomah NPM 1615500058



ENGLISH EDUCATION PROGRAM TEACHER TRAINING AND EDUCATION FACULTY PANCASAKTI UNIVERSITY TEGAL 2019



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MOTTO AND DEDICATION Motto: * Keep asking Allah beacuse there are no unanswered prayers and everything will be possible as long as you want to work hard, try again and again, keeps pray and do good deeds. (Papa - Bagja Nur Jaya). Dedication: With love and gratitude, I dedicate this research project to: 



Allah SWT, who always gives me the best for everything in my life.



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Prophet Muhammad SAW as the light of my life.



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My beloved parents, Mr. Bagja Nur Jaya and Mrs. Nur Hayati who always supports me since day one, facilitate me and give the best they have. You both are my breath.



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My fiance, Arief Yulianto who is always there when I’m down, who is always happy when I’m happy. Thank you so much.



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My dearest friends, Rizqi Nadia Putri, Williani Dyah Widyaningrum, Rizqi Dwi Juliani, Warningsih, Ulfatul Khafidoh, Sifany Ulynuha and Rohmah Desi E. Thank you for always holding hands and not leaving each other.



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All my friends in class C.



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All the Lectures in English Departement. Thank you for all the knowledges that you have given. iv



PREFACE Alhamulilah, thankful to Allah SWT who always brings miracle and blessing, so the writer could finish this research project entitled “An Analysis on the English Teachers’ Strategies in Teaching Descriptive Writing at the Second Grade of Junior High School”. The writer realized that this research project could be finished because of the guidance and advice from several parties. Therefore, in this chance, the writer would like to give sincerest gratitude and appreciation to: 1. Dr. Burhan Eko Purwanto, M.Hum., as the Rector of Pancasakti University Tegal. 2. Dr. Purwo Sasongko, M.Pd, as the Dean of Teacher Training and Education Faculty of Pancasakti University Tegal. 3. Yuvita, M.Pd, as the Headmaster of English Departement of Teacher Trauning and Education Faculty of Pancasakti University Tegal. 4. Dr. Taufiqulloh, M.Hum, as the first advisor, who has given advice, many correction and helpful guidance to the writer in writing this research project. The writer thanks for his kindness and wisdom from the begining to the end of this research. 5. Noeris Meiristiani, M.Pd, as the second advisor, who has given advice, many correction and helpul guidance to the writer in writing this research project. 6. All the lectures of English Departement of Pancasakti University who have taught and given a lot of knowledge to the writer whose names cannot be mentioned one by one. 7. Durrohim, S.Pd., Haryanto, S.Pd., TB Wijayanto, M.Hum and Ahmad Iskandar, S.Pd., as the teacher of second grade of Junior Hogh Schools who has given a chance to the writer to conduct this research. 8. All the people who cannot be mentioned one by one who have helped the writer to finish this research project.



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May Allah, the almighty bless them all. Finally, the writer realizes that this research project is still far from being perfect. Therefore, criticism and suggestion are needed to make this research project better. Then, the writer hopes that this research project can be useful for language teahing development.



Tegal, The Writer



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July 2019



TABLE OF CONTENT TITLE ................................................................................................................. i APPROVAL ....................................................................................................... ii STATEMENT OF ORIGINALITY ................................................................. iii MOTTO AND DEDICATION .......................................................................... iv PREFACE ........................................................................................................... v TABLE OF CONTENT ..................................................................................... vi LIST OF TABLE ............................................................................................... x LIST OF APPENDICES ................................................................................... xi ABSTRACT ........................................................................................................ xii CHAPTER I INTRODUCTION ...................................................................... 1 A. Background of the Problem ...................................................................... 1 B. Statement of the Problem ......................................................................... 4 C. Conceptual /Operational Definitions ........................................................ 4 D. Objective of the Research ........................................................................ 7 E. Significances of the Research .................................................................. 8 1. Theoretical Significance ...................................................................... 8 2. Practical significances ......................................................................... 9 CHAPTER II REVIEW OF RELATED LITERATURE ............................. 10 A. Review of the Previous Studies ................................................................ 10 B. Review of Related Theoris ....................................................................... 13 CHAPTER III RESEARCH METHODOLOGY ............................................ 25 A. Approach and Design of the Research ..................................................... 25 B. Subject of the Research ............................................................................ 26 vii



C. Role of the Researcher ............................................................................. 26 D. Type of Data ............................................................................................. 27 E. Data Collecting Technique ...................................................................... 27 F. Instrument of Research ............................................................................. 28 G. Procedures of Analysing Data .................................................................. 29 H. Technique of Reporting Data ................................................................... 30 CHAPTER IV RESEARCH FINDING AND DISCUSSION ......................... 32 A. Finding ..................................................................................................... 34 B. Discussion ................................................................................................ 45 CHAPTER IV RESEARCH FINDING AND DISCUSSION ......................... 53 A. Conclusion ............................................................................................... 53 B. Suggestion ................................................................................................ 55 REFERENCES ................................................................................................... 57 APPENDICES .................................................................................................... 59



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LIST OF TABLES 1. Content Analysis Checklist ...................................................................... 62 2. Content Analysis Checklist Result Data N1 ............................................ 69 3. Content Analysis Checklist Result Data N2 ............................................. 76 4. Content Analysis Checklist Result Data N3 ............................................ 83



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LIST OF APPENDICES 1. Finding of Observation Checklist & Interview ........................................ 59 2. Finding of Interview and Checklist .......................................................... 62



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ABSTRACT ISTIQOMAH, SRI. 1615500058. 2019. “An Analysis on the English Teachers’ Strategies in Teaching Descriptive Writing at the Second Grade of Junior High School”. Research project Strata 1. English Departement of Tecaher Training and Education Faculty, Pancasakti University Tegal. First Advisor : Dr. Taufiqulloh, M.Hum, Second Advisor : Noeris Meiristiani, M.Pd. Keywords: Teacher Strategies, Teaching Decriptive Writing The objectives of this research are to find out the strategies that the teachers’ used in teaching writing descriptive at the second grade of Junior high school from SMPN 02 Dukuhturi, SMPN 17 Tegal and SMPN 19 Tegal; and how the teacher implements the strategies in class. The method of this research was qualitative research. The subject of this research was English teacher in SMPN 02 Dukuhturi, SMPN 17 Tegal and SMPN 19 Tegal. The instruments of this research were observation checklist and interview. The result of the research found that there are different strategies that the teacher used in teaching descriptive writing in class; from SMPN 02 Dukuhturi there are two strategies that the teacher used Imaginary Strategy and Guided Writing Strategy, from SMPN 17 the teacher used Imaginary Strategy and Scaffolding Strategy, and from SMPN 19 teacher used various strategy such as Learning Outside School Through Various Media, Cooperative Learning, Discussion, Making a Group, Analyzing the Picture and Discussion. From those strategies, the teachers are able to know how far the students understand the material that the teacher has given to the students and the students are able to do the task after the material has been given.



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ABSTRAK ISTIQOMAH, SRI. 1615500058. 2019. “An Analysis on the English Teachers’ Strategies in Teaching Descriptive Writing at the Second Grade of Junior High School”. Skripsi Strata 1. Fakultas Keguruan dan Ilmu Pendidikan Bahasa Inggris Universitas Pancasakti Tegal. Pembimbing 1: Dr. Taufiqulloh, M.Hum, Pembimbing 2: Noeris Meiristiani, M.Pd. Kata Kunci: Strategi Guru, Mengajar Menulis Teks Descriptive Tujuan dari penelitian ini adalah untuk menemukan strategi yang di gunakan oleh para guru dalam mengajar menulis teks deskriptif di kelas dua sekolah menegah pertama di SMPN 2 Dukuhturi, SMPN 17 Tegal dan SMP 19 Tegal; dan bagaimana cara guru menerapkan strategi yang di gunakan di dalam kelas. Metode yang di gunakan dalam penelitian ini adalah metode penelitian kualitatif. Subjek dari penelitian ini adalah guru kelas dua sekolah menengah pertama dari SMPN 2 Dukuhturi, SMPN 17 Tegal dan SMP 19 Tegal. Instrumen penelitian ini menggunakan observasi dan wawancara. Hasil dari penelitian ini adalah ditemukannya perbedaan yang digunakan para guru dalam mengajar menulis teks deskriptif di dalam kelas; di SMPN 2 Dukuhturi Tegal, ada dua strategi yang di gunakan oleh guru yaitu imaginary strategy dan guided writing strategi, di SMPN 17 Tegal, guru menggunakan dua strategi yaitu free imaginary strategy and scaffolding, di SMPN 19 Tegal, guru menggunakan berbagai macam strategi diantaranya adalah belajar di luar kelas dengan menggunakan berbagai media, pembelajaran kooperatif, diskusi, membuat grup dan menganalisis gambar dan mendiskusikannya. Dari strategi yang di guanakan para guru tersebut, guru dapat mengetahui sejauh mana para siswa dalam memahami materi yang di ajarkan dan siswa dapat menjawab tugas yang di berikan oleh guru berdasarkan materi yang diajarkan.



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CHAPTER I INTRODUCTION This chapter provides an introductory explanation of study. It covers background of study, statement of the problem, conceptual/operational definition, objective of the research and significances of the research. A. Background of the Problem In today’s learning environment, our government goal is to integrate instruction among the language process of listening, speaking, reading and writing in junior high school until senior high school so that the students are involved in making and conveying meaning in natural ways. Taylor (2009:1) states that for most people, writing is an extremely difficult task if they are trying to grapple in their language with new ideas and new ways of looking at them. If we want to write well we need to know (as well as we can) what we are talking about. In order to find out what, precisely, we are talking about we need to write. Pushing ourselves to write will often reveal that we know more about subject than we at first supposed, it should just as often reveal large gaps in our understanding of matters we thought ourselves fairly sure of. In writing we bring knowledge into being, we record and preserve it. Writing is the seed, the fruit and the pickle of our understanding. Writing activity is a form of manifestation of abilities and language skills that are most recently mastered by language learners after listening, speaking and reading ability. Compared with three other language skills, the ability to



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write is more difficult to master. This is due to the ability to write requires mastery of various linguistic elements and elements outside the language itself which will be the content of writing, both language elements and must occur in such a way as to produce coherent writing (Wassid and Sunendar, 2009). Talking about writing, descriptive writing is one of writing pillars that the students have to master before learning for another genre of writing. When the person starts to writing, they have to understand the meaning of the text they want to write. Description is one of the most common purposes of language. You use description everyday. You might describe a place, thing or a person or what you feel everyday. When describing, you tell someone what something looks like or how it feels. Taylor (2009:195) states that in your writing, there will be a place for description. You will need to describe such objects of your attention as a painting, the kindship system of a particular society, the land forms of a stretch of country, a chain of historical events, and so on. You will also from time to time need to describe what the authors of your sources have said about the subject matter you are enquiring into. But in modern academic writing, it is generally true to say description by itself is not enough. It might be used to serve the purposes of analysis-of reflecting upon the significance of the information, the data, the evidence and the arguments that you assemble in your attempt to answer the question raised by the topic.



