The Implementation of Teaching Recount in SMPN 8 Bandung Data Analysis Collecting Data-Understanding Data-Categorizing Data- Interpreting Data-Synthesizing Data The model of teaching recount writing Orientation Record of Events (done in temporal sequence) Re-orientation (closure) 1 IMPLEMENTASI PEMBELAJARAN TEKS RECOUNT ( Studi Kasus kelas VIII SMP N 8 Bandung) Artikel oleh Dodi Mulyadi, S.Pd, M.Pd PENDIDIKAN BAHASA INGGRIS FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN UNIVERSITAS MUHAMMADIYAH SEMARANG 2011
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The Implementation of Teaching Recountin SMPN 8 Bandung
Data AnalysisCollecting Data-Understanding Data-Categorizing Data-Interpreting Data-Synthesizing Data
The model of teaching recount writing
OrientationRecord of Events(done in temporal sequence)Re-orientation(closure)
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IMPLEMENTASI PEMBELAJARAN TEKS RECOUNT ( Studi Kasus kelas VIII SMP N 8 Bandung)
Artikel
oleh
Dodi Mulyadi, S.Pd, M.Pd
PENDIDIKAN BAHASA INGGRIS
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
UNIVERSITAS MUHAMMADIYAH SEMARANG
2011
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The Implementation of Teaching Recount Writing (A Case Study to Grade Eighth of SMPN 8 Bandung)
Implementasi Pembelajaran Teks Recount ( Studi Kasus kelas VIII SMP N 8 Bandung)
ABSTRACTPenelitian ini bertujuan untuk mencari dan mendeskripsikan implementasi dari pembelajaran teks recount di SMP N 8 Bandung dan untuk mencari tahu respons siswa yang muncul dari pembelajaran teks recount. Penelitian ini merupakan penelitian kualitatif yang menggunakan metode deskriptif. Peneliti menggunakan beberapa instrumen diantaranya dokumentasi, interview, dan angket dengan tahapan sebagai berikut: 1) Collecting Data; 2) Understanding Data; 3) Categorizing Data: 4) Interpreting Data; and 5) Synthesizing Data. Penelitian ini menunjukan bahwa secara umum guru menggunakan metode dalam pembelajaran teks reacount dengan menggunakan Audio Lingual Method, Direct Method, dan Community Language Learning with communicative approach. Teknik yang digunakan pada tahap pertama adalah persiapan guru sebelum mengajar dikelas, membuat lesson plan, menentukan metode, buku ajar dan media pembejaran. Guru mengajarkan materi dengan banyak latihan, contoh-contoh nyata, menuliskan pengalaman mereka dan pemberian pekerjaan rumah. Secara teknis proses pengajaran teks recount, guru memberikan beberapa pendekatan yang menarik seperti mengaitkan pembelajaran grammar kedalam penulisan pengalaman mereka. Guru juga sebagai pembaca dari tulisan-tulisan yang dibuat siswa. Selain itu, respon siswa terhadap implementasi pembelajaran teks recount lebih menyenangkan dan membantu siswa menggali ide dan mengkostruksi teks recount secara individu dan kelompok.
I INTRODUCTION
A. The Background of the Problem
Writing, which is important for a literate society can be an act of
discovery, communication, and joy. It connects people to work, culture, society,
existing knowledge, and the meaning of our life. Written language provides
meaning of conveying and evaluates one’s writing and others so that it can lead
into “read like researchers” (Byrne, 1988). In this case, writing is the learning
process of shaping experiences that is expressed. It allows the researcher to
discover, develop, clarify, and communicate thoughts and feelings. Therefore, it
requires and supports the development of thinking skills. In addition to this, it
brings its learners into the literate society. The learners play as active participants
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in the conversation. Thus, writing is a catalyst of expressing people’s ideas or
thoughts.
