15 CHAPTER III DISCUSSION In this chapter, the writer discusses about three things related to the teaching activities. They are teaching description, teaching analysis, and teaching evaluation. It also explains about teaching activities in the classroom, the advantages of using brainstorming in teaching writing recount text , the students’ writing results of using brainstorming, and the problems and solutions during teaching process. The data is taken from the classroom action research at 8th grade students of MTs. Al-Husna Depok. 3.1. Teaching Description In this sub-chapter, the writer discusses about teaching description based on the classroom action research in the 8th grade students of MTs. Al-Husna Depok. The writer chooses to teach the 8th grade students because it is suitable with the topic and the technique which is used by the writer in teaching. In that school, there are 6 classes of the second grade like VIII-A, VIII-B, VIII-C, VIII-D, VIII-E and VIII-F but the writer focuses to teach in VIII-E. There are 42 students, 24 boys and 18 girls of students in the class. The writer teaches twice a week, on Wednesday and on Friday. It takes 90 minutes for each meeting. Teaching is an activity that is happened between the teacher and the learners in order to share knowledge or skill by giving some instructions through a certain method. Therefore, the teacher has to make a good preparation in order to make the teaching process goes well and the goal in sharing knowledge or skill to the students
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Transcript
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CHAPTER III
DISCUSSION
In this chapter, the writer discusses about three things related to the teaching
activities. They are teaching description, teaching analysis, and teaching evaluation.
It also explains about teaching activities in the classroom, the advantages of using
brainstorming in teaching writing recount text, the students’ writing results of using
brainstorming, and the problems and solutions during teaching process. The data is
taken from the classroom action research at 8th grade students of MTs. Al-Husna
Depok.
3.1. Teaching Description
In this sub-chapter, the writer discusses about teaching description based on the
classroom action research in the 8th grade students of MTs. Al-Husna Depok. The
writer chooses to teach the 8th grade students because it is suitable with the topic and
the technique which is used by the writer in teaching. In that school, there are 6
classes of the second grade like VIII-A, VIII-B, VIII-C, VIII-D, VIII-E and VIII-F
but the writer focuses to teach in VIII-E. There are 42 students, 24 boys and 18 girls
of students in the class. The writer teaches twice a week, on Wednesday and on
Friday. It takes 90 minutes for each meeting.
Teaching is an activity that is happened between the teacher and the learners in
order to share knowledge or skill by giving some instructions through a certain
method. Therefore, the teacher has to make a good preparation in order to make the
teaching process goes well and the goal in sharing knowledge or skill to the students
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are completely transmitted. The preparation which is the writer did includes
preparation before teaching, while teaching, until the last teaching. The writer
prepared lesson plan and some medias to support teaching activities. The teaching
activities includes warming up (greeting and introduction), taking attendence,
delivering material and so on.
For the first, the writer greets and makes an introduction and asks also the
students to introduce themselves because it will be easy to teach them if the writer
know their names. After that, the writer leads the students to play a game together.
The writer considered that by playing a game before teaching can make students
more relax and hopefully can make them enjoy and following the teaching process
very well.
Then, the writer always asks about the last material in each meeting in order to
make the students still remember the material they have learnt. After that, the writer
continued the teaching process by giving students the new material about personal
recount text, which is mentioned before in the second chapter. The writer explains
about what personal recount text is, the writer explains about its definition, its
general structure and its language features. After the writer explains those some
points about recount text, the writer gives students the examples of recount text.
Then, the writer asks the students to make recount text based on their own
experiences. This is called pre-test because they do the assignment before using
brainstorming.
In the next meeting, the writer gives explanation about brainstorming which can
use in writing personal recount text by making a list of ideas. It can helps the
students to write in good structure and in acccurate grammar. This time the students
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is asked to make their own recount text by using brainstorrming. This is called post-
test because they do the assignment after using brainstorming.
In addition, closure is used in the end of every meeting by the writer, the writer
collected the task, managed students to sit on the own chair. The writer summarized
all of this lesson and teaching, gave motivation because it is important to motivate
the students in studying. Finally, the writer ends the class with pray and saying good
bye.
Based of this teaching description the writer redescribed all of teaching activities
which has done. This description based on lesson plan and research, lesson plan will
manage teaching time, included all activities in teaching and teaching purposes.
3.1.1. Teaching Preparation
In order to make an effective and fun teaching and learning process, the teacher
should arrange a great preparation before serving the students materials. There are
several things that must be prepared by the writer before teaching. The preparations
are lesson plan, modul, attendance, score sheets, and teaching aids (white board,
black markers, eraser board, pens and so on).
Lesson plan is the teacher’s guide to teaching in the classroom in one time. It
helps the teacher to control time management in the delivery topic in the class.
Lesson plan also can build teachers’ confidence in teaching in the front of the
students. The contents of lesson plan includes; topic, objectives, prior knowledge,
teaching aids, times, procedures, task, interactions, and purpose. Lesson plan
contains warming up, presentation, practice, summary, production, and closure. For
the modul, the writer gets from the teacher before the class starts and also the writer
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brings it by herself. While, teaching aids are equipment of things to help teaching
process going on effectively.
3.1.2. Teaching Process
In this part, the writer will explain about the activity during the process of
teaching. The writer teaches based on the lesson plan. The teaching steps are; First,
warming up. It is process of greeting, introduction of the teacher (for the first
meeting), and taking attendance. Second is delivering the material or the the process
of teaching. In this parts, teacher gives the new topic, explains about the topic and
gives the example related to the topic. Third is practice. It is a process where the
teacher gives the task or exercise to the students. The last is closure or post teaching.
