Professional Documents
Culture Documents
YEAR
THESIS
BY:
SRN. 14.322.1.044
2018
0
CHAPTER I
INTRODUCTION
nature of language (language theories) and the learning conditions that make
learners acquire the language (learning theories). It can be said that teaching
English is taught because most of the people use it in daily life. Crystal (1997)
in Mappiasse and Sihes (2014:113) finds out that English is now spoken by
over two billion people with different assents and competency levels. Teaching
understanding English. Teaching English involve four skills there are listening,
reading, speaking, and writing. Those four skills are classified into two
language require receiving the spoken and written language. While, speaking
and writing are productive skills which the language users require the ability to
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produce language both spoken and written (Harmer, 1998:44). Those skills in
defines that writing skill is a specific ability which helps writers put the
thoughts into words in a meaningful form and to mentally interact with the
through texts.
English language course, and it has an important role in language learning and
Richards and Renandya (2002:303) state that writing is the most difficult skill
for second language learners to master. The difficulty lies not only in
generating and organizing ideas, but also in translating these ideas into
readable text. So, the teacher must create a good way on how the students to
write in English correctly and easily. The teacher must consider the
characteristics of the students which are directly related to doing the learning
process. In the teaching and learning process of writing, the teacher has an
important role. John (1997:12) states that teacher’s role is to help students
develop viable strategies for getting started (finding topics, generating ideas
and information, focusing and planning, structure and procedure), for drafting
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In the teaching and learning process of senior high school, a teacher
should be able to develop the English skills for students. English writing is one
of the most important skills for students. It provides a powerful means of self-
know how to write letters, short message, descriptive texts, narrative texts and
much another type of texts. In addition, they also should know about grammar,
make their writing understandable. Writing as one of the four skills are
of the materials that should be taught by the teacher to the students. Syllabus
(1997:3) states that syllabus is more localized and is based on the accounts and
the process of learning under the guidance and responsibility of the school or
educational institution and faculty. It can be said that the term curriculum is a
curriculum 2006 which called KTSP into 2013 curriculum it aimed to improve
3
Indonesia often changed every change of minister education. Some curriculums
which have been applied before 2013 curriculum such as KBK in 2004
uses some various methods. Besides, the learning resources are not only
teachers but also other learning resources that have the educational element.
observing the characteristics of the students and the school environment. The
most prominent difference is the teacher was given more freedom to plan in
accordance with the learning environment and school condition, this is due to
department.
get more opportunities to express themselves based on their needs, talent, and
speak English in the class. However, teachers sometimes do not have enough
materials to conduct the activity during the teaching in the class. The 2013
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to become: 1) Qualified human who is able to proactively respond to the
challenges and changing times, and 2) Educated human of faith and fear of
2014: 21)
the framework which the teacher takes the planned learning and teaching
instructional design such as the general and specific objective, syllabus model,
type of learning and teaching activity, learner’s roles, teacher’s roles and
instructional materials. Dick et al. (2001:6-8) also classify that there are 10
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and design and conduct summative evaluation. All of the aspects in the
instructional design have the main goal to provide students with good
argues that instructional design has a big responsibility to design teaching and
learning activities. All steps should be thought and chosen carefully and should
be ordered in a meaningful way. Every detail can play an important role in the
once but repeatedly, for every learning situation, even when the materials to be
design has a big influence in what teacher and students will do in the classroom
purpose in the teaching and learning program. Every school has a different way
teaching English writing. The teaching activity in MAN 1 Surakarta also has a
different way in the teaching and learning process in order to make the students
the most difficult for the students of English as the foreign language. Due to its
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Richards and Renandya (2002:306) state that to design a successful teaching-
In order to know what the instructional design used by the teacher for
teaching of writing based on the 2013 curriculum at senior high school, MAN 1
Surakarta was chosen as the setting of research. The school is located at Jl.
society and also has the rule, and attributes. MAN 1 Surakarta used 2013
school in Surakarta which has excellent students with high capability in the
students with high marks and accepted in favorite college such as Al-Azhar
Conference and Olympiad) etc. The school also has the various program such
7
Every program in MAN 1 Surakarta has the differences of English
programs. Every English teacher of MAN 1 Surakarta has the differences way
instructional design to the teaching and learning process. For the English
subject, the teachers are required to be able to create fun and interesting
instructional design for a teaching program. Then, there are some English
teachers often not prepare the instructional design before the teaching and
still common, they just teach like what they usually teach to the students.
Moreover, the researcher also found that there are the teachers less
understanding the content of the syllabus to make the lesson plans. So that they
teach the material that should be taught not in accordance with the order
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In the teaching and learning process of English especially in English
writing, teachers are obligated to choose the right material, technique, and any
that the students will be motivated to learn more. But, in fact some the English
teachers only used the textbook as media in the teaching English especially in
English writing and they still use of the textbook of KTSP. Based on the
researcher interview with the teacher, they still used of the textbook of KTSP
because of the reason, some the teacher stated that the content of the textbook
of KTSP is complete. The researcher found that the teachers only using the
textbook as media in the teaching and learning process make the teaching and
learning process seem monotonous so that the students often feel bored, not
interesting and not pay attention during the teaching and learning process
because the teacher does not have the technique and the variation of media that
Ali Muhson. He teaching English subject in all of the class in the eleventh
grade of boarding school that consists of three classes. Before the teaching and
that he made is based on the order in the syllabus. He also uses various media
especially textbook 2013 curriculum, LCD, sound system etc in the teaching
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improving students' participation and their interest in classroom activity which
might be lead them to have the better ability and act to follow the process of
learning English especially in English writing. As the result, the students of the
boarding school program have good ability and the good score in English
especially in writing.
design used by the teacher for the teaching of writing based on 2013
curriculum. Before conduct this research, there are three of the previous
research conducted the research relate to the instructional design. The first,
Academic Year”. And the last, Feride, et al. (2012) who conducted a journal
insight into Teachers’ Daily Practice”. From the previous research, it has the
10
CURRICULUM AT THE ELEVENTH GRADE OF BOARDING
Based on the background of the study, here has some a reason why the
1. There is one of the English teacher in the eleventh of boarding school who
always prepares the instructional design before the teaching and learning.