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Teaching strategies are conceptual frame works that describe systematic procedures in organizing learning experiences to achieve learning goals and the instructors in planning and carrying out learning activities (Winataputra, 2001). On the other hand, Subana and Sunarti (2009) state that “models of teaching is the design or pattern used to determine the learning process, design learning material, and guide learning in the classroom”. This finding indicates that teachers need to be equipped by strategies in teaching writing in order to help the students to cope with the difficulties in mastering writing. In line with the previous explanation that writing English is difficult to master. The reason why the researcher chooses this topic is because writing is difficult to master after speaking, reading and listening. Writing is difficult but important to master because as the students, writing has many functions such as if the students want to get a schoolarship abroad and if the students want to work in international company they need to write application letter in English. Writing also takes time and need high concentrating in the making process. The students also have to combine between their thought, grammar and vocabulary. According to the writing cooperative by Trombley (2018) states that writing is hard thing to do, because in writing we need to require focus, require practice, require diligence, require courage, and require humanity in one paper. Writing is that exercise by the teacher have to full of ideas and served up in a new, fresh, engaging and even untried ways. From this case, the teacher needs to apply the right strategy in teaching process until the students can understand what the teacher guides in teaching



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descriptive writing and for the researcher can know the implementation of the startegy in the class. Based on the problem stated above, the researcher assumes that the writing skills become a problem if not overcome soon. For this assumption, the researcher is interested to do descriptive research. By doing this research, the researcher gives this research with title “An Analysis on the English Teachers’ Strategies in Teaching Descriptive Writing at the Second Grade of Junior High School”. To analyze English teacher strategies in teaching writing and how the English teacher implements the strategies in class. B. Statement of the Problem An analysis on the English teachers’ strategies in teaching descriptive writing at the second grade of junior high school is the main point of this research. Therefore, research questions of this research were : 1. What are the English teachers’ strategies in teaching writing descriptive at the second grade of Junior High Schools? 2. How do the English teachers’ implement the strategies in class? C. Conceptual/Operational Definition 1. Teaching Strategies Teaching is derived from the word “teach” which means giving instruction to somebody, in order to know or be able to do something. The word teaches has the widest use in formal and informal situation and at all level education. Teaching is the process of transfering knowledge from



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teacher to the students or for someone to another whether ina formal or informal situation (Sarjan, 2017). Richards in Inayah, et al. (1992:3) states a strategy is defined as a set of procedures in learning, thinking, teaching, etc. that is used as a way to achieve a certain goal. Every individual has his or her own way to reach the goals that she or he set. That also happens to teacher, a strategy used by one teacher might be different with another teacher, it depends on the needs of their students or learning objectives that they want to achieve. Teaching strategy is a learning activity that must be done by the teacher and students, so that the learning objectives can be achieved effectively and efficiently. Teaching strategies can help students take more responsibility for their own learning and enhance the process of teaching for learning. The key was to create learning environments that are more interactive, to integrate technology where applicable into the learning experience, and to use collaborative learning strategies when appropriate. Teaching strategy is a teachers’ plan in teaching and learning process to achieve purpose which have been planned. In other words, teaching strategies are approaches to teach students. The teacher has to apply the strategy to balance between the method which the teacher’s used and the way of the teacher’s used to apply the material (Sarjan:2017).



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2. Writing Skills Writing is a form of communication that allows students to put their feelings and ideas on paper, to organize their knowledge and believes into convincing arguments, and to convey meaning through well-constructed text. In this most advanced form, written expression can be as vivid as a work of art. As children learn the steps of writing, and as they build new skills upon old, writing evolves from the first simple sentences to elaborate stories and essays, spelling, vocabulary, grammar, and organization come together and grow together to help the student demonstrate more advanced writing skills each year.Moreover, writing is not whole a problem in communication, as we have just seen, but now we must look at those aspect of writing which are governed by the need to present your ideas and your argument in a way that will help to get them across(Taylor, 2009: 4). On the other hand, Brown (2004:9) states that thereare some types of writing. The first is imitative, to produce written language, the learner must attain skills in the fundamental, basic task of writing letters, words, punctuation, and very brief sentences. The second is intensive (controlled), beyond the fundamental of initiative writing skills in producing appropriate vocabulary within a context, collocations and idiom, and correct grammatical features up to the length of a sentence. The third is responsive, here, assesment tasks require learners to perform at a limited discourse level, connecting sentence into a paragraph and creating logically connected sequence of two or three paragraphs. The



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last is extensive, writing implies successful management of all the process and strategies of writing for all purposes. Writing skills is abilities that the students have to put some thoughts into a words in a meaningful form and to mentally interact with the message. The writers also have to write fluently so that it can be read and understood by his or herself and the people who read. There are some kinds of good writing: (1) Completeness: all information needed is provided (2) correctness: relevant and precise information (3) credibility: support your argument (4) clarity: should not be vague, confusing, ambiguous (5) conciseness: to the point (6) consideration: anticipate the reader’s reaction (7) vitality: use the active voice rather than the passive voice. Descriptive writing is a device in which the author uses details to paint a picture with their words. This process will provide readers with description of people, places, objects, and events through the use of suitable details. The author also will use descriptive writing to create sensory details as a means of enhancing the reading experinces. If done effectively, the reader will be able draw a connection through the use of sensory details that include hearing, smelling, touching and tasting. These technique will assist you in becoming not only better writer, but also will make your writing more engaging for readers(Andrew Sedillo, 2016).



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D. Objectives of the Research This research aims is to find out the teachers strategies in teaching writing descriptive atthe second grade of junior high school 2 of Dukuhturi. The specific objectives of this research are : 1. To find out the English teachers’ strategies in teaching descriptive writing used at the second grade of Junior High School. 2. To describe the implement of English teachers’ strategies in teaching descriptive writing at the second grade of Junior High School. E. Significances of the Research The results of this study are expected to give both theoritical and practically significances as follows : From the theoritical significances, hopefully, this research will give some useful information about English teachers’ strategies in teaching descriptive writing. This research is expected to be used as references for the next researchers in English teachers’ strategies in teaching writing process. Hopefully, the result of this study will be useful for the students, teachers, and all the readers. And the result of this study also will help the teacher to improve their strategies in teaching writing descriptive. From the practical significances,for the students, this research finding can be used as a reference to learn about descriptive in English, especially in writing. The students also can know what are the teachers’ strategies in teaching writing and they can choose one of the teachers’ strategies they might be more comfortable in understanding writing. And for the English



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teachers, this research finding expected to be useful contribution that can be transfered to learners by the characteristic. By understanding the character of each student, the teacher may employ different strategies in teaching descriptive writing. Based on thestatement above, the researcher hopes the teacher can apply the right strategy in class to make the students more comfortable in writing and more explore their idea in paper. And for the next researchers, hopefully this thesis will give some contribution and information for the next researchers about the strategies that the teachers’ used in teaching writing and how the teachers’ implement the strategies in class. The result of the research is expected to give some contribution to students, teachers and the future researchers.



CHAPTER II REVIEW OF RELATED LITERATURE This chapter presents the previous studies of the research and the related theories. A. Review of the Previous Studies Some researchers had conducted researchers that focused on teachers strategies in teaching as follows: Nurmadia Sarjan (2017) conducted a research with the title An Analysis on the English Teachers’ Strategies in Teaching Reading Comprehension at the Second Grade of SMPN 1 of Wonomulyo. She concluded that the teachers used two strategies in teaching writing, there are Scaffolding and QARs (question answer relationship). From scaffolding strategy, the students are able to develop about the idea through readable text that the teacher has been given, and from QARs (question answer relationship) strategy. The teachers able to know how far the students understand what the teacher had given to them. And the teacher is able to know how far the students understand the task after reading the text that has been given, after that the teacher guides the students to focus on the text and understand the content. Agung Ginanjar (2013) conducted a research with the title Teachers’ Strategies in Teaching Speaking to Students at Secondary Level. He concluded that the strategies used by the teacher were cooperative activities, role-play, creative task, and drilling. In the meantime, students’ response towards the strategies resulted in positive attitude as they responded that the



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strategies helped them to speak, as well as concern oral production of students whose participation was emphasized. Nurul Inayah (2012) conducted a research with the title EFL Teachers’ Teaching Strategies in Public Vocational High Schools in Singaraja. She says that the EFL Teachers in public vocational high school in Singaraja implemented various teaching strategies. There were approximately thirty four strategies implemented, namely: academic language scaffolding, advance organizer,



language



focus



lessons,



cloze,



collaborative



reading,



communication games, cooperative learning, emotive writing tasks, guided writing, imaging, interactive listening, attribute charting, language framework planning, learning centers, leveled questions, talkshow and many more. She also conducted the strategies of the school which were similar from one school to the others with similarities or differences in the focused of the skills and also procedures in applying the strategies. It is found that the number of strategies implemented in the school was different and she found some problems that the EFL teachers deal with in implementing the strategies, There are: the students, in terms of their level, motivation and heteroginity, the teachers, in terms of their lack of motivation to teach and their personality, and the facility. The three researchers above have a similarity with this research because all of them have some subjects to teachers strategies. This research also focuses on teachers’ strategies, the researcher analized which one of strategies in teaching learning used by the teacher in teaching descriptive writing.



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This research also has some differences between three reaserchers above. First, the object of the research above is different, the first researcher analized the teacher strategies in reading comprehension which used two strategies there are scaffolding and QARs question and focused on teaching reading comprehension descriptive text that guided the students to focus more on the text and understand the content of the text. Meanwhile, the second research focused on teachers’ strategies in teaching speaking which used four strategies in teaching, cooperative activities, role play, creative task and drilling that concern oral production of students whose participation was emphasized. The last researcher focused on EFL teachers teaching strategies which implemented various teaching strategies and found the different of the implementation strategies between one school to another and found the problems that the EFL teachers dealt with in the implementing the strategies. The second different is the concern of three researchers above, the first researcher has concerned in guiding students to focus more on the text and undesrtood the content. The second researcher focused on oral production of students and the third researcher had concern with what teaching strategies implemented by the EFL teachers, similarities and differences of teaching strategies applied and problems encountered by the teachers in implementing the strategies.