In this part, teacher analyzes the task, gives conclusion or summarising about the
topic on that day of the lesson and ending the class.
a. Meeting 1
Step 1: Pre-Teaching (Opening and Warming Up)
In the first meeting, as an opening and warming up, the writer as the teacher
was doing the greeting and making intoduction. The writer also explained why the
writer stands up as a temporary teacher. Here is the picture:
Figure III.1
Greeting
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From the picture, it can be seen that the writer tried to be a friendly one by
giving those smiley face. The writer tried to be as confident as well in front of the
students. Moreover, to get students’ understanding, the writer spoke in English and in
Bahasa. Here is the dialogue:
The writer : “Assalamu’alaikum, good morning, students!”
Students : “Wa’alaikumussalam, good morning, Miss!”
The writer : “How are you today?”
Students : “I’m fine, thank you. And you?”
The writer : “Great, thanks! Well, sebelum kita mulai belajar, saya akan
memperkenalkan diri terlebih dahulu. Nama saya Tiara
Apriella, kalian bisa panggil saya Miss Tiara atau Miss
Ella. Saya mahasiswi dari BSI dan saya akan mengajar
kalian selama satu bulan kedepan. So, hopefully you will
enjoy learning English with me, guys!”
(Great, thanks! Well, before we start our lesson today, I
would like to introduce myself. My name is Tiara Apriella,
you can call me Miss Tiara or Miss Ella. I am a college
student from BSI and I will teach you for a month. So,
hopefully you will enjoy learning English with me, guys!)
After greeting and introducing session had done, the writer checked students’
attendances so the writer could teach the students easily because the writer knows the
students’ names. Then, the writer led the students to play a game which was related
with the materials. The writer called the students one by one to mention some verbs
in type two or verb in past form in five (5) seconds. For example, the students had to
mention it like this; drink-drank, eat-ate, write-wrote and so on. If any student could
not mention it, those student would get punishment. The punishment is sing a song
and dance at the same time in front of the class.
This warming up is important to get students attentions and to make students
get the spirits of learning. It also makes the writer and the students be more closer
each other. Surprisingly, they responded it very well although not all of them respond
it with English. After that, the writer began to teach students in order to success in
lesson plan.
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Step 2: Process of Teaching (Not Using Brainstorming Technique Yet)
In this second step, the writer delivered the new material about personal
recount text. In this process of teaching, the writer had not used brainstorming
technique yet in order to make comparison to the next meeting while brainstorming
has been already used. The writer used the modul from the school to help the writer
deliver the material completely. The material is from the text book page 27. Here is
the picture:
Figure III.2
Modul Pengayaan : Bahasa Inggris Untuk Siswa SMP/MTs. p.27
From the picture it can be seen that personal recount text that explained and
delivered by the writer is in the Unit 3 entitled An Embarrassing Moment. In order to
get students’ better understanding, the writer quickly wrote it on the white board. The
stuff the writer used to write the material such as marker which was the stuff from
the school.
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Here is the picture of the writer’s activity:
Figure III.3
Teaching Activity
After the writer finished to write on the white board abou the new material,
the writer looked around the class to make sure that all students in the class write it
too. Then, after a while, the writer asked students if they finished writing or not.
When students has finished writing, then the writer completely explained about
personal recount text’s definition, structure and language features. The writer tried to
explain the material clearly and briefly. Here is the dialogue between the writer and
students:
The writer : “Okay class, this time we are going to discuss about our new
material, what is that?”
Students : “Personal Recount Text, Miss.”
The writer : “Right. Well, personal recount text is a text which retells an
event or an experience in the past that the writer was
personalty involved in. Personal recount text has three
generic structures; orientation, event, and re-orientation. So,
we can say that recount text is used to talk about activities
or situations that happened in the past.”
Student A : “Ooh, jadi itu buat nyeritain kejadian yang udah terjadi ya
Miss?”
(Ooh, so it is a story that retells about something which had
already happened in the past, right, Miss?)
The writer : “Yes Exactly!”
Student B : “Terus kalau orientation, event sama re-orientation itu
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maksudnya gimana, Miss?”
(Then, what the meaning of orientation, event and re
orientation, Miss?)
The writer : “In simple way, we can say that those are opening, content
and closing. That is the structure of recount text and all of
you have to remember that, okay?”
Students : “Okay, Miss!”
The writer : “And class, when you write a recount text, you also have to
remember that recount text is using past tense. Do you
know what past tense is?”
Students : “Yes!”
Student C : “Itu kalimat yang pake kata kerja bentuk kedua ya Miss?”
(It is a sentence which is used verb two, is not it, Miss?)
The writer : “Absolutely, yes! Jadi harus pakai verb ke-dua saat nulis
recount text ya class...”
(So, you have to use verb two in writing recount text, okay,
class...)
The students : “Okay, Miss!”
During the explanation, students focused on their notes, book and on what they
hear from the writer. Students gave more attentions with their seriously faces. The
students’ listened to the writer carefully as the writer explained the material clearly.
Also the students could respond to the writer very well. If the students got the
understanding of the material and there is no question that indicated the confusion of
the students’ anymore, the writer continued the teaching process.
For continuation, the writer gave the students the example of personal recount
text in order to make students more understand about the material. The writer asks
the students to open the modul page number 28. In that page, there will be an
example of personal recount text includes the explanation about its generic structure
completely.
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Here is the picture of the modul page number 28:
Figure III.4
Modul Pengayaan : Bahasa Inggris Untuk Siswa SMP/MTs. p.28
Based on the picture above, it can be seen that there is a personal recount text
entitled A Bad Experience. Those example of personal recount text made the students
be more understand about the generic structure of recount text. Moreover to get an
optimal understanding of personal recount text, the writer gave another example of it.
Here is another example of personal recount text that the writer got from the internet