2. The instructional design that he made is based on the order in the syllabus of
2013 curriculum.
C. Limitation of Study
This limitation of this focused on the instructional design for the teaching
instructional material, teaching media, the role of teacher, the role of students,
and assessment.
D. Problem Statement
design for the teaching of writing based on 2013 curriculum at the eleventh
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The above main research problem can be further formulated into the
following questions:
3. What are the instructional materials used for the teaching of writing?
6. What are the teaching media used for the teaching of writing?
From the problem statement, the objectives of the research aim to describe
the instructional design for teaching of writing based on 2013 curriculum at the
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7. Describe the teacher’s roles for the teaching of writing.
1. Theoretical Benefit
2013 curriculum.
2. Practical Benefit
how students actually learn writing related instructional design for the
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2013 curriculum at the school. Therefore, the school as the educational
institution can not only measure its own capability and readiness to use
instructional design.
From the explanation of the study above, the researcher took several key
frameworks aligns terms with one another in arranging the study process. There
1. Instructional design
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2. Writing
sentences”.
3. Teaching
4. Teaching Writing.
only if someone else teaches him. Teaching writing skill is not simple as
5. Curriculum
6. 2013 Curriculum
and balance the soft skills and hard skills, covering the aspects of
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CHAPTER II
THEORETICAL REVIEW
school is a school that has a dormitory for the students live. Boarding
and non-academic and they also reside there (Reka Yuliani, 2013:23).
Purnama (2010:60) also states that the boarding school can be interpreted
facilities for students. Boarding school is the place where learners live are
academic.
where the students live in relative time stays together with the teacher as
school in which there are activities for teaching and learning gain
time.
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2. The purpose of Boarding School
The purposes include the key to educational success, as well other related
competitiveness.
c. Produce a generation with deep skill and expertise to support his life.
generation.
the things that are studied in a particular subject; languages are an essential
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about intended learning outcomes, and how teaching and learning in
a particular program of the study which the goal is to achieve general skills
2. 2013 Curriculum
curriculum to improve and balance the soft skills and hard skills, covering
context K13 seek to further instill the values that are reflected in attitudes
learners at the school. In other words, between soft skills and hard skills
life.
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a.Developing the balance among spiritual aspect, social attitude, knowledge
and skills. The students are expected to implement those aspect at school
so that students are able to implement the experience at their society and
skills.
2013 Indonesia to have the ability to live as a person and citizen faithful,
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arrangements regarding the purposes, contents, teaching materials, and
implementation of curriculum 2013 becomes the last reference that can used
curriculum 2013 the teacher must make lesson plan by adapting from the
document of curriculum 2013. Leo (2013:113) states lesson plans shows the
forming character and the prestige culture of nation for educating the nation
life. Fadlilah (in Amiavianingrum, 2016:12) stated that the purposes of 2013
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c. To relieve teachers in presenting the material and prepare the teaching
administration.
education to be achieved. Because the school has been given the freedom
the educational unit, the needs of learners and the potential of the region.
C. Review of Writing
process that occurs over a period of time, particularly if the writer takes
draft. In writing, the writer needs a time to do some processes inside. The
length of the time is different among writers. Some need a longer time to
just think about what to write before making the initial draft.
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sentence level these include control of content, format, sentence structure,
The writer imagines, organizes, drafts, edits, reads, and rereads. The process
get ideas and imagination then examined the results by rereading the article
states that there are two categories of writing skills; they are the micro skills
and macro skills of writing. Then they can be used in teaching writing as
a. Micro skills:
patterns.
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5) Express a particular meaning in different grammatical forms.
b) Macro skills:
written text.
Teaching writing skill, (2) Reason for teaching writing skill, (3) Classroom
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1. Teaching Writing
means that teaching can make learner easy to learn because there are guides,
the stages of writing, process, the students are demanded to get the
students to focus on accurate language used and what ideas they will write.
Moreover, the students only have limited vocabulary. It can provide their
easy work. One of the most difficult is limited words to write sentence in
paragraph. For this reason, it is very important to know how the teacher
teaches writing. English is enjoyable and can make the students excited and
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2. Reason for Teaching Writing
a. Reinforcement
Some students acquire languages in a purely oral way, but most of them
benefit greatly from seeing the language written down. Students often
find it useful to write sentences using new language shortly after they
b. Language development
c. Learning style
Writing is appropriate for learners who take little longer time at picking
face communication.
d. Writing as skill
and reading. Students need to know how to write letters, how to reply
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3. Classroom Writing Activities
have identified that there are at least three paradigms of teaching writing as
follows:
discover what they want to say and write more succesfully through the
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activities as follows: (1) Instruction should be focused on the writing
and students as well as between students. (4) The main role of the
students would work snd help each other, rather than work alone or just
workshop, where students can work in pair, groups. (6) A bound which
ties all members of the class into one community whose each member
classroom.
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4. Types of Classroom Writing Perfomance
b. Teacher reads a short phrase units of three or four words each, and
344).
throughout. So, for example, they may be asked to change all present
tense verbs to past; in such a case, students may need to alter the time
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references in the paragraph. Guided writing looses the teacher’s control
but still offers a series of simulators. For example, the teacher might get
students to tell a story just viewed on a video tape by asking them a series
3. Self-writing
where students take note during a lecture for the purpose of later recall.
4. Display writing
display. For academically bound ESL students, one of the academic skills
(Brown, 2001:344).
5. Real writing
(Brown, 2001:346).
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6. Measuring Writing
score students, writin using marks such as “A”, “B”, etc. Different from
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Table 2.1: The Scoring of Writing (Heaton, 1988:146)
No. Categories Score Criteria
1 Content 30-27 Excellent to very good:
Knowledgeable, substantive, development of thesis, relevant to assigned topic.
26-22 Good or average:
Some knowledge of subject, adequate range, etc.
21-17 Fair to Poor:
Limited knowledge of subject, little substance, etc.