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B. Review of Related Theories a.



Teaching Strategies A strategy is defined as a set of procedures in learning, thinking, teaching, etc. That is used as a way to achieve a certain goal (Richards, et al., 1992) said that everyone has his or her own way to reach the goals. That also happens to teacher, a strategy used by one teacher might be different with another teacher’s. It depends on the need of their students or the learning objectives that they want to achieve (Inayah, 2012). Therefore, teaching strategies is strategy of the education used in teaching learning process as a plan method or teachers’ activities design to achieve the goal or objectives of the material brought. Strategies can be defined as desining plan that contains order activities to achieve spesific educational objectives. Teaching is more than a set of methods, teaching well means addressing a set of objectives, for a particular group of students, at a certain point in the school year, with certain resources, within a particular time frame, in a particular school and community setting. It means finding a balance between direct instruction and orchestrating the activities of individuals and group of students. It means developing students’ skill and strategies for learning, at the same time they learn the content of the curriculum. Although teaching is more than a set of strategies, there are some teaching methods that should be the part of every creative teachers’ repertoire. Some of this are comprehensive



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strategies that can shape a whole lesson. Others can be combined to make a complete lesson plan. The most succesful classrooms are those that encourage students to think for themselves and engage in critical thinking skills.(Crawford et al.,2005:10). Strasser in Sarjan (1946:151) states that teaching strategies is generalized plan for a lesson or a lesson which includes structure, desire learner behaviour, in terms of the goal instruction, and an outline of tactics necessary to implement the strategy. On the other hand, Apriyandini (2016) says that teaching strategies are among the main factors that help determine how and how well students learn foreign language. Silver et al., (2007) state that strategies are different types of styles of plans teachers use to achieve the goals. They explain that every teacher needs to create teaching strategies. Brown (2007) states that strategies are spesific methods of approaching a problem or task, modes of operation for achieving a particular end, planned designs for controlling and manipulating certain information. Then, Departmen Pendidikan Nasional of Indonesia in Strategi Pembelajaran dan Pemilihannya explains teaching strategies can be seen as a plan which contains sequel of activities, including the use of method and resource in learning which is arranged to reach the goal (2008). Strategies are effort to get success in the goals that want tobe reached. Raharjanto in Kvint (2011:2) states that strategy is important because the resources available to achieve the goals, and these goals are usually limited. Strategy



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generally involves setting goals, determining action to achieve the goals, and mobilizing resource to execute the action. Strategy describes how the ends will be achieved by the means. This is generally tasks with determining strategy. Strategy can be intended or can emerge as a pattern of activity as the organization adapts to its environment or competes. It involves activities such as strategic planning and strategic thinking. Teaching strategies are conceptual frameworks that describe systematic procedures in organizing learning experiences to achieve learning goals and the instructors in planning and carrying out learning activities (Winataputra, 2001). On the other hand, Performance Domain I: Planning states that the strategies are things teachers can do, either alone or in a collaboration with the principal, mentor or collagues. The selection of strategies must also be appropriate for the developmental level of the students in the teachers’ classroom. Extra care should be taken in selecting strategies to be implemented in classroom. Successful lesson planning requires that teachers, prior to the begining of the lessons, think about what is required for planned activities. While a proficient teacher may not necessarily need to write down in the lesson plan all of the details of how an activity will be conducted, the proficient teacher has a mental plan for the activity. From the explanation about teaching strategies above, the researcher assumes that teaching strategies are the method, concept or planning that the teacher uses or makes to reach the goal in teaching learning process.



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b.



Teaching Writing Teaching is a train and manage classes that are carried out by a teacher to carry out the learning process, conduct training and guidance to support the educational process. According to Harmer in Sarjan (2008:12) states that teaching is not an easy job, but it is a necessary one, and can be very rewarding when the teacher sees our students’ progress and know that wehave helped to make it happen. It is true that some students can be difficult in remembering the vocabulary and understanding the sentence, but it also importantto remember that is the best teachers’ strategy can also be understandable. Regarding to some explanation of the teaching, it can be concluded that teaching is activities or all deliberate effort in order to give the possibility for students to occur in the teaching and learning process in accordance with the objectives that have been formulated. Teaching writing has at least two aspects. First, it can refer to teaching learners who are learning to write for the very first time. A second aspect of teaching refers teaching learners who already have writing skill in their first language. In fact, writing skills are the skills that have the highest level of difficulty for learners compared to the other three skills(Iskandarwassid and Sunendar, 2009). As a good writer, the process of writing can be described as follows:



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Writing is : 1. the process of capturing languages with graphic signs 2. representation of the language expression acticities 3. an activities create thoughts and feeling with writing.



Skill-getting



1. Writing down Writing process 2. Writing language Language setting



Skill-using activities



1. Flexibility Expansion of sentences 2. Expressive writing Guided and free writing



In the classroom, writing is the most difficult part to do in class. Every student has different character, so the teacher is expected to present some ways to make the students interested to conduct their lesson. There are strategy of teaching writing which the teacher is present one of ways in the classroom. The first is build schema. Build schema is a mental picture of a concept, the terms we need tobe able to think, talk about and write on a subject. The second is the students must generate vocabulary and ideas on the topic of the activity or lesson. The third is brain storming, we can elicit ideas from them and draw mind-maps, word-webs, lists or other types of graphic organizer according to their level and what we want them to produce. For building fluency and confident in writing, we set a time limit and give them meaningful question prompts and tell them to just



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write on the topic, focus on the question, but write anything that comes to mind. From the statement above, it is clear that strategies influence the students’ learning in writing. So it can be concluded that strategies is important for students to learn writing. c.



Strategy in Teaching Writing According to Lestari, Sudarsono and Arifin (2014) writing is considered as difficult skill to learn. It requires active thinking through out a continous productive process in which thoughts and ideas are transfered into written communication. The Writing Teachers’ Strategy Guide by Peha (2010:6) states that good writing comes from strong feeling and strong feeling comes from things we like and things we hate, good writing comes from life experience, and the life experiences we know are the typical things we do everyday and the unusual things that happen to us maybe only once or twice in our entire lives. So, pick only the best topics and be spesific if you can. On the other hand, the education article by Cox (2012)states that writing is an essential tool for learning, and when the students realize that writing is simply another way of communicating through a pencil versus your lips, it will make that much more of sense to them. Here are a few teaching strategies to help those struggling students and get them writing : 1.



Photography can be used as teaching strategies Challenge students to search their family photos, and look through magazine, books, or newspapers to find a little writing inspiration.



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2.



Graphic organizer Try using a story map to motivate students and get them writing.



3.



Audio record it Get your audio recording gear out and let students record their writing. This is a fun way for students to speak what they want to say versus actually printing it.



4.



Audio transcribe it Just open a blank email and have students tap the microphone button so it will transcribe everything that they are saying. Its a fun and unique way for students to write their essay or story.



5.



Peer talks Pair students together in to teams of two, and have each student take turns writing down what the other person say. Students will get akick out of having their partner do all the writing for them.



6.



Story starters Give them story starter or writing prompt (e.g. create a new type of cookie, what are the ingredients and what is the name of it? Or my favourite holiday is ..... because ......)



7.



Create a name Encourage students to make up a name. (e.g Jasper Jenkins) then have them picture what a person with that name looks like, and where they came from (e.g. Jasper Jenkins is a man from the 1920s who is skinny and has dark brown hair). Encourage students to



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think more details about their character that they created, like where they work, if they have a family, or any other details that they can think of. This is a fun way to develop a story. 8.



Spin a wheel A fun and creative way to get students writing is to have them create a writing wheel that they can spin each time they need something to write about. As a class, brainstorm ideas and write them on your wheel. Students can than take turns spinning the wheel when it’s time to write to see what they have to write about.



9.



Create a contest A little friendly competition is always good for children. Create a writing contest where students compete not only against each other but their peers onlinr too. Look for an online contest like from Myhero.com where students can submit essays about their heroes. Its a great way to teach students to write from their heart.



10.



Integrate art Allow students to brainstorm their writing ideas through picture and drawings or just add them to their stories. Whichever way to choose will be equally effective. The ultimate goal is to have students use their cognitive thinking skills to communicate their ideas. Whether it’s on paper or through thir lips, the whole point is to get your students to express their thoughts without hesitation. Once students understand that writing



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is just another way of communicating, the walls will come down and they will be able to pick up a pencil and convey their thoughts freely. On the other hand, Peha (2010:5) states that some examples that will help the students to find something good to write about : 1. Like-Hate : Things you like and things you hate. 2. Typical-Unusual : Typical experiences that happen almost every day and unusual experiences that have happened only once or twice in your entire life. 3. Fun-Have To : Things you do for fun and things you do because you have to. 4. Regret-Proud Of : Things you regret and things you are proud of. d.