The definition of writing has long been a matter of discussion. Writing
may take a form of diary, short massage service (SMS), brochure, journal, article,
and many else. Styles in writing vary according to its genre. For example, a
personal trip to Bali can be reported in a recount while a brochure of travel agency
could be written in a description. However, writing is not only a matter of
composing paragraphs, but it is a form of thinking that facilitates thought and
helps peoples to think critically. Furthermore, it enable people to perceive social
relationship, deepen perception, solve problems, and give order to people to
experience. Thus, writing is perceived more than a way of communication among
people.
A research conducted by Ismail (Sundusiah, 2005:6) revealed that there is
motivation of writing among Indonesians. The research showed that Indonesian
high school students wrote about 2-6 articles per year, while Malay students wrote
about 36-72 articles. The same situation experienced among Indonesian junior
high students, they wrote about 2-6 articles per year, whereas junior highs students
in Kuala Kangsar Malay wrote 36 articles. The reason for writing negligence, as
well as reading is often considered as a difficult skill to possess. Therefore, a
researcher has to look at proportionally on multiple issues, such as content,
organization, purpose, audience, vocabulary, punctuation, spelling, and
capitalization when he or she does a research on writing skills.
It is not surprising that writing in academic setting has been considered
more difficult, boring and tiring work. It brings many difficulties not only for the
students and for the teachers as well. Leo (2007: 24) states that writing as a
process of expressing ideas or thoughts in words could be done at leisure time. It
is due to enjoyable activity as long as ideas and the objectives of the writing is
achievable. Furthermore, teachers also can perceive academic writing as the most
difficult subject because they have lack of writing skills. Theories about writing
are discussed more in front of classrooms than in practice itself. Therefore,
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negative attitudes on writing develop among students, especially in generating
ideas for their piece of writing.
There are various different genres in writing, such as recount, spoof,
reports, narrative, anecdote and others (Pardiyono, 2007:14). This different genre
types are competence of mastering genre, understanding and producing some
pieces texts. Among different kinds of texts, writing recount text is one of the
writing forms that students feel difficulty of doing it. Students find difficulties in
expressing their ideas, and sometimes get trouble when they jot down their ideas.
Therefore, it needs teacher’s skills in teaching recount so that students can
improve their skills in writing. Thus, a researcher is interested in observing and
building a model of teaching writing. He chooses this matter because he wants to
know its application to students’ life and its suitability with the content of recent
curriculum (KTSP 2007). Specific to this subject, recount is one of material
learned in junior high school, included in SMPN 8 Bandung. Moreover, this
recount material is a focus of my research.
The researcher chooses SMPN 8 Bandung as his field study for many
reasons. It is one of favorite vocational school in Bandung. This school also has
attracted students come to this school. It is due to not only high quality and
quantity of students, but having complete facilities that include teaching and
learning process and manner of discipline as well. Furthermore, it has a strategic
location so that people anywhere can visit it. Therefore, the researcher is attracted
to analyze the implementation of teaching recount writing at this school. Because
it is one of favorite vocational schools in Bandung. Thus, he formulates his
research entitled: “The Model of Teaching Recount Writing (A Case Study at
the Eight Grade of SMPN 8 Bandung)”.
B. Statement of Research Question
Based on explanation above, this research is conducted to find answers at
the following questions:
1. How is the teaching of recount implemented in SMPN 8 Bandung?
2. How is the teaching of recount improves students’ writing ability in SMPN
8 Bandung?
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C. Purpose and Significance of Research
The purposes of this research are:
1. To find out the implementation of teaching recount in SMPN 8
Bandung.
2. To find out the impact of teaching recount in improving writing skills
in SMPN 8 Bandung.
In line with the purpose above, the research will be significant as follow:
1. Finding out the process of teaching recount especially, the
method and its techniques of improving students’ writing skills.
2. Analyzing the effectiveness of teaching recount methods used
by the teachers.
3. Framing the implementation of teaching the methods of recount
in relation to writing skills referred by the recent curriculum (KTSP
2007).
D. Rationale
All four language skills: listening, speaking, reading and writing are taught
communicatively and comprehensively. Writing skills are significant to transfer
messages and ideas in the form of texts. Therefore, the students are directed to be
able to express their own ideas and feeling freely.