16-13 Very Poor:
Does not show knowledge of subject, non substantive, etc
2 Organization 20-16 Excellent to Very Good:
Fluent expression, ideas clearly stated, etc.
17-14 Good or Average:
Somewhat choppy, loosely organized but main ideas stand out, etc
13-10 Fair to Poor:
Not fluent, ideas confused or disconnected, etc
9-7 Very Poor:
Does not communicate, no organization, etc
3 Vocabulary 20-18 Excellent to Very Good:
Sophisticated range, effective word/idiom choice and usage, etc.
17-14 Good or Average:
Adequate range, occasional errors of word/idiom form, choice, usage but
meaning not obscured.
13-10 Fair to Poor:
Limited range, frequent errors of word/idiom form, choice, usage, etc
9-7 Very poor:
Essentially translation, little knowledge of English vocabulary
4 Language 25-22 Excellent to Very Good:
use/tenses Effective complex constructions, etc
21-18 Good or Average:
Effective but simple constructions, etc
17-11 Fair to Poor:
Major problems in simple/complex constructions, etc
10-6 Very poor:
Virtually no mastery of sentence construction rules, etc
5 Mechanics 5 Excellent To Very Good:
Demonstrate Mastery Of Conventions, Etc
4 Good Or Average:
Occasional Errors Of Spelling, Punctuations, Etc
3 Fair To Poor:
Frequent Errors Of Spelling, Punctuation, Capitalization, Etc
2 Very Poor:
No mastery of conventions, dominated by errors of spelling, punctuation,
capitalization, paragraphing, etc.
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Based on the analytical for ESL writing above, it can be conclude that the
and focuses on what the instruction should be like, including look, feel,
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information resources and evaluation. In addition, Ozcinar (2009:559)
called method design is the framework through which teachers take the
activities, evaluation, and etc. besides that, instructional design can be called
Gustafson and Branch in Reiser and Dempsey (2007:21) point out that there
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are several characteristics that should be presented in all instructional design
efforts as follows:
It means that the learner and his or her performance are the focal point of
all instruction. Teaching and other forms of instruction are simply means
should reflect client expectations for the project and, if met, ensure its
appropriate implementation.
to perform the behaviors that will be expected of them in the real world.
to perform the behaviors that will be expected of them in the real world.
Data are at the heart of the ID process. Data collection begins during the
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during the analysis phase, data are collected so as to compare what
individuals.
team effort.
the instructional design components are (a) the general and specific
objective, (b) a syllabus model, (c) classroom activities, (d) learner roles, (e)
In line with Richards and Rodgers, Dick et al. (2001:6-8) also classify
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instructional strategy, (g) develop and select instructional materials, (h)
design of the theory above is very complete, almost covering all of the
component needed for the design of teaching and learning process and
suitable for teaching and learning process. From the those theory, the
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component of instructional design based on Dick and Carey’s theory such as
syllabus, (c) procedure, (d) technique, (e) teacher’s roles, (f) learner’s roles,
(g) instructional materials, (h) media use, (i) assessment which are explained
as follows:
a. Learning Objectives
Hosnan (2014:10) writes that there are three aspects which will
that tells what learners should be able to do when they have completed
a segment of instruction.
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Based on the explanation above, it can be concluded that
objectives three aspects, namely: (a) cognitive, (b) affective, and (c)
psychomotor.
Patel and Jain (2008: 53) state there are two kinds of learning
a) General Objectives
end of the course of the year. They are: (1) To enable students to
b) Specific Objectives
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general objectives. The specific objectives become the important
and appropriate media. Besides, the teacher can point out the good
visible.
b. Syllabus
the classroom. From the syllabus, a teacher can arrange his or her
essentially, of a list. This list specifies all the things that are to be
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Dubin and Olhstain (1994:28) also define syllabus as a
a) What the learners are expected to know at the end of the course, or the
inventory of items.
materials.
mechanisms.
2) Type of Syllabus
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grammatical-lexical syllabus, (d) situational syllabus, (e) topic-based
syllabus.
a) Grammatical Syllabus
b) Lexical Syllabus
c) Grammatical-lexical syllabus
d) Situational Syllabus
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are preparing to go to a country where the language is being
e)Topic-based Syllabus
f) Notional Syllabus
‘afternoon’.
g) Functional-Notional Syllabus
and on the meanings the speaker wanted to express than on the forms
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h) Mixed or ‘multi-strand’ Syllabus
i) Procedural Syllabus
the language itself or even its meanings. Examples of tasks might be:
j) Process syllabus
c. Technique
program.
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In line with Fauziati, Celce-Murcia (2001:9) also argues that
kind of specific activities which involves one or more methods, and its
d. Procedure
Marzano, et al. (2005:5) point out that the most obvious aspect of
closure. The introduction contains some aspects such as how the ideas
attention and motivate them in order to hold their attention; how to link
lesson objectives with student interests and past classroom activities; and
what is expected from students. Main activity contains the focus of the
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lesson, how to describe the flow of the lesson, and what to do to facilitate
learning and manage the various activities, and how the material is
activities (i.e. for enrichment and remediation), and lesson might follow
Richards & Rodgers (1986:26) state that there are three dimensions
other aspects of the target language, (b) the ways in which particular
teaching activities are used for practicing language, and (c) the
classroom.
e. Teacher’s Roles
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Teacher has important roles in teaching learning process. Richards
and Lockhart (1994:101) state that the role of a teacher in the context of
teaching English in the classroom as the result of his believed the roles
system. Harmer (2001:57-62) states that teacher may select such roles for
themselves as:
group.
telling them how they are going to do activity, putting them into pairs
c) Assessor: the teachers tell the students when need to know and for
what they are being assessed. Teachers should tell them what we are
looking for and what succes looks like so that they can measure
themselves against.
on, or they are lost for words (i.e. they may still have the thread but be
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e) Participant: the teachers not as a teacher, but also as a participant
activities. Teachers stand back from the activity, letting the learners
get on the with it and only interviewing later to offer feedback and/or
corrrect mistakes.
make to the class, teachers take a part or try to control them, or even
performance.
f. Learner’s Roles
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The learners have the significant role in the learning process.
a) Learners plan their own learning program and this ultimately assumes
others.
e) Learners learn from the teacher, from other students, and from other
sources.
g. Instructional Materials
serve as basic for much of language inputs for learners receive and
used to transfer and hand over the knowledge, information, news, and
(Amuseghan, 2007:34).