Strategy in Teaching Writing Descriptive Based on Malaysian Journal of Learning and Instruction (Vol. 13 No. 2, 2016: 75-77) there are many descriptive writing strategies used in teaching such as the models introduced by Johannessen (1995), Manery (2003), McCathy (1998) and many others. But the writer chooses SFV models in her study. This model consists of three process which are free writing, whilst writing and post writing. In the free writing process, the technique of brainstorming and main mapping are introduced and whilst writing involves the detailed desccription of the descriptive writing elements. The post writing includes the process needed after writing is done such as revising and presenting the essay. Spencer (2005) states that



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descriptive writing depends on details and colorful language to bring a subject to life. By describing a person, a place or an object with vivid details, a writer can create the descriptive scene in the readers’ mind. Similarity, Johanesson (1995) suggests that teachers should familiarize students with this terms by providing plenty of vivid examples. Similiesare use to compare two different people, places or things by using words “like” or “as”, such as her beauty like a Cinderella’s. Methapors are also similar to simile but it does not use the words “like” or “as”. For example, “Anny is a flower in my class”. The word “flower” means beautiful. Personification is to give human characteristics to something taught is not human, for example “his pen dances on his book”, the word “dance” refers to the human characteristic, and the word “pen” is considered a live object. A vivid word is a spesific modifier, for example in the sentence “the price of the car is expensive”, the word “car” is not vivid enough, so to make it become more vivid, we have to modify the word “car” in to “the red proton car” because it’s vividly elaborates in greater detail the atributes of the car. All of the explanation above can be applied in teaching descriptive writing, and it will make the student descriptive writing become more interesting and lively (Suriyanti &Yaacob, 2016:75). According to Ulfa and Rosa (2014), one of the strategies that can be used by the teacher in teaching writing a descriptive text is imagery strategy. This strategy is used in the class to stimulate students’ mind to



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develop idea and students creativity in writing descriptive text. Chamot (1999:61) finds that using organization planning, imagery, and check goals are good strategies to develop writing. The picture would lead the students into real lives. It means that the students are easy to explore the idea in writing. On the other hand, Sedillo (2003) states in his article that there are four of descriptive writing techniques that can be apply in writing descriptive (1) choosing your focus (2) use of words (3) reader interest (4) re-reading and redo. He also states that good descriptive writing is done well if the main topic of your writing is understood by all readers. Lestari, Sudarsono, Arifin (2014) conclude that teaching writing descriptive text using guided writing strategy is effective. Guided writing strategy helps the students to develop their writing skill by giving them wide range of vocabularies and grammar. Since vocabularies are very important to develop writing skill, it will be very difficult for them to write if they do not have enough vocabulary. Grammar helps them in arranging words into sentence with correct structure. Raharjanto (2016) explains that the strategy that the teachers use in teaching writing descriptive are lessons visual and cooperative learning, which the first teacher give photograph and the the teacher divided into some groups discussion and ask to describe it. In applying the strategies, Raharjanto says that the teacher applied the strategy with the cooperative learning strategy. In the practice in the class, the teacher asks the students to make



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a group and the group must retail the picture given by the teacher by using their own language. Cooperative learning is a cooperative strategy between the teacher and the learner in the teaching learning process, such as, discussion. The students discuss the picture of public figure with the help of teacher. The explanation above shows some concept of teaching writing descriptive. In observing English teacher, there are strategies in teaching writing and strategies in writing descriptive analyzed by researcher. The researcher also analyzed how the tecaher implement the strategies in class.



CHAPTER III RESEARCH METHODOLOGY This chapter presents the research mehodology and data analysis. It covers approach and design of the research, subject of the research, role of the researchers, type of data, instrument of research, procedures of analysing data, and technique of reporting data. A. Approach and Design of the Resesarch In doing this research, the researcher used descriptive design method because this research is focused on a certain phenomenon in the school environment. In this case, the phenomenon is the activities of teaching and learning English. This research also does not need to give the treatment to the object of the research. This research observes and describes the phenomena in the class and in fact as clear as possible without manipulation. Therefore, the appropriate design can be used in conducting this research is descriptive research. The design of this research also consists of two stages. The first stage is observation to the teacher and students. The researcher observes the class, the school condition and the teaching learning process. The second stage is doing the interview with the English teacher. This interview happens after the researcher doing the observation. In this interview process, the researcher asks detail about the strategies that the teacher used in teaching descriptive writing.



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Design used in this research is descriptive qualitative with the direct observation, interviews, and documentation. According to Sugiyono in Sarjan (2017:154), descriptive method is a method used to examine the status of human groups, an object, a condition, the thoughts, and the events that will occur. B. Subject of the Research The research entitled “An Analysis on the English Teachers’ Strategies in Teaching Descriptive Writing at the Second Grade Students of Junior High School” was conducted in in SMPN 02 Dukuhturi Tegal, SMPN 17 Tegal and SMPN 19 Tegal. In this case, the subject of this research is a teacher in junior high school, especially English teacher in second grade. C. Roles of the Researcher The roles of the researcher in this research are as an observer and interviewer. The first stage is observation to the teacher and students. The researcher observed the class, the school condition and the teaching learning process. The second stage is doing the interview with the English teacher. This interview happened after the researcher had done the observation. In this interview process, the researcher asked detail about the strategies that the teacher used in teaching descriptive writing.



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D. Type of Data Type of data that was analyzed in this research is a qualitative data analysis technique. This research used cluster sampling which means how to choose object of research based on individual. The data is the teacher strategy that the teacher used in teaching descriptive writing. E. Data Collecting Technique In collecting the data, the researcher directly collected the data from the teachers’ of the eight grade students in SMPN 02 Dukuhturi, SMPN 17 Tegal and SMPN 19 Tegal. The data sources were the interviews from the English teachers’ strategies in teaching descriptive writing. In this research, the researcher uses a qualitative data analysis technique. According to Sarjan (2017) data analysis is a time consuming and difficult in process. Data analysis is the process where the researcher has to systematically search and arrange the data in order to increase the



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understanding of the data and enable to present the result to others. Data analysis is managing data process, organizing it into a good pattern, category and basic unit. Beside that, Ary (2010:283) states that the data analysis can be defined into four stages. The first is coding, coding is analogous to getting ready for the data provided. By coding the all data we gathered, we can underline the significant data that are appropriate with the topic of the research so that it will be easier to read the data. The second is data reduction, from the data reduction the researcher will get the data from the interview with the teacher. The third is data display, data display is process of displaying data in the form of table or essay so what is gets more understanable. And the last is conclusion, from the conclusion the researcher began to see what is the data, examines all entries with the same code and then marges these categories and found the connection among the categories. The the researcher can get the result and conclusion of the research. F. Instrument of Research In this study, the researcher used observation and interview. First, the researcher observes the teacher using observation checklist, then the researcher analyze all the activities in the class during the teaching learning process. In this observation stage, the researcher observes how the teacher taught the students about the descriptive writing text and what are the strategies the teacher used in class and the implementation in teaching during the class until closing. In this stage, the researcher also observes



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what the English teacher had done related to the strategies in teaching descriptive writing in the class room. The second is interview, Sarjan (2017) states that there are kinds of interview, namely (a) unstructured interview. In this type, the interviewer carries out the interview with no systematic plan of questions; (b) structured interview. The interview carries out the interview by using a set question arranged in advance; (c) semi stuctured interview, the interviewer use a set of question which is developed to gain the specific information. The interview is conducted to get the addition of information in response the interesting or important answer that arrises unexpectedly from the planned question. From this case, the researcher used structured interview which is the interview done with the English teacher after the teaching learning process was held. This interview was also conducted to gain spoken responses from the participants so that the data of the interview were valid. G. Procedures of Analysing Data Before analysing the data, the teacherhad already chosen an easy understanding material that used for the teacher in teaching, since writing descriptive is the most difficult part to master in learning English especially in Junior High School. The researcher also chose the professional English of each high school. According to Sarjan (2016) the researcher used descriptive method to collect the data in this research. The data then processed based on the teacher strategies used in teaching descriptive writing. The steps are as follows :



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1. Observation The researcher observed the teacher and the students. The researcher observed the class condition and the teaching learning process. 2. Interview After observing the class and school condition, the researcher did the interview with the English teacher concerning with the strategies that the teacher uses in teaching writing descriptive with some question list and observation checklist. 3. Analysis The researcher analyzed the strategies that the teacher use in class. 4. Interpreting The researcher interpret the implementation of the strategies that the teacher uses. 5. Presenting The last is presenting the finding of the research clearly. H. Technique of Reporting Data The researcher used descriptive explanation to show what is the teachers’ strategies in teaching descriptive writing and tell it clearly without any manipulation with understanable language so that the reader can understand it. This descriptive explanation is supported by Hadeli (2006:11) who states that description means sistematic and factual explanation about the population. The researcher also conducted the



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interview techniques, documentation and observation to acquire the data of the implementation of the English teachers’strategies in teaching descriptive writing. The researcher also observed the English teachers’ strategies using observation checklist, in this reporting data, the researcher observes whatever done by the English teacher related to the teachers strategies in teaching.



CHAPTER IV RESEARCH RESULT AND DISCUSSION This chapter presents the research result and the discussion of this research based on the data gathered during the analysis. A. THE DATA DESCRIPTION The presentation of the data findings in this part related to the teachers’ strategies in teaching descriptive writing at the second grade of Junior High School. This research was presented from 27th March to 22nd June in three junior high schools, SMPN 02 Dukuhturi, SMPN 17 Tegal and SMPN 19 Tegal. Those could be gotten from the subject (selected English teachers’) named Ahmad Iskandar, S.Pd. from SMPN 19 Tegal, TB Wijayanto, M.Hum. from SMPN 17 Tegal, Haryanto, S.Pd. and Durrohim, S.Pd. from SMPN 2 Dukuhturi. The process of the data finding itself were explained in to three coding; the purpose of the data coding is to bring out the essence and meaning of the data that respondents have provided. 1. Data N1 Data N1 consists of data explanation about the strategies and the implementation that the teacher used in class. The data is obtained from observation and interview from SMPN 2 Dukuhturi by Mr. Durrohim, S,Pd and Mr Haryanto, S.Pd. 2. Data N2



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Data N2 consists of data explanation about the strategies and the implementation that the teacher used in class. The data is obtained from observation and interview from SMPN 17 Tegal Mr. TB Wijayanto, M.Hum. 3. Data N3 Data N1 consists of data explanation about the strategies and the implementation that the teacher used in class. The data is obtained from observation and interview from SMPN 19 Tegal by Mr. Ahmad Iskandar, S.Pd. B. RESEARCH RESULT Based on the class observation and interview with the English teacher, the researcher presents the finding of the study. The data were also taken from recording, interview and observation checklist. This part presents the research findings which the researcher found in the field by doing the class observation, observation checklist and teachers’ interview. It related to the teachers’ in teaching writing descriptive at the second grade students of SMPN 02 Dukuhturi, SPN 17 Tegal and SMPN 19 Tegal. After the researcher investigated the teachers’ strategies in teaching writing descriptive, finally the researcher got some data. The results of the research findings were presented in the description bellow. 1. Teachers’ Writing Descriptive Strategy This part presents the research result which the researcher found in the field by doing the obsercation and interview. It related to the English