According to Leo (2007:01), writing as a process of expressing ideas or
thoughts in words should be done at leisure time. It does not mean that writing is
the most difficult subject to be learned. He says that all students can be taught to
express their ideas clearly and correctly. One worth noting is that students can
learn writing effectively when teachers give them encouragement to express their
ideas, thoughts, experience and feeling into written language. In addition, he
states that writing actually encourages thinking and learning when students view
writing as a recursive process of their experience. In this case, a teacher is
important factor in education that is encouraged developing the teaching learning
process.
Furthermore, Brown (1994: 160) states that a good teacher has to be able
to make the classroom livelier. He has to conduct some efforts to employ various
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methods and techniques, utilize some media and motivate his students in learning
English including writing skills effectively and efficiently.
There are many kinds of writing types, such as descriptive, recount,
narrative, exposition, procedure, anecdote, news item, and discussion. One of
them is recount. Recount is the text telling the reader what happened. It retells a
past event. It begins by telling the reader who was involved, what happened,
where this event took place and when it happened (Pardiyono, 2007: 63). At an
Online Education Journal, writing recount is said that it may be a reorientation at
the end. It summarizes the event. Writing recount has a purpose to list and
describe past experiences by retelling events in the order of phases (chronological
order). Recount is written to retell events with the purpose of either informing or
entertaining their audience (or both). Therefore, recount text is one of the writing
forms, which the students feel difficult in learning this form. The students
sometimes get trouble when they express their idea s in writing this form. It needs
the ability of teacher in solving the problem.
Thus, the following diagram shows that the research would analyze the
model of teaching recount writing related to the implementation of teaching
recount in SMPN 8 Bandung.
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TEACHING RECOUNT
• The material
• Approach or method
• Using media or facilities
• Evaluation
Figure 1. THE PROCESS OF RESEARCH
E. Research Steps
1. Source of data
a. Primary Data
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The primary data is taken from the students of Eight Grade of
SMPN 8 Bandung and a related teacher. There are nine classes; the
researchers took only one class as sampling. He uses random
sampling purposively to know about the deep understanding of
implementation in teaching recount writing. To this purpose, he
just takes ten students and one teacher as participants in this
research. The sampling technique is further elaborated in Chapter
III.
b. Secondary Data
The secondary data is about theoretical backgrounds from some
books and websites so that the researcher can get some theoretical
background to support writing his paper.
2. Research Method
This research conducts descriptive qualitative. According to Moleong
(2005: 288-289), the researcher analyzes the data from documentation,
observation and interview with following steps: 1) Collecting Data. 2) Understanding
qualitative is used to analyze the implementation of teaching recount writing.
The documentation of students’ achievement in writing skills is related to
implementation of teaching recount will be analyzed by using Rating scale
(Sugiyono, 2006:97). Rating scale analyzes the raw data gained from observation
in numbers form, and then it is interpreted in qualitative meaning.
a. Techniques of Collecting Data
The researcher uses certain techniques for collecting data. Those
are written test, observation, and interview. Brief descriptions are
given as follows.
1) Documentation
Operationally, the research will use documentation to know
about implementation of the teaching recount toward students’
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achievement in writing. The researcher gathers the documents such
as the students’ result of test given by their English teacher and the
situation of teaching writing process by using photo, video, or MP5
recorder. Then, these data are analyzed.
2) Observation
The researcher also uses the observation technique. This
technique is to collect data by observing field study directly and
accurately. It is used to know the implementation of teaching
recount well and the ways of using media, facilities and the
documents of students’ achievement in writing.
3) Interview
The researcher applies interview technique. This technique is
used to collecting data directly from respondents/ participant. The
delivers some designed questions to be answered. Interview is a
common and effective way to get representative information. It
takes important questions globally from things related to situation
of teaching recount. It refers to that important role of the school
circumstance such as students, the teacher, and the headmaster.
F. Limitation of Research
In order to avoid extensive impact resulted from this the study, the
researcher will emphasize on implementation of teaching recount in building the
model of teaching writing, with specific reference of recount.