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Principles in using the instructional instrument and materials in
non print source as sell access material and material on the internet.
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and written), (2) A source of actively for learner practice and
determined and (6) A support for less experienced teachers who have
to gain in confidence.
progress in learning.
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opportunities for independent study and use, materials will provide
h. Teaching Media
and interests as well as the students’ attention such that the learning
2) Types of Media
Smaldino, et al. (2008:6) classify that there are six basic types of
anything can be heard-a person‘s voice, music, and so on, (3) visuals.
They are regularly used to promote learning, (4) motion media. These
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on, (5) manipulatives. They are three dimensional and can be touched
of place and time, it also can help the hindrances of lack human view
i. The Assessment
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encompasses a much wider domain, whereas tests are subset of
2) Types of Assessment
ways. Brown (2004:5-6) divides assessment into four types. They are
(a) formal, (b) informal, (c) formative, and (d) summative as follows:
forming their competencies and skills with the goal of helping them
assessment.
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d) Summative Assessment: It aims to measure, or summarize, what a
There were some relevant studies related this research to the instructional
design for the teaching of writing. The writer wants to compare the other
previous study for the references of the study. There is the researcher who
conducted the similar study. They are Velasquez and Cardona’s Research
(2012), Dian Muhammad Rifai’s Research (2013), and Feride et al’ research
(2012).
document analysis. The design of the research is comparative study and the
result of the research shows that the lessons were predominantly concentrated
on objectives dealing with grammar topics, and the objectives of the high
develop mostly the linguistic competence rather than the pragmatic and
sociolinguistic ones.
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The second researcher is Dian Muhammad Rifai (2013) who conducted a
observation, interview, and documentation. The result of the study, such as: (1)
skill for independent life and sustainable education. The specific learning
language skills: listening, speaking, reading, and writing; (2) The type of
are as a resource for presentation materials, for learner practice, and for
Based Approach; (5) the teacher’s role are facilitator, organizer, manager,
assessor, planner and motivator; (6) the media used in teaching learning
process is used textbook and picture as printed media, video and images
insight into Teachers’ Daily Practice”. The aims of this research are to
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research are interview and observations with 8 public school teachers. The
result of the study showed that the teachers’ use all instructional phases to
The similarity of this research with the previous study is the both of
teaching and learning process used by the teacher. While the differences with
the current research with the previous study are this research focused on only
one skill but in the previous study, the research focused on all skill of English.
Then the next differences are the object of research and the setting of research.
And the last of differences with this current research is the component of
There are the summarize can be seen in the table of 2.3 about the
similarities and the differences between the current research and the previous
study, as follow:
Table 2.3. The Similarities and differences current research with the
previous study
No The previous study The differences The similarities
1 Describing Two Teachers: 1.The component of 1.Same conducting of
Instructional Design For instructional design research about the
Language Teaching And that used to analysis instructional design.
Its Relation To 2. The design of the 2. The technique in
Colombian Standards For research is collecting data is
Learning English by comparative study observation,
Velasquez and Cardona 3. The technique of interview, and
analyzing data the documentation
research used a
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theory-driven
approach.
4. The subject and the
setting of reserach.
CHAPTER III
RESEARCH METHODOLOGY
A. Research Design
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In this research, the researcher used qualitative research. According to
instructional design for the teaching of writing based on 2013 curriculum at the
concern with some cases in which the data collected is classified, analyzed and
interpreted. The aim of this method is to describe the instructional design for
B. Research Setting
1. Setting of Place
consists of three grades of students. They are tenth grade, eleventh grade,
twelfth grade and each grade five programs. There are the regular, full day,
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boarding school, PK (Program Khusus) and workshop. The total number of
2. Setting of Time
The research did at MAN 1 Surakarta from the beginning until the end
of the research. Time of this research was scheduled from January 2018
until May 2018. The researcher attended and observed the chosen
classrooms in order to gain data of this research. Here is schedule for this
research:
3 Observation
1
Observation
2
Observation
3
Observation
4
Interview
4 Collecting
and
Analyzing
the data
Research subjects are the English teacher and the eleventh-grade students
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English teacher is Mr. Ali Muhson. The total number of students XI IPA 3 is
24 students.
and assessment.
D. Data Sources
According to the form of the study, the data were descriptive in the form
data utama dalam penelitian kualitatif adalah data dan tindakan selebihnya
adalah data tambahan seperti dokumen dan lain-lain”. In other words, the
sources of data in qualitative research are words and events; the additional data
can be from documents and others. In this research, the data are information
about the teaching and learning process in the of field note and interview script.
The writer takes data from sources. There are three sources of the data: events,
1. Events
activity, the researcher would know about the process how something
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process and it concerns with all activities in the classroom during teaching-
learning process of writing and activities the students in the classroom. The
2. Informants
researcher that will be an informant. Here the informant is Mr. Ali Muhson
as the vice of headmaster and the English teacher, the second informant is
class of XI IPA 3.
3. Documents
monumental creation. He also states that the result of the observation and
the subject of the study. Documents in this research were documents which
related to instructional design for the teaching of writing based on the 2013
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In order to collect data of this research, the researcher employed three
1. Observation
observation here is the activity that happens, make notes and jot down
thoughts without narrow, specific regard for the research problem, the
by observing how people act or how things look (Fraenkel et al., 2012:445).