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teachers’ strategies in teaching writing descriptive in SMPN 02 Dukuhturi, SMPN 17 Tegal and SMPN 19 Tegal. After the researcher investigated the teacher strategies in teaching writing descriptive, finally, the researcher got some data. The results of the research findings were presented in the description below: a. Data N1 Both of the subjects agreed that writing is difficult to master especially for young learner, because in writing the students have to combine between their thoughts, mind, think, and put their idea on paper. On the other hand, the teacher also said that most of the students here has a lack of vocabularies and the motivation of wilingness in laerning is poor. From this case, they both agreed that the most influental strategy that the teacher used in teaching writing descriptive are guided writing strategy. In guided writing strategy, the teacher was able to guide the students in and out the material, such as the teacher guided the students in understanding the material especially in descriptive text. Beside that the teacher also had to guide the students when they found difficulties in making sentence in English. For example, if the students had understood the material, the teacher asked the students to make an example based on the material in English. When the students found difficulties in making the text, the teacher instantly helped the students by guiding them. Another strategy that the teacher in SMPN 02 Dukuhturi usually used in teaching writing



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descriptive is imaginary strategy. This is the most easiest strategies that the teacher could apply in class, because by using imaginary strategy the students were able to write by their own willingness, such as the students could write about their families, villages, parents and all the things that the students loved to write. In imaginary strategy, the students were able to develop their mind wider than the other strategy. b. Data N2 In SMPN 17, the researcher observed Mr TB Wijayanto, M.Hum. He is the teacher of the second grade. In doing observation with him, the researcher found that the strategies that the teacher used in teaching writing descriptive were imaginary strategy and scaffolding strategy. The use of imaginary strategy was almost similar with the strategy that the teacher of SMPN 02 Dukuhturi did. The difference was only in giving the assesment. In SMPN 17 the teacher asked the students to write down their thoughts on paper before the material was given. So the students had to think about their favourite things such as their hobbies, families, music, artist and many more in English at home. In the next meeting, the teacher corrected the students assignment and the material just given. The other strategy that the teacher used is scaffolding strategy, the teacher said that scaffolding strategy had succesfully helped the students in solving the problem such as lack of vocabularies. The teacher also said that scaffolding strategy made the students more independent in writing, because the teacher gave



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understanable material and make sure that all the students understood. After that they could make their own writing based on the students’ ability. On the other hand, the teacher also said that not all students had similar ability in writing and understanding the material, but using scaffolding strategy could help the students to feel comfortable in accepting the material. c. Data N3 The last school that the researcher had observed is SMPN 19 Tegal which took the teacher from the second grade. From this school, the researcher got some data, the strategy that the teacher used here was so various, such as learning outside school through various media, cooperative learning, discussion, making a group and analyzing the picture. The teacher said that the students in SMPN 19 Tegal were very excited in learning English beacuse some of them realized that English is important. It can be seen that most of the students in SMPN 19 mastered English from gaming world, international music, and movie with English subtitle. The teacher also said that young learner could not just use one strategy because their minds are in developing process. The students could accept all the teachers’ command in their minds. For example the teacher always asked the students to remember five word in English a day. The teacher asked the students to remember all the things around them in class, in their home, in their bed rooms and all the students could follow and enjoy the teacher roles



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as long as the strategies that the teacher used is fresh and follow current development. 2. The Teachers’ Way in Implementing The Strategy In this part, the researcher presents the implementation of the teachers’ strategy in class by doing the observation in the field. Finally the researcher got some data, the results were presented in description below: a. Data N1 In implementing the strategy, the researcher found similarity from how they both applied the strategy in class, such as the way how the teacher gave any examples and how the teacher delivered the material. As he said “I teach writing to the students by the most basic step and the easiest so that the students have some interest in writing, or at least recorded in the minds of students that writing is very easy if we can understand the sentence that we want to write”. In the first meeting, the teachers began the class by giving lessons about norms and manners for about 15 minutes as the brainstorming. After that he gave the main point of the material by explaining descriptive text and how to write descriptive text in good sentences. Then he asked the students to open the text book and asked the students to arrange the words in their book. Then the teacher asked to the students to answer the question related to the text. And then the students have to write down the answer into the black board. He explained some meaning of



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words that the students had answered after that he corrected the students work in the blackboard together. Generally the teacher asked the students to correct the wrong words that they corrected together. In the process whenever students found the unfamiliar words, the students were asked to translate them by asking him or to look up in the dictionary to find out the meaning because dictionary is the most main tool that can help students to know the meaning while the teacher is not around the students. In the second meeting at 9th April 2019, the teacher started the class with greetings and some learning about norm and politeness as usual. Then the teacher asked the students about the material that they had learned at the past. After the students answered the teachers’ question about the material in the past, the teacher continued the material by guided students how to arrange sentences into paragraph. As usual, the teacher asked students to open their text book to answer the exercise, the teacher guided students by answering question number one as an example. The students freely asked the teacher when they did not understand the sentences or words mentioned in the text. The teacher then asked the students to make groups consisting of five students so that the students could exchange ideas each other when they found difficulties. After the students finished arranging the sentences into paragraph, the students came forward to write down their answer in the blackboard. Then they corrected together the right answers guided by the teacher. The last



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meeting was held on 18th April 2019. Another strategy employed in teaching writing descriptive was imaginary strategy. He asked the students to start making a paragraph by imagining the closest person in their life, such as their parents, their neighbours, etc. Before starting the lesson, the teacher asked the students to open the material in their text book and remember the last material about writing descriptive such as rearranging words into sentences and rearranging sentences into paragraphs. The teacher then explainedthe students how to makes paragraphs into some paragraphs by giving examples about grandmothers’ house. The teachers asked the students to work in groups consisting of two persons, so that when the students found difficulties the other students could help. It could be the activity to practice their vocabularies. In some case, the researcher found that the teacher also discussed the exercise in module. In discussing the exercise, the teacher asked his students by saying “Do you have any question?” or “Have you understood?” those question were replayed by the teacher before he continued to the another the material or when the descriptive text finished. In addition, the students were very excited when the teacher teaching descriptive writing. It can be seen when the teacher asked the students to finish the exercise in their text book and asked them to write down their answer in the blackoard, the students alternately



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moved forward and described their best answer in front of class. The researcher knew that the teacher was very open minded to the students so that the students felt comfortable to deliver their answer without fear of being wrong. He said “If the students are able to answer the question automatically, it means that they mastered the material so far”. b. Data N2 The teacher from SMPN 17 was very easy going in delivering the material. It can be seen from how the students look so excited when he was teaching in class. As usual the first stage before the teacher teaching, he opened class by praying. Before the teacher delivered the material, the teacher asked the students about the assignment that the teacher had given before meeting. The teacher asked the students to write down about their favourite things in their life such as watching movie, listen to music, and many more and asked them to put their parents’ sign at the back of their paper as a proof that the written story on their paper was really made by the students at home. In this part, the teacher collected all the students’ work and corrected together and showed them what is the wrong sentence and what is the right sentence they has made. The teacher was also very open when the students found difficulties in the writing assignment they has been doing at home. During the breaks, the students corrected their works, the teacher delivered the descriptive writing material. So it can be said that



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the teacher gave an example directly before the students knows the material and that was very effective and enjoyable during the teaching and learning process. When the researcher asked about where the teacher applied the strategies, the teacher answered that imaginary startegy was implemented when the students did their assignment at home in writing their favourite things and wrote it down in paper. And the second is scaffolding strategy was impelemented when the students accepted the material when the students corrected their works. So from this case, it can be seen that scaffolding startegy makes the students feel independent in learning the material because it is not as usual when the teacher only speaks in front of class but the students here accept the material without realizing that the teacher is giving the material. On the second meeting, the teacher only repeated the material that the students understood in the past meeting. The teacher trained the students memories in writing descriptive text and asked the students to make groups and started to make descriptive text by discussion with their groups. c. Data N3 From SMPN 19 Tegal, the researcher found something new in applying the strategy that Ahmad Iskandar, S.Pd used in delivering the material. All the meetings here were done out of class, such as in the hall, canteen and under the trees. The teacher said that the students



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need a new place to refresh their brain. He said “When I bring the students to nature, it automatically make the students easy to explore the material by visual”. The resaercher saw that the class was very enjoyable for the students. It can be seen from how the students responded to the teacher when accepting the material and how the students looked excited to answer the questions when the teacher started to ask. From the observation, it can be seen that the first stage is the teacher explained the general material about descripive writing, the social function amd language feature. The students paid full attention when the teacher was explaining the material. After that the teacher asked the students to make an example by all the things around them such as leaves, trees, teacher, room and many more. Before the teacher asked the students to describe about something around them, the teacher gave an example first. The teacher gave example about the description of the trees. And then the students followed by gave example and explained it to the teacher. In the next stage, if the teacher was sure that all the students had understood about the material and they were able to make some descriptive writing, the teacher asked the students to make some groups consisting of five students and asked the students to separate into some location. It can be seen that the first group got a place near the canteen, the second group got a place in the library and so on. When the groups were formed, the teacher asked the students to make writing paper and describe one thing around them.



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From this activity the researcher saw so many strategies that the teacher used here, such as learning outside class through various media such as nature, cooperative learning, discussion and making groups to analize the picture. All of the teachers above agreed that writing is difficult part in English to master by the students. Because, in writing the students have to combine between their thoughts, minds, vocabulary, grammar and many more. But writing is also the most important thing that the students have to master after speaking, listening and reading because writing has a lot of benefit for the students in their future such as if they want to go abroad for their school, if they want to apply for any job in international company, etc. That’s why writing is the most important language skill that the students have to master and descriptive writing is the main material that just right to apply for the students who just learning English as the second language.