II LITERATURE REVIEW
A. Writing
1. The Definition of Writing
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Many experts have opinion that meaning of writing differently. Therefore,
the ideas about writing are various. Byrne (1988: 1) in “Teaching Writing Skill”
states that:
“Writing can be said to be the act of farming these symbol making marks on a flat surface of some kind. However, writing is clearly much more than the production of graphic symbols, just as speech is more than the production of sound. The symbols have to be arranged, according to convention, to form word, and word have to arranged to form sentences”
According to Norrish (1983) says that writing is more difficult than
speaking. It is the language skill with which native speaker has most problems and
one which is not mastered at all by some of them. It means that writing is not
simply speech written on paper. In fact, it is more complicated than speech. It is
not easy to practice though. Therefore, a writer needs some knowledge about
writing and must practice it regularly.
2. The Function of Writing
Writing has function as a mean of communication, giving information, and
sharing knowledge to other persons. Writing cannot be separated from human life.
It involves the encoding of message of some kinds that is people translate their
thoughts into language.
On personal level, most of people writing have function to make note of
something, to keep record of things they to remember, to send the message and
write a letter to someone and a view of them keep diaries.
Most of people have to fill in the form from time to time (especially
application and insurance for example). A part from this the amount of writing
they do regularly will relate to their professional life. Some might spend a good
deal of time writing letters, instruction, report etc. For others this will only be
occasionally activity.
3. Form of Writing
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According to KTSP 2007, based on Genre-Based Approach there are five forms of
writing. They are as follows: Narrative, Descriptive, Recount, Report, and
Procedure.
a. Narrative
A narrative is a story. Mostly narrative are imaginary stories but
sometimes narrative can be factual too. Narrative includes fairy stories, fables,
mystery, stories, science fictions, romance, horror, etc.
Structure of the text:
1. Orientation : Introduce the character, place and time
2. Complication : Develop a conflict.
3. Resolution : End of the conflict.
4. Coda : (if any) shows the change that happens to the characters and
the moral value of story.
b. Description
A description is a text describes the person things or place, even of units,
times of day, or season.
Study the structure of the text:
1. Definition / Classification introduce the person, thing, or place
that will be described.
2. Description picture of the characters of person, the thing or place
that talk about.
Mostly, a description uses simple present tense but sometimes it uses
simple past tense when the person, thing or place that is talked about longer exists.
c. Recount
Recount is a report of even or activity in the past. It is to inform or to
entertain the readers.
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Structure of the text:
1. Orientation give information about who, what, when and where.
2. Report of event or activity (in chronological order)
d. Report
Report is a text describes the way of things are, with reference, to arrange
of natural, man made and social phenomena in our environment.
Structure of the text:
1. General statement, which explain treatment of the subject and
classification.
2. Descriptive (describes the way of the things are, with reference, to arrange
of natural, manmade and social phenomena in our environment )
e. Procedure
Procedure is a text describes how something is accomplished through a
sequence of action or steps.
Structure of the text:
1. The goal
2. The material (not required for all procedural text).
3. Step (goal followed by a series of steps oriented to achieving the goal).
4. Writing Evaluation
According to Harris (1969:68-69), there are at least, five general component
of writing ability. These five elements are:
a. Content; the substance of writing, the ideas expressed
b. Form; the organization of the content
c. Grammar; the employment of grammatical forms and syntactical
patterns
d. Style; the choice of structure and lexical item to gives a particular tone
of flavor to the writing
e. Mechanic; the use of the graphic conventions of the language.
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Concerning his abilities, Brown (1994; 342) gives wider description about
element of writing as follow:
a. Content. It included thesis statement, related ideas development of
ideas through personal experience, illustration, facts opinions,
using of description, cause/effect, comparison/contrast, and
consistent focus.
b. Organization. It concluded effectiveness of introduction, logical
sequence of ideas, conclusion, and appropriate of length.
c. Discourse. It concluded topic sentences, paragraph unity,