The observation was carried out on the instructional design for the
carrying out the observation. Fraenkel, et al. (2012:446) point out that in
being observed but rather sit on the sidelines and watch; they are not
directly involved in the situation they are observing. In this research, the
researcher will employ field notes to write the activities during the
instructional process. This observation and field notes were aimed to take
data related to (a) method, (b) procedure, (c) teaching media (d) teacher‘s
roles, (e) student’s roles, and (f) assessment during teaching and learning
2. Interview
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Interview is a dialog done by people with certain purposes. Moleong
(2004:186) states that interview is done by two people, each of them plays
the role as the interviewer that give questions and the other is as the person
and record the interview as data of this research. In this type of interview,
the researcher prepared what the question is before the interview is being
conducted and the question may be developed during the interview and new
It is possible to add new question out of the question list if the researcher
gets new information out of the question that had been arranged. The aim of
this type is to get detail information from the interviewee. Here, the
school and English teacher at the eleventh grade of boarding school MAN 1
makes interviews with the English teacher, Mr. Ali Muhson and some
in order to avoid the interview of being too large and out of context. These
questions also help the researcher to make a systematic interview so that the
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needed to get more information. The questions for the teacher were about
curriculum.
3. Documentation
consists of syllabus, lesson plan, the daily classroom journal, the presence
data, arrange data then presents data. To know the instructional design for the
Regarding with this research, the researcher used data analysis based on
data was depicted by Miles and Huberman (1984:22) in the following picture.
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Data Data
collection display
Data
reduction
Conclusion:
Drawing/verifying
form the interactive process which was analyzing qualitative data as follows:
1. Data collection
The researcher interviews with the informants and doing observation of the
which is used by the teacher at the eleventh grade of boarding school MAN
1 Surakarta.
2. Data Reduction
Data reduction means summarizing the data, choosing the main issues,
focusing on the important issues, and finding the patterns and dropping the
unimportant issues. Therefore, the reduced data will give clear draws, ease
the researcher to collect next data, and look for it when needed (Sugiyono,
2013:92).
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In this step, the data from interview, observation, and documentation
the data which related to (a) syllabus, (b) learning objectives, (c) method (d)
procedure, (e) instructional materials, (f) media, (g) teacher‘s roles, (h)
3. Data Display
After having reduced the qualitative data, the next step was data
table, graphic, pie chart, pictogram and etc. In this case, the most frequent
form of data display for qualitative research data in the past has been
The last stage in analyzing data was conclusion and verification. The
no any strong evidence found in order to support the next collecting data. In
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and consistent evidence, the conclusion is a credible conclusion (Sugiyono,
2013:99).
instructional design for the teaching of writing skill which is used by the
documentation.
From the explanation above, the researcher apply this technique for
describing and analyzing the data from the result or research about the
F. Trustworthiness of Data
Sugiyono (2013:364) reveals that there are four criteria to check the
check or to compare the data. Triangulation is divided into four techniques: (1)
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data triangulation (2) investigator triangulation (3) methodological
Data triangulation means that the researcher compared and rechecked the
collecting the data, the researcher used different data sources. It means the
same data will be better its validity when it comes from the different data
source.
credibility of the research and the data source by using several data collecting
techniques and analyze the by the same method. Even, it will be better when
researcher takes same data source for examining the great of their information
researcher will recheck the credibility of his data by his own researcher or
result.
interviews and the data got to the relevant document. It is an order to get the
trustworthiness of the data being examined. The researcher compared the data
taken from observation which had been held during teaching and learning
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process and the data from interview and documents which have the same data
69
CHAPTER IV
In this chapter, the researcher presented the research finding and disscussion
of the instructional design for the teaching of writing based on 2013 curriculum at
the eleventh grade of boarding school MAN 1 Surakarta. The research showed the
and the assessment. The discussion described the relation between the findings on
the field with theories the instructional design, includes theory of learning
objective.
A. FINDINGS
1. Learning objectives
a. General Objective
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document. It is adopted based on Kemendikbud 2015 which stated that
education unit.
stated that “The general objectives can be seen on the 2013 curriculum
and then the standard competencies and basic competencies are used to
b. Specific Objective
and usually stated in the syllabus and lesson plan as teaching activities
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where things relates to teach and learn in the classroom are prepared
writing for the eleventh grade of boarding school MAN 1 Surakarta that
written in the syllabus is: “Students are able to reveal the meaning of text
factual report, oral, written, simple about the people, animal, things and
follows: (1) identifiying many kind of report text, (2) answering the
all learning objectives of writing are to make the students write, the
researcher with the English teacher on March, 8th 2018 from Mr. Ali
Muhson as follows:
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rumpang sampai membuat sebuah paragraf sederhana berdasarkan
pengamatan dilingkungan sekitar.
Which means:
contains the materials that will be taught in the learning. The teacher has to
focus on the syllabus so that he can make the teaching and learning process
efficient and miningful. The teacher looked up the syllabus before teaching
in the classroom. It can help the teacher eassy to prepare the materials.
get the information about the curriculum used by MAN 1 Surakarta, the
researcher itended to interview the English teachers, Mr. Ali Muhson. Based
compulsory and optional class syllabus consisted of: the main competence,
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The type of syllabus used for teaching of the eleventh grade of
content of the syllabus are four language skills where writing skill is one of
that skills which have to be taught for students at eleventh grade. The
one of the essential things in the teaching learning process. Based on the
the plan of work to be taught in particular course. The detail syllabus used
based on the syllabus is that the students can write a simple sentence report
text, developing the generic structure of report text, drafting of report text,
this syllabus and the material of writing such as report text, procedure text,
and functional text. The purpose of this syllabus is that students can express
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Notional functional syllabus focuses on the function as an element of
Gambaran silabus
3. Procedure
follows:
75
a. Teachers’ reasons for using scientific approach
are certain reasons felt by teacher for using the classroom procedure in
the classroom.
teachers must teach using the procedure in the classroom. Besides that,
76
students as the learning target. Talking about the reason, the use of EEK
subject taught
1) Opening
The first observation was done on Tuesday, April 17, 2018. The
English teacher is Mr. Ali Muhson. The material of the day was”
Report Text”. It was started at 08.45 a.m until 09.55 a.m. The
students.
The teacher come into the classroom, then the teacher greeted
the students. The students responded and answered it. The teacher the
For example:
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Teacher : I am fine too. Who is absent today?
the students. The the students were asked about the report text.