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C. DISCUSSION The researcher elaborates and discusses the information collected in the previous research result based on the analysis of English teachers’ strategies in teaching descriptive. This part presents the discussion of research findings. There are two research questions proposed in this study. The discussion focused on the finding of the two proposed research questions. The first discussion is about the strategies that are implemented by the teacher in teaching descriptive writing. Meanwhile, the second discussion focuses on the teachers’ ways in employing the strategies in teaching descriptive writing at the second grade of junior high school. In attempt to make the teaching and learning process successful, especially in teaching descriptive writing, the teacher should consider some factors. Gowder (2016) says that the behaviour of teachers has a strong influence on the uplifting of students. Teachers should be polite, knowledgeable and have moral characters so that it creates a favourable atmosphere for the students at the time of teaching or learning. If the teachers are friendly and easily approachable, then the students will have the opportunity for interaction or discussion. Otherwise, students may not engage in these activities and it will discourage their learning habits. Teaching also should not be unilateral but is should be bilateral so that there should be a mutual interaction between the teacher and students. Interaction of students will also depend on attitude of the teacher. In employing the strategies in teaching descriptive writing, the teacher also taught based on the principle of teaching as Tiberius & Tipping (1990)



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state there are some principles in teaching such as (1)experience usually improves teaching (2)critical feedback from the students (3)both teaching and learning are enhanced by descriptive feedback (4)material must be meaningful (5)expect more and you will accept more (6)students benefit from taking responsibility for their learning (7)teachers’ knowledge of the subject matter is essential to the implementation of important teaching tasks (8)interaction between teacher and students that can make the teaching learning process going well. 1. Data N1 From the research result, the teaching strategies employed by data N1 in teaching descriptive writing were so various. The first strategies is guided writing strategies. Guided writing strategy is suitable for teaching writing for students with a similar need since it focused on a spesific key point in learning (Welsh Assembly Government, 2010). On the other hand, Brown (2007) states that guided writing is a teaching component designed to teach a spesific skill or strategy to the whole group, a smal group or individual, or to give students practice in writing. Guided writing allows the teacher to work closely with a small group of students based on a common need. During a guided writing lesson, a teacher might gather a small group and model writing, or may be they will complete a shared writing experience together. The teacher can also observe and monitor the strategies that children are using as they write, as well as their involvement and confidence as writers. There are the procedures in apllied guided writing strategies by Lestari cited in Ontario Education (2005):



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(a)examination and discussion models are given during the first part of lesson, (b)students then work as a group to compose a text, applying the focus skill, (c)teacher guides students to write their own text independently, applying focus skills, (d)students then share their writing, as a whole group, with a partner or with a teacher. The teacher said that he used guided writing strategies for long time ago because this strategy is the most easiest to apply for the junior high school students. The second strategies is imaginary strategy. Imaginary strategy is very easy to apply in class when teaching descriptive writing, the students can imagine the most closest thing in their lives so that it will make students more independent in writing. Ulfa & Rosa (2014) says that imaginary strategy is a strategy in encouraging students’ ability in writing especially in writing descriptive text. By using imaginary strategy, teacher can create an activity that motivates students to write. Besides that, the students will easily develop their idea into good paragraphs and correct generic structure. Imaginary strategy leads students to produce a creative writing especially in descriptive text. The core advantage of this strategy is that the students easily gather the idea in their mind so that it makes them easy to write. According to Ulfa & Rossa (2014), there are the procedures of the implementation in teaching writing descriptive by using imaginary strategy: 1. Pre-Teaching In pre-teaching, the teacher has to stimulate students’ background knowledge by introducing the topic, brainstorming idea, selecting and



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rejecting ideas and so on. Since writing is difficult, the teacher should offer helpful feedback and suggestion. It leads students to the idea what they will write. 2. Whilst-Teaching In this activity, the students are taught about writing a descriptive text and trained the skills that have been learned. Moreover the students are guided in participate in discussing the lesson. The teacher lets the students to think creatively. Whilst-teaching is divided into three stages, they are exploration, elaboration and confirmation. 3. Post-Teaching In this last activities, there are the last activities that the teacher does such as the teacher asks the students difficulties about the lesson then together find the way to solve the difficulties. The teacher and the students conclude the lesson together, even though the teacher has conclude it before to make sure the students participate in the lesson. Next the teacher gives individual assignment to the students as homework. The topic is about their closest person or things, such as their family, their village and many more. The teacher also gives question sheet to guide the students in doing their writing. The teacher also announce that the homework will be collected on the next meeting. Finally the teacher closed the lesson. From the discussion above, we can see that the teachers’ strategy in teaching descriptive writing is very important for the students. The



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teacher uses more than one strategies such as: guided writing strategy, imaginary strategy, re-arrange words and playing word games. These strategies help the students in easier, faster and enjoyable ways to understand the lesson to supportthe students ability in writing. 2. Data N2 The second is the strategies that the teacher used by data N2 were imaginary strategy and scaffolding. The use of imaginary strategy was similar with the strategy that the teacher used in data N1. In implementing imginary strategy, the students has to imagine all the things that they loved to do in the futrue, experience, parents, neighbours, village, etc. After that the students could put their thoughts into writing. The teacher said that imaginary strategy is the easiest strategy that all teachers can apply in their class while teaching writing especially writing descriptive because by using this strategy the students are able to explore their thoughts, mind, and imagination without any pressure from the teacher so that the students can write to the maximum level of their ability. On the other hand, in teaching writing descriptive the teacher also had to use appropriate method or technique in teaching writing, so that the teacher used scaffolding strategy. Holton and Clarke (2006:131) define scaffolding as “an act of teaching that supports the immediate construction of knowledge by the learner and provide the basic for the future independent learning of individual”. It means that scaffolding strategy can support the learners’ knowledge for the future independent of learning especially in writing descriptive. The teacher said that scaffolding strategy had



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succsessfully helped the students to finish and solve their problems in writing descriptive text. The implementation of the strategy was asking the students to make groups of work and then the teacher asked the students to write down their own ideas through their own motivation. The teacher also helped the students in making the descriptive text and the teacher also facilitated the students who did not understand yet to ask the teacher. From the interview result it can be concluded that scafolding strategy is successful in helping the teacher in teaching writing descriptive. It can be seen from the students when they feel helped when they found difficulties in writing a text. The teacher also said that the response of the students in learning writing descriptive text using scaffolding strategy was good and they could enjoy it. The teacher also said that the implementation of scaffolding startegy had advantages and disadvantages. The advantages were the teacher could help the students to finish their writing descriptive text and facilitate the students who did not understand yet to asking the teacher meanwhile the disadvantages in applying this strategy in this school were the students still did not understand about the form of descriptive text itself and the students here had a lack of vocabulary. 3. Data N3 The last is the strategies that the teacher used in data N3. The teacher used various strategies such as learning outside school through various media, cooperative learning, discussion, making a group and analyzing the picture. The reason why the teacher used this strategy is because this strategy can make the students active in and out the class and cooperative learning can



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make the students solve the problems and they can analyze the generic structure, social function and language features of descriptivetext so they can understand well. The strategies that the the teacher used here are making the lesson visual and copperatives learning which the teachers gave an example by visual and asked the students to describe it. The implementation of this startegy are the teachers gave assignment, the students cooperated each other to analyze the generic structure, social function and language feature. In teaching writing process, the students may produce several written stories based on the nature, friends, experience and many more in descriptive text with the emphasis on the process of writing of writing and on getting feed back from their classmate. Cooperative learning is a cooperative strategy between the teacher and the students in teaching learning process such as disussion and the teacher also can help the students when they found difficulties. According to Fauziati (2010:50), the teacher is a facilitator and the students work and help each other. The teacher facilitates and it includes understanding and giving responses to what the students writing about. Before that, the teacher gave illustration or example of the descriptive text around them such as tree, class, teacher and many more in descriptive text. The students can be active in the classroom and they could discuss to explore about descriptive writing, the problem and the question with their classmates. From the interview with the data N1, data N2 and data N3, the researcher found some problems that the teacher found from the teacher in teaching



51



writing descriptive. The first is the students always found difficulties to develop their vocabularies. Sometimes the students could understand how to write in indonesia but they could not develop in English. It is because their lack of vovabularies. For example when the teacher gave the students an assignment in writing descrptive text, the students could finish the assignment only in general meaning but the vocabulary could not be developed. And the second is the problems of the students in making descriptive text, especially in language feature itself. We all know and agreed that in making descriptive text there are some criteria such as the social function, generic structure and language feature. But on the other hand, the students of data N3 could not understand the language feature like the use of tenses or structure. The students found problem again in the structure of sentence. In facing these problems the teacher has special treatment to the students such as gaining a motivation to the students by doing what they love to do such as learning vocabulary from movies, games and music. The teacher hopes that when the students found happiness in learning they can find maximum understanding in the material especially in writing descriptive.



CHAPTER V CONCLUSION AND SUGGESTION In this chapter, the researcher presents the conclusion and the suggestion following the finding of the study. The first section is the conclusion of the research finding and the second is the suggestion dealing with the objectives of teaching learning process. A. CONCLUSION Based on the findings of the research and discussion in chapter IV, than found the following conclution : The strategies that the teacher used in teaching descriptive writing by data N1 were two strategies, there are guided writing strategy and imaginary strategy. The purpose of the teacher used guided writing strategy is to made the students understand in the material lesson and the example by teaching step by step. Meanwhile imaginary strategy is focused on the students hand made in writing by asks the students to imagine the most closest person or thing such as parents and their village and many more and put their thoughts to paper. The implementation of the strategy in teaching descriptive writing in data N1 was very understandable. The first is guiding the students to understand the material about descriptive and giving example based on the exercise in text book by guide students to re-arrange words into sentences, re-arrange sentences into paragraphs and re-arrange paragraphs in to a full paragraphs.



52



53



After that the students have to think independently to makes their own product in writing by imagining the closest person or thing such as family, village, toys and many more. With this strategy the teacher hopes the students would not find difficulties since the strategy that the teacher used was very understanable and applied in step by step. The third is the strategies that the teacher used in data N2 was imaginary strategy and and scaffolding strategy. The purpose of this strategy of course to make the students understand the material. But, beside that by using this strategy the teacher can gain the students independently in writing and increase the students understood in accepting the material. In scaffolding strategy, the teacher train the students to think independently and groups. In thinking independently, the students could finish it at home and in thinkring groups, the students did it at school with their friends and makes a writing product of description about their favourite something and then discussed together. The fourth is the strategies that the teacher used in data N3 Tegal was learned outside school through various media. The purpose of the teacher used this strategy is to make the students more understand in practice outside the class. The implementation of this strategy also was very simple such as explaining the material and asked the students to make the example by all the things around them.



54



B. SUGGESTION Based on the conclusion above, the researcher would offer some suggestion. It is hopefully can be useful for: 1. The teacher For the teacher, it is hoped that this research can encourage them to consider a better way in teaching especially in teaching descriptive writing to improve the students ability in writing. The teacher also can apply interesting method to develop the students in independent writing such as writing their favourite things and instill awarenes to the students that writing is important for their future if the students understand. 2. The students The result of the study indicates that the ability of the eight grade students of data N1, data N2 and data N3 in writing descriptive text is good enough for the same age of junior high school children. It is proven when the teacher asks the students to re-arrange words and asks the students to write down their result in blackboard the students were very excited even though there are some students need motivation and interest in learning process and the teacher can handle it. 3. Other researcher There are still many aspects which can be analyzed about the strategy that the teacher uses in teaching descriptive writing and how to implement the strategy. Or the other skills of English which took



55



concern with English language. The researcher also hopes that the other researchers could conduct this research in wider areas. Therefore, The result will be more advantageous and be appliedable in a large area.