For example:
pak?
Teacher : Report text dan descriptive text jelas berbeda ya. Masih
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Teacher : Ya benar. Report text memiliki struktur fungsi yaitu
adalah penutup.
whiteboard).
Frequently, the teacher would give them a text of report text about
Gajah as the example. The teacher gave them statement that the story that
is begun with the opening that containt in the report text. In building
knowledge of the field the teacher tried to make the students explored
their knmowledge about the topic, that was about report text “Gajah”.
The purpose was to make them knew and learned others’ opinion from
their friends, after they had kniwn the opinion they had knoiwledge what
group to make them had more clear understanding what whould they plan
to write about the picture. So, it needed a teacher to mnage them knew
The teacher gave the students report text about Fload taken from
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For example:
123
4. Technique
students feel interested and more engaged in teaching and learning process.
Teacher AM argues that he employs question and answer, game, and quiz in
“Question and answer, bisa juga…apa itu ya, Mas…eee... bisa juga
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Besides that, teacher AM used other techniques, such brainstorming
that the use of those techniques have been planned before entering the class.
Talking about the aims of using those techniques, teacher RH argues that the
AM who says:
monotonous). (Intw.RH/IT/18)
question and answer, game, quiz, dialogue, and role play. Those techniques
can make students feel interested in learning actively and are brave in
(4) dialogue performance, (5) question and answer, (6) reading aloud. They
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are included in each step of classroom procedure used by a teacher. A
techniques commonly used in EEK for the seventh grade and (2) classroom
Based on the observation, the researcher finds that the teacher uses
three technique on the teaching and learning process in writing skill. The
feedback as follows:
1) Brainstorming
Brainstorming means that the teacher asks the students to list all
After the students find the title from the topic. The students
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Brainstorming has purpose to help the students focus and imagine
before they begin to write text. The students find new vocabulary
Fro example:
For example:
the classroom.
For example:
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5. Teacher’s roles
the researcher found that there were many kinds of teachers’ role in the
as observer and teacher as model. Here the researcher will explain each
a. Teacher as Controller
the class such as the students activity, keep condition of the students, and
complete charge of the class. The teacher assumes this role when new
MAN 1 Surakarta, the English teacher always has the roles to control the
students’ work and pay attention on the explanation given by the teacher.
The teacher is mostly the centre of focus, the teacher many have the gift
such as noise when the teacher explain the material, so the teacher have
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to keep the condition of students in classroom. Teacher also try students
For example:
Ali Muhson taught XI IPA 3 about the report text. During the explanation
there is the students noisy, then teacher give the instruction for the
students by asking them to go out from the class if they made noisy
“Lha itu…itu peran saya seperti itu..kalau kita sebagai guru kan tidak
saya cubit...atau kalau masih saya beri peringatan satu kali dua
them…if they make trouble more, I ask them to go out from the class.”)
b. Teacher as Organizer
telling them how they are going to the activity, putting them into pairs or
groups, and finally doing things down when it is time to stop. In this role,
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the English teachers at MAN 1 Surakarta organize the class in several
pairs, making groups, and ending the class. For instance, in the eleventh
grade, teacher AM taught class XI IPA 3 about report text. He started the
membahas descriptive text ya.. dan kita sudah kasih PR.... have
seharusnya kemarin?
c. Teacher as Assessor
assessment whether or not they are getting their English right or not. This
correction and grading students in various ways. In this role, the English
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assess students, he employs his role as an assessor towards students‘
students.
T : Dimana?
S : dibelakangnya student.
whiteboard that students write. The English teacher also chechk the
T: “ Sekarang kalau sudah paham, kita coba latihan membuat teks report
kalian lihat.”
d. Teacher as Prompter.
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In this case, prompter as same as motivator. Teacher give
motivation for the students to keep spirit in the classroom activity. For
example, at the last subject students usually students started bustling and
not enthusiasm in learning, so the teacher have to give motivation dor the
For example:
The teacher give some motivation to the students about how to learn
English language easily. The teacher can tell a story about the teachers’
story.
e. Teacher as Participant
f. Teacher as Resource
stduents. However book is the main resource of the material, but teacher
is the most important resoruce for the students to deliver the material,
because if the students find the material by themselves, they can not
2018 the teacher said that “before the lesson begin, the teacher search the
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source of material in the internet, or book, or another sources, then
tecaher deliver the material from the source which discover the teacher”.
boarding school, the teacher AM taught about report text in the classXI
IPA 3. Students were asked to make one report text about animal consist
usually explains the taught materials more step by step to help students
harus sabar kemudian kita harus jelaskan sedikit demi sedikit apa yang
g. Teacher as Tutor
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After the teacher know what is the material, the teacher deeliver the
material for the students briefly. Teacher as a tutor, teacher also explain
the prupose of the material. If the students do not understand about the
work of self study. The teacher provides advice and guidance and helps
students clarify ideas and limit tasks. This role can be a great way to pay
For example:
When the etacher started to give asignment from thr material that
already given, and the tecaher explain what is the assignment. Then the
explain back to make the students really understand with the assignment.
h. Teacher as Observer
with the material. The teacher can observe the stduents by asking a
question, giving individual task, the the teacher observe students work.
without honing this skill, he can never truly understand students and meet
For example:
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When the teacher done explaining the material, to make the teacher know
how far the students understand the material, etacher usually give the
spot question for the students, if the students can answer the question it
means that the stduents pay attention and understanding the etacher
explanation.
6. Student’s roles
Beside the teacher had teachers’ role, the students also had the
learning process. Based on the researcher observation, there are two kinds of
student’s role that founs in the eleventh grade of boarding school MAN 1
Surakarta:
a. Students as Planner
their program and they learning responsibility for what they do in the
classroom. They can build a critical thinking about the material that
plan the strategy in discussing the material. But, the teacehr just as the
stduents as the center planner, but teacher also remains control the
For example:
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The teacher give issue in the classroom activities, and divide into several
group to discuss from the different side like the students give the negative
and positive opinion. In this case, the stduents demand to solve their own
b. Students as Group
Students as group means that the students can sahre their ideas or
knowledge with other students and the teacher. Students can ask and then
with other if they find the difficulties the material. Thy also can learn
their teacher in their group. The students can easily explain the ideas or
For example:
Teacher divide claass into several group and give the assignment after
into an idea.
c. Students as Tutor
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Students as tutor means that the students facilitate the teacher to
learn with others so thsat the students can sahre their knowledge with
others. The students who already understand with the material that has
been taught to teach his friend who can not or have not understand about
the material.
For example:
When the teacher give the question for the students, and there is students
explaining to their friend who did not understand about the material.
It means the students are monitor and evaluator of his own learning
themselve. The students can monitor their leanring progress from the
result of their task by the seeing know how to evaluate the learning style
is success or not if the result is bad they can change their own leanring
style.
For example:
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Teacher asked the students to answer the question orally then the teacher
ask to choose want all of them but the student’s anwer still incorect, so
classroom when the teachers teach the material. On the other hand, they
also can evaluate progress themselves in writing from the task, exercises
In the teaching and learning process, the students listen the teacher
b) The learner learns from the teacher, from the other students and other
teachign sources.
from the teacher. When the teacher explain the material in the class,
students get attention all of the information from the teacher explanation.
Students also get some materials from the teacher. Students can see and
listen everything that the teacher do and say. Beside that, the students
also learns from the other students and other teaching source when the
writing, the students did the instruction of the teacher and then students
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asked the teacher when they got difficulties. In the example, initial T as a
S: “Iya ustad”
Surakarta, the researcher knows that the student’s role are learner is
monitor and evaluator of his or her own progress and learner learns from
the teacher, from the other students and other teaching sources. It is
suitable with the theory from Johnson and Paulson (1979) in Richard
(1986). The strenght of students’s role is the students more active and the
1 Surakarta
materials for the teaching of writing at the eleventh grade of boarding school
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MAN 1 Surakarta on (a) process in selecting instructional materials, (b) roles
follows:
instructional materials based on the needs, level, and etc. Talking about
supporting book.”)
that he adapt it based on the grade and syllabus at the eleventh grade of
says:
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meningkat.” (―I adapt it based on the class. Sometimes, it is like
three steps, namely: (1) selecting. The English teachers select materials from
adapting. The English teachers adapt those materials based on the grade and
syllabus at the school become the fixed materials to teach; and (3)
implementing.
the classroom. It depends on the teachers in choosing the best materials for
teaching and students. Based on the document analysis and interview, the
namely:
of input materials fro the stduents to accept and practice the language in the
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classroom. The instructional materials which used at MAN 1 Surakarta were
a. Printed material is the material which printed using printer and published by
T: “For the curriculum 2013 is only using a guide book from The
1. Textbook
teachers used one certain book as the students’ text book. Based on the
Surakarta used certain textbook for their students. Those book are” When
material. The material divided into two books, the first one is for the teacher
and the second for the students . The student’s book contains of tasks for the
The handbook used by the teacher is “When English Rings the Bell”
2013. The goverment distributed that handbook for the students in every
school.
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The handbook is prepared by the English teacher in MAN 1 Surakarta
various source and adapted to the syllabus. Handbook is distributed for the
first until thirds grade. Handbook contains any exercies used to facilitate the
2. The material that compare both print and non print source as sell access
In the teaching learning process, the teacher also used the material that
compare both print and non print source as sell access material and material
on the internet. The teacher is looking for example of text and exercises for
students.
The teacher opened the textbook is the first meeting, and then asked
students to open theie textbook. In the first meeting the teacher gave
explanation about report text. The teacher tried to make explanation clearer
by showing some pictures on the LCD. The Students more understand and
example of report text and explained the generic structure, social function,
and language feature. Then the teacher asked the students to write down and
list some verbs used in past tense. Report text was the material for two
meeting.
In the teaching of genre text, the teacher explained the report text. The
teacher explained the characteristic of the text and then gave the students
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with some exercises such as, answers questions based on the text, completed
process in the classroom are very considered in detail during teaching and
AM argues that the roles of instructional materials are able to make students
are interested in learning, so they do not feel bored in learning it. As it was
“Lebih menarik siswa, sehingga siswa itu tidak jenuh untuk melihat
grade of boarding school MAN 1 Surakarta are aimed to make students feel
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interested in learning English especially in writing. Besides that,
the observation and interview. It is found that the role material in the
teaching learning process are, material help the students to more understand
what the topic will learn in class, material as a source of actively for learner
practice and communicative and material as guide for the stduents to study.
“Material bisa menjadi panduan siswa untuk belajar tidak hanya sekedar
In English means:
Material can become their guide for study and not only listen the teacher
The material used in the teaching and learning process may not be
rough. In the researcher’s point of view, the role of the instructional material
includes the following specification that are: (1) Materials will focus on the
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Materials will focus on understandable, relevant and interesting exchanges
Materials will involve a different kind of text, and (4) Materials will provide
material which gave progress at learners own rates of learning, which can be
seen from how the teachers deliver a material from simple material to
complex material. For example, the teacher taught the material about report
text, continued with generic structure and language feature of recount text,
continued with completed a paragraph of report text. They also delivered the
material with the different styles of learning. For example, a students asked
to change verb 1 into verb to, a students asked to make a sentence based on
certain verb. The teacher provided opportunities for independent study and
use. For example, a students asked to write a report text which topic
“animal”, then the teacher received their word or sentence whivh wrong
written. Here the stduents also has appropriates for self evaluation.
8. Teaching Media
In the teaching learning writing, the teacher also used media. Media is
a device used for conveying the information to the students, so that they can
achieve goal easily. In this finding, media for the teaching of writing at the
process in selecting media, (b) roles of media, and (c) kinds of media, as
follows:
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a. Process in Selecting Media
audio, picture, card, and etc. Each media has an important role in helping
teachers to teach in the classroom. Talking about selected media for the
book and internet, and then it is showed by using LCD. As it was proven
three steps, namely: (1) finding. The English teachers find pictures and
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the materials and the class taught, and (3) employing. Selected pictures
b. Roles of Media
Based on the interview, teacher AM argues that the roles of media are
“Peran media? ya… mungkin kalau dengan media itu anak bisa
ini gambar ini...ya, do you know what picture is it? who is he? he
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on the observation, it was found that the role of media is as instructional
classroom.
showed picture of steps for making fried rice and semur ayam.