REFERENCE Apriyandini Distia, Dewi Rochsatiningsih and Kristiandi. 2016. An Analysis of an English Teaching and Education Faculty Sebelas Maret University.116.(Accessed on 8th February 2019). Brown, Douglas H. 2004. Language Assessment, Principles and Classroom Practices.New York:Pearson Education inc. Crawford, Alan, et al. 2005. Teaching and Learning Strategies for the Thinking Class.New York:Open Society Institue. Fadholi Ichsan Raharjanto. 2016. Teacher’s Strategies in Teaching Writing Descriptive Text at MTsN Sukoharjo in 2015/2016 Academic Year.Surakarta:Electronic Theses and Dissertations Universitas Muhammadiyah Surakarta. (Accessed on 20th January 2019). Ginanjar, Agung. 2013. Teacher’s Strategies in Teaching Speaking to Students at Secondary Level.1(2):1-8.(Accessed on 7th January 2019). Gowder, P. 2016. The Rule of Law in the Real World.New York, Cambridge University Press. Holton, D; Clarke, D. 2006. Scaffolding and Metacognition. Internatuonal Journal of Mathematical Education in Science and Technology. 37 (2),pp.127143. Inayah, Nurul. 2012. EFL Teacher’s Teaching Strategies in Public Vocational High Schools in Singaraja.Bali:Jurnal Ilmiah Pendidikan dan Pembelajaran Ganesha, Universitas Pendidikan Ganesha.(Accessed on 6th February 2019). Iskandarwassid,Dadang Sunendar. Bahasa.Bandung:Rosda.



2009.



Strategi



Pembelajaran



Lestari Tian, Sudarsono and Zainal Arifin. 2014. Teaching Writing a Descriptive Text by Using Guided Strategy.Pontianak: TanjungpuraUniversity Pontianak. e-mail: [email protected]. (Accessed on 20th January 2019). Peha, Steve. 2010. The Writing Teachers’ Strategy Guide. Teaching that makes sense, Inc. Some rights reserved. https://ttms.box.net/shared/static/ldpbe9jvhy.pdf (Accesd on March 17th 2019). Sarjan, Nurmadia. 2017. An Analysis on the English Teacher’s Strategies in Teaching Reading Comprehension at the Second Grade of Junior High School 1 of Wonomulyo.3(2):151-159.(Accessd on January 15th 2019).



Sedillo,



Andrew.Descriptive Writing Definition Techniques and Examples.Study.com.https://study.com/academy/lesson/descriptivewriting-definition-techniques-examples-html.(Accessed on 13rd January 2019).



Sufatmi, Suriyanti & Aizan Yacob. 2016. Exploring Teacher Strategies in Teaching Descriptive Writing in Indonesia. 13(2):71-95.(Accessed on 7th January 2019). Sunarti,M,Subana. 2009. Strategi Belajar Mengajar Bahasa Indonesia Berbagai Pendekatan, Metode Teknik dan Media Pengajaram.Bandung:CV Pustaka Setia.(Accessd on January 12nd 2019). Taylor,Gordon. 2009. A student’s University Press.



Writing Guide.New York:Cambridge



Tiberius & Tipping. 2010. Twelve Principles of Effective Teaching and Learning. http://www.utoronto.ca/tatp/handouts/Twelve_Principles_of_Effective_ Teaching pdf:1-2 Trombey,Jane. 2018. Five Simple Reasons Why Writing is Hard.writingcooperative.com.https://writingcooperative.com/5-simplereasons-why-writing-is-hard-really-hard-1cfee9ced1f5. (Accessd on March 17th 2019) Ulfa Fitria, Rusdi Noor. 2014. Using Imaginary Strategy in Teaching Writing a Descriptive Text to Junior High School Students.2(2):96-101.(Accessed on 20th January 2019). Winataputra,S,Udin. 2001. Model-Model Pemebelajaran Inovatif.Jakarta:PAUPPAI Universitas Terbuka.(Accessd on 20th January 2019).



APPENDICES



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1. Haryanto, S.Pd from SMPN 2 Dukuhturi From interview there are some findings : a. How did you think about the class that you teach in terms of understanding in understand the material ? Answer : my students following my class well, fun and full of interested in the material. It make the goal of rpp can be reach. b. How many classes do you teach in the SMPN 2 Dukuhturi? Answer : One of the second grade and all of the first grade from AF. c. What curriculum are you currently using in the SMP that you teach? Answer : I used k-13 but in this school divided into two categories, the first categories is class VII and VII are use K-13 but the IX class stil use KTSP. d. Do you adjust the RPP that you make with the implementation in the class? Answer : Of course, with a lot of experince that I have in understanding the students in context. e. Do you think the techniques and the strategies are different? Answer : yes, technique is a way or a tool that the teacher used to reach the goal in teaching learning process. Meanwhile the strategy



57



is the way how the teacher used in teaching learning process in class based on the students ability. f. Do you ever feel difficulties when tecahing writing descriptive? If yes, explain your opinion. Answer : so far no, because before I teach my students, I try to undertsand them, make them happy, tell any interesting story so that the student fell comfy to accepted the material. g. What obstacles do you often face in teaching learning process? Answer : there are a lot of obstacles that I faced in teacheing here, such as the lack of the students vocabulary, the students difficulties in understanding new sentences and the grammar. h. What strategy do you use when teaching writing descriptive? Answer : the strategy that I used in class is based on scientific approach interrelated. I also use guided writing strategy and imaginary strategy to gain the students interestin writing. i. Do you have a spesific strategy to build students’ motivation to write? Answer : motivation starts from the students that fell happy and comfortable in learning, motivation also built from the teacher that can understand the students ability. On the other hand, I use guided writing startegy from the most easiest steps until medium steps so that the students can enjoy the teaching learning process in step by step.



58



j. What strategies do you often use when teaching writing descriptive? Answer : imaginary strategy and guided writing strategy k. Are the strategies that you use is effective to use in the classroom? Answer : vey effective it can be seen from how the students excited when I asked my students to retell the story that the students have been wrote and how the students excited in writing re-arrange words in white board. l. Do you often train your students to write based on the extent of their ability in understand the sentence? Answer : of course, in writing we cant force students to write down by my own desire. But by their ability and willingnes of something that they want to write. m. What tips do you do to make your students like to write and like to learn some new vocabulary? Answer : there are some tips that I used to make my stuedents like to write such as motivate the students that writing is easy work to do if you want to try. The second is do not ever say that the students work is bad, and the last is write what you want to write. n. How do you respond when your students find obstacles in making the sentence in english?



59



Answer : I try to help the students but before I helping the student I asked the another students to help their friends, such as opens the dictionary. If they still found difficlties I helped by my own way. o. What evaluation do you do when teaching learning is over? Answer : motivated the students that today was very amazing and tells that all my students was great, smart, and very excited in learning process today, the second is give motivation to the studentss that dont be afraid to asks when they find trouble in taeching learning process abd the last one is pray, pray is very good to train the students brain in remembering god and thankful. From observation checklist finding: 1. Day/Date



: Friday, 26 April 2019



2. Teachers’ Name



: Haryanto, S.Pd



3. Time/Place



: SMPN 02 Dukuhtury Library Room



No



Activity



Indicator



Option Yes



1.



Opening



The teacher opens the lesson class by greeting



√



to the students Do pray before studying The teacher checks the



√



Description No



60



students attendance list



√



The teacher tells the purpose and goal of the



√



subject that will be reached The teacher asks the students about the



√



material that has been learned before The teacher asks the students to do brainstorming by



√



reading the material in the past 2.



Main



The teacher explains



Activity



the material The students observes



√



the material Students identify the social function, structure text, and language feature in the example descriptive



√



61



text Teacher uses text for teaching writing



√



descriptive Teacher makes some examples of writing



√



descriptive



The teacher asks the students based on the



√



example of the text The teacher gives an opportunity for students to ask the difficulties



√



faced in learning process Teacher tells the students how to write



√



descriptive text Teacher makes the students thinking how to write descriptive text Teacher guide the



√



62



students to practice



√



Students try to write simple descriptive text



√



Students report the result of the text they has been made to the



√



teacher



Students learn to find out the social function, structure text, and language feaure based



√



on the text they has been made. 3.



Closing



Teachers makes some evaluation of the



√



material Teacher do reflection √ The teacher tells students to do the exercise in their books The teacher gives



√



63



motivation



√



The teacher closes the activity with pray



√



(Cited in : RPP K13) 2. Durrohim, S.Pd from SMPN 2 Dukuhturi a. How did you think about the class that you teach in terms of understanding in understand the material ? Answer : My student has several different problem such as difficult to understand the material, less vocabularies, and the motivation to learn is not really exist. b. How many classes do you teach in the SMPN 2 Dukuhturi? Answer : 7 class of VIII A-G c. What curriculum are you currently using in the SMP that you teach? Answer : I used K-13, but in this school used K-13 only for class 7 and 8 and class 9 still used KTSP. d. Do you adjust the RPP that you make with the implementation in the class? Answer : Yes of course. I used RPP and syllabus as my guidelines e. Do you think the techniques and the strategies are different? Answer : Yes it was different but the real meaning of technique and strategy are to attract students’ willingness in learning.



64



f. Do you ever feel difficulties when tecahing writing descriptive? If yes, explain your opinion. Answer : I faced difficulties when I asks my students to opens the dictionary but the students did not bring yet meanwhile they poor in vocabulary. g. What obstacles do you often face in teaching learning process? Answer : the students here are different from favourite school, their understanding in material is not as good as the another schools, their willingness in learn also can be called poor, the students here also haven’t independent such as when I asks the students about their understanding in material that I deliver they still embarassing to answer. h. What strategy do you use when teaching writing descriptive? Answer : Imaginary strategy, Guided writing strategy and motivated students to ask. i. Do you have a spesific strategy to build students’ motivation to write? Answer : yes, I usually dealing between students and teacher to give reward to the students whose got big score in class when test or work in class j. What strategies do you often use when teaching writing descriptive?



65



Answer : imaginary strategy, because it can build willingness of my students to gain their new vocabulary, translate it, work in pairs and understand the material clearly. k. Are the strategies that you use is effective to use in the classroom? Answer : Effective, because I usually gave my students home work before starting the new material, and it works by their increasing score in class. l. Do you often train your students to write based on the extent of their ability in understand the sentence? Answer : yes, I gives assignment to write down their background and the students may opens smartphone (at home) m. What tips do you do to make your students like to write and like to learn some new vocabulary? Answer : I give my students module from library or I printed an interisting picture and I aks my students to explain about the picture in english and then write down in paper based on their ability. n. How do you respond when your students find obstacles in making the sentence in english? Answer : I guide my students into correct answer. o. What evaluation do you do when teaching learning is over? Answer : I usually gives my students post test to knowing how far the students understand the material.