4.3, as follows:
Talking about the role of media, it not only involves one role but
c. Kinds of Media
found that the teacher used textbook, picture, LCD as the media.
105
delivered material and to make students more understand about the
topic will be discussed. The teacher will get some difficulties to apply
using textbook the process of the class will be structured and arranged
by the teacher to delivered material in the class. The teachers also use
Surakarta has one LCD to facilities for teachers and students in the
about the material used and they more attractive in the teaching and
the teacher also use electric media that is LCD to media in the
teaching and learning process. For example, the teacher showed the
picture of animal eat in the zoo to know the verb that use based on the
picture.
9. Assessment
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Assessment is a way to measure students‘ competence in the form of
scores. Besides that, there are many kinds of assessment which can be used
the classroom. Besides that, assessment used aims to make students do not
feel doubt when they are faced on the same assessment tasks. It can be in the
assessment from (1) daily test in the form of multiple choice, (2) homework,
(3) individual task, and (4) group task. As it was said by teacher Mr. Ali
isian, bisa menggunakan pilihan ganda, kemudian nilai tugas, tugas sekolah
ada tugas PR, pekerjaan rumah kemudian ada tugas mandiri dan ada tugas
task”)
both of S1 and S2 argue that English teachers assess them based on they
write.
107
MAN 1 Surakarta is divided on (1) formative assessment, (2) middle test,
1) Formative Assessment
student has already understood the lessons as they follow in the learning
short-answer task, (c) make a match, and (d) listening cloze, as follows:
(a)Multiple Choice
concord to the students and they are asked to choose the correct
(b)Short-Answer Tasks
the students are asked to write the answer on the answer sheet in the
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written form and the answer are usually short. One example of
2) Middle Test
conducted in three month first after teaching and learning process. It can
Surakarta. Its score is taken from the real score. As it was proven by
109
“Ujian tengah semester, kalau disini itu ulangan tengah
semester itu ada tes yaitu dalam bentuk esai yang terdiri dari 5
essay questions. Talking about core of middle test, it is taken from real
3) Summative Assessment
semester which covers more than one or several topics, and is aimed to
semester. This test is aimed to evaluate students after learning during one
semester. This test also can be in the form of multiple choice and essay.
Based on the interview, teacher Mr. Ali Muhson explains that final
test score is taken from daily test and final test. As it was proven by
(“If final test, it is taken from daily test, plus final test…the test is
divided by average”.)
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From those explanations, it can be concluded that final test in MAN
of final test is added to score of daily test, so the last score for students
B. DISCUSSION
After analyzing the data, the writer found the real process of teaching
writing at the eleventh grade of MAN 1 Surakarta. Based on the finding above,
there are some components which researcher discussed in the research finding.
1. Learning Objective
111
Surakarta, the objectives of English teaching can be viewed from the 2013
curriculum and syllabus. The objectives can be divided into two objectives,
a. General Objective
develop..................................
students able to (1) identifying of many kinds of report text (2) answering
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Learning objectives of writing are almost to increase students’
teacher would engage them to try and practice writing in the classroom,
the teacher always gave them new vocabulary every meeting and ask the
curriculum .
2. Syllabus
The contains of the syllabus are the materials that will be taught in teaching
learning. The teacher always looks up the sylabus before teaching in class.
Tthe content of syllabus are four language skills where writing skill is
one of that skill which often have taught for eleventh grade students, Mahdi
113
(2012) stated that notional-functional syllabus is based on learning to
concept and idea it express. It means that students can recognize and express
finding, Fatmawati (20120), Abar (2012) also stated that syllabus is very
vital item in arranging lesson plan. The model of syllabus is different with
Abar’s work (2012), and the same Purwanti’s work (2012) which focused
on language function.
used at the course was mixture of four kind of syllabus were namely:
The strenght of this syllabus is that students can express their idea in
the teacher of the eleventh grade of boarding school MAN 1 Surakarta, the
syllabus used serve many purpose for the students and the teacher such as
114
ensuring a fair and impartial understanding between the instructor and
students.
3. Instructional Material
The material of writing based on the syllabus, the teacher used printed
material taken from the same book namely, “ Bahasa Inggris Sekolah
teachers also take the materials in another resources, such as from internet.
(c) Material that comprises both print and non print source as sell access
Kindengerten means that they also use textbook to support the teaching
Muhammada (2014) stated that the textbook. In the researcher found that the
The researcher concludes that the materials uis used by the teachers in MAN
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4. Classroom method
5. Classroom procedure
6. Teacher’s Role
The Teacher has important role in the teaching learning process. The
Based on the observation of the research, the researcher found that the
teacher at the eleventh grade of boarding school MAN 1 Surakarta have the
important roles in teaching writing, and they had same roles. They are
manager, the teacher managed the class by reminding the students who
found that the teacher in MAN 1 Surakarta has same role in the etaching
7. Learner’s Role
learning process, the students also have influence in teaching and learning
116
students interest. Based on the researcher observation and interview, the
researcher found that the roles of the students here, learnes monitor and
evaluate their own progress, learners learn from the teacher and learners are
Pulson (1976) in Richards (1986) stated that learner’s role to plan their own
8. Teacing Media
In the teaching learning process, there are some media used by the
teacher. The teacher used picture, LCD and board as media in teaching
learning process. Media can take the teaching and learning process more
found that media used by the English teacher beside the teacher explain the
material orally, she used other media such as LCD, picture and board in the
class. Hyland (2004) stated that transferring material in teaching writing can
be use different media such as printed and electronic. From the statement,
the researcher concludes that the media used by te English teacher at MAN
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1 Surakarta in teaching English writing is suitable with the theory by
Hyland (2004:138)
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