66



From observation checlist finding: 1. Day/Date



: Saturday, 27 April 2019



2. Teachers’ Name : Durrohim, S.Pd 3. Time/Place No



Activity



: SMPN 02 Dukuhtury Class Room Indicator



Option Yes



1.



Opening



The teacher opens the lesson class by greeting



√



to the students Do pray before studying



√



The teacher checks the students attendance list



√



The teacher tells the purpose and goal of the subject that will be reached



√



Description No



67



The teacher asks the students about the



√



material that has been learned before The teacher asks the students to do brainstorming by



√



reading the material in the past 2.



Main



The teacher explains



Activity



the material The students observes



√



the material Students identify the social function, structure text, and language feature in the



√



example descriptive text Teacher uses text for teaching writing descriptive Teacher makes some



√



68



examples of writing



√



descriptive



The teacher asks the students based on the



√



example of the text The teacher gives an opportunity for students to ask the difficulties



√



faced in learning process Teacher tells the students how to write



√



descriptive text Teacher makes the students thinking how



√



to write descriptive text Teacher guide the students to practice



√



Students try to write simple descriptive text Students report the result of the text they



√



69



has been made to the



√



teacher



Students learn to find out the social function, structure text, and language feaure based



√



on the text they has been made. 3.



Closing



Teachers makes some evaluation of the



√



material Teacher do reflection √ The teacher tells students to do the



√



exercise in their books The teacher gives motivation



√



The teacher closes the activity with pray



(Cited in : RPP K13)



√



70



3. Ahmad Iskandar, S.Pd from SMPN 19 Tegal a. How did you think about the class that you teach in terms of understanding in understand the material ? Answer : I think the calss that I teach from era to era was different. But the class that I teach right now is experience the zone effect, so I feltso many experience from my first teaching english until this time, this class was very modern and the students was very quickly in absorbing the information. The students that I teach also very critics. b. How many classes do you teach in the SMPN 2 Dukuhturi? Answer : 3 clases, there are VIII E, F, and G c. What curriculum are you currently using in the SMP that you teach? Answer : my school used k-13 d. Do you adjust the RPP that you make with the implementation in the class? Answer : yes of course but sometimes I asks the students to learn outside the clases without any planning from my rpp that I made.



71



e. Do you think the techniques and the strategies are different? Answer : yes, tecnique and the strategy was definetely different. I think tecnique is the way that the teacher used in teaching or the direction that the teacher used to teach the students. Meanwhile the strategy range in apllying the techniques in class. f. Do you ever feel difficulties when tecahing writing descriptive? If yes, explain your opinion. Answer : a little bit, because sometimes the students do not mastered the vocabulary meanwhile writing is a language learning that need so many vocabulary. g. What obstacles do you often face in teaching learning process? Answer : the most obstacle that every teacher faced I think when the students do not know the words but they did not bring the dictionary, but as the teacher we can help with the trick such as let the students undertake the question with their friens or classmate. h. What strategy do you use when teaching writing descriptive? Answer : I used various strategy such as TPR (total physical esponse), learning outside school through various media, cooperative learning, discussion, making a group and analyzing the picture or the things from nature. i. Do you have a spesific strategy to build students’ motivation to write?



72



Answer : yes, there are learning outside school through various media such as asked the students to explain about the trees, teacher and many more. j. What strategies do you often use when teaching writing descriptive? Answer : there are TPR (total phisical response) by asks the students to work such as write down the song lyrics and understand the meaning. k. Are the strategies that you use is effective to use in the classroom? Answer : very effective. It can be seen from the rising of the students’ score in UTS and UAS. l. Do you often train your students to write based on the extent of their ability in understand the sentence? Answer : yes, I usually often asks my students to write down the status on the social media in english, do the assignment in textbook and write down the text and put it into wall for several times so that we can knowing the increase of the students work. m. What tips do you do to make your students like to write and like to learn some new vocabulary? Answer : I usually asks my students to watch the movie and rememebring the words or sentence, not only movies but all the things that they love to di such as playing games, listening to English music and may more.



73



n. How do you respond when your students find obstacles in making the sentence in english? Answer : i have two steps when my students found difficulties in learning. The first is asks their students or the smart one in class to answer. The second is asks the students to open the dictionary or if they did not bring the dictionary they can open smartphone at home. After the two step finish the teacher justify the right and wrong answer. o. What evaluation do you do when teaching learning is over? Answer : I usually did observation by scoring, group working and presentation to knowing when the students understand the material or not. From observation checlist finding: 1. Day/Date



: Friday, 21 June 2019



2. Teachers’ Name : Ahmad Iskandar, S.Pd 3. Time/Place No



Activity



: SMPN 19 Tegal Hall Indicator



Option Yes



1.



Opening



The teacher opens the lesson class by greeting to the students



√



Description No



74



Do pray before studying



√



The teacher checks the students attendance list



√



The teacher tells the purpose and goal of the



√



subject that will be reached The teacher asks the students about the



√



material that has been learned before The teacher asks the students to do brainstorming by



√



reading the material in the past 2.



Main



The teacher explains



Activity



the material The students observes the material Students identify the social function,



√



75



structure text, and language feature in the



√



example descriptive text Teacher uses text for teaching writing



√



descriptive Teacher makes some examples of writing



√



descriptive



The teacher asks the students based on the



√



example of the text The teacher gives an opportunity for students to ask the difficulties



√



faced in learning process Teacher tells the students how to write descriptive text Teacher makes the



√



76



students thinking how



√



to write descriptive text Teacher guide the students to practice



√



Students try to write simple descriptive text



√



Students report the result of the text they has been made to the



√



teacher



Students learn to find out the social function, structure text, and language feaure based



√



on the text they has been made. 3.



Closing



Teachers makes some evaluation of the



√



material Teacher do reflection √ The teacher tells



77



students to do the



√



exercise in their books The teacher gives motivation



√



The teacher closes the activity with pray



√



(Cited in : RPP K13) 4. TB Wijayanto, M.Hum from SMPN 17 Tegal a. How did you think about the class that you teach in terms of understanding in understand the material ? Answer : every classes has different character but I always found similar problem such as lack of vovabilary, but the students that I teach was very active in learning the material, they loved to explre the material and that makes teaching learning not too difficult to deliver materi. b. How many classes do you teach in the SMPN 2 Dukuhturi? Answer : 8 class from VIII A-H c. What curriculum are you currently using in the SMP that you teach? Answer : SMPN 17 used K13 d. Do you adjust the RPP that you make with the implementation in the class?



78



Answer : Yes, RPP makes the teaching easier and deliver the way of teaching process. e. Do you think the techniques and the strategies are different? Answer : rather similar, it is like two different sides of a coin, different but interrelated. The different is technique is a way, tool or media and the strategies is the way that the teacher used to determine the activities to be carried out in teaching. f. Do you ever feel difficulties when tecahing writing descriptive? If yes, explain your opinion. Answer : teaching young learner is diffcult but it was easy to handle. The only difficulties that I faced only their lack of vocabulary but it is easy for my students to remebering the new words. g. What obstacles do you often face in teaching learning process? Answer : there are differences between the textbook and those tested. h. What strategy do you use when teaching writing descriptive? Answer : free imaginary strategy, guided writing strategy and scaffolding strategy. i. Do you have a spesific strategy to build students’ motivation to write?



79



Answer : free imaginary strategy by asks the sudents write down what they want to write such as what they want to be in the future, zoo, cartoon, parents, friends and many more. j. What strategies do you often use when teaching writing descriptive? Answer : Free imagnary strategy and scaffolding strategy. k. Are the strategies that you use is effective to use in the classroom? Answer : very effective, it can be seen from the students writing and when the students answered in quick test. l. Do you often train your students to write based on the extent of their ability in understand the sentence? Answer : yes, I often asks my students to make a descriptive writing about the things in their house then corrected together in front of class and ask the sign from parent. m. What tips do you do to make your students like to write and like to learn some new vocabulary? Answer : there are so many tips that I often used to gain the students interest in remembering new vocabulary there are showing them english cartoon movie , gave the old songs and asks the students to translate, watching movie and many more as long as the trick that I gave to the students is following the teachnology. n. How do you respond when your students find obstacles in making the sentence in english?



80



Answer : I asks the students to open dictionary before asks to the teacher, if they still do not understand they can ask me directly. o. What evaluation do you do when teaching learning is over Answer : I asks the students to correct their work together and asks the students to deliver their work in front of class. From observation checlist finding: 1. Day/Date



: Monday, 17 June 2019



2. Teachers’ Name : TB Wijayanto, M.Hum 3. Time/Place No



Activity



: SMPN 17 Teachers’ Room Indicator



Option Yes



1.



Opening



The teacher opens the lesson class by greeting



√



to the students Do pray before studying



√



The teacher checks the students attendance list



√



The teacher tells the purpose and goal of the subject that will be reached



√



Description No



81



The teacher asks the students about the



√



material that has been learned before The teacher asks the students to do brainstorming by



√



reading the material in the past 2.



Main



The teacher explains



Activity



the material The students observes



√



the material Students identify the social function, structure text, and language feature in the



√



example descriptive text Teacher uses text for teaching writing descriptive Teacher makes some



√



82



examples of writing



√



descriptive



The teacher asks the students based on the



√



example of the text The teacher gives an opportunity for students to ask the difficulties



√



faced in learning process Teacher tells the students how to write



√



descriptive text Teacher makes the students thinking how



√



to write descriptive text Teacher guide the students to practice



√



Students try to write simple descriptive text Students report the result of the text they



√



83



has been made to the



√



teacher



Students learn to find out the social function, structure text, and language feaure based



√



on the text they has been made. 3.



Closing



Teachers makes some evaluation of the



√



material Teacher do reflection √ The teacher tells students to do the



√



exercise in their books The teacher gives motivation



√



The teacher closes the activity with pray



(Cited in : RPP K13)



√



84



Teachers’ interview in SMPN 17 Tegal



Teachers’ interview in SMPN 19 Tegal



85



Teachers’ interview in SMPN 2 Dukuhturi



86



Students’ activities during teaching-learning process



87



88



89



90



91



92