THE IMPLEMENTATION OF TEACHING WRITING ACTIVITIES
DONE BY EFL TEACHERS AT JUNIOR HIGH SCHOOL
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Institusion
Universitas Muhammadiyah Gresik
Author
LALONOWATI, PUSPA
Subject
English Education
Datestamp
2019-06-24 10:04:45
Abstract :
Writing activities in EFL teaching learning process was monotonous and some time too easy for the clever students and too difficult for the low students. Not only that, some writing activities dominated in other skills and all of those became the basic reason in conducting this research. So, implementation in this research explained about the whole teaching learning process, include: kind of activities that used by the teacher and how the teacher applied it. Then, students' perception is the students? opinion after getting writing activities that given by the teacher, such as: their opinion after getting teacher?s feedback. This research used descriptive qualitative design with two EFL teachers and 6 students of 8th grade at Junior High School as the subjects which selected through questionnaire and teachers? recommendations. The researcher took the data twice for each teacher by recording observation, field note, and interview form as the tool which could help the researcher in taking the data. There are three steps in analyzing the data, they are: data reduction, data display, and conclusion drawing. After taking the data, and analyzed it, the researcher found that not all types of writing activities applied by EFL teacher. 1) In pre-writing, the activities could be applied to introduce the writing topic that were questioning and explaining, and visualization activities done by watching video, arranging random sentences, using pictures. Then the activities could be applied to students in getting idea were visualization by using pictures and arranging random sentences. In whilst-writing, the activities could be tasks such as guiding, conferring with students and giving suggestion. In post-writing, the activities could be asking the students read paper in front the class, letting students compare their work, giving mark in students? task. 2) The students felt interest when the teacher gave visualization by watching video and 4 to 5 pictures, they also felt helped when the teacher gave suggestion, guided them in making good paragraph, and conferred with them individually, and the students prefer to get mark to their paper because it made them understand more. The conclusion was visualization by watching video became the most favorite activity that could take their full attention and interest. In completion, the students did give their attentions in all writing activities that given by the teacher. It is suggested for 1) the teacher to combine two or more activities like watching movie, questioning and arranging sentences to take their attention, 2) for the students, it is suggested to keep the class situation when they did a task and 3) for the further researcher, it is suggested to analyze other skill activities so that it could be a literature for teacher to make teaching learning process more interesting
Writing activities in EFL teaching learning process was monotonous and some time too easy for the clever students and too difficult for the low students. Not only that, some writing activities dominated in other skills and all of those became the basic reason in conducting this research. So, implementation in this research explained about the whole teaching learning process, include: kind of activities that used by the teacher and how the teacher applied it. Then, students' perception is the students? opinion after getting writing activities that given by the teacher, such as: their opinion after getting teacher?s feedback. This research used descriptive qualitative design with two EFL teachers and 6 students of 8th grade at Junior High School as the subjects which selected through questionnaire and teachers? recommendations. The researcher took the data twice for each teacher by recording observation, field note, and interview form as the tool which could help the researcher in taking the data. There are three steps in analyzing the data, they are: data reduction, data display, and conclusion drawing. After taking the data, and analyzed it, the researcher found that not all types of writing activities applied by EFL teacher. 1) In pre-writing, the activities could be applied to introduce the writing topic that were questioning and explaining, and visualization activities done by watching video, arranging random sentences, using pictures. Then the activities could be applied to students in getting idea were visualization by using pictures and arranging random sentences. In whilst-writing, the activities could be tasks such as guiding, conferring with students and giving suggestion. In post-writing, the activities could be asking the students read paper in front the class, letting students compare their work, giving mark in students? task. 2) The students felt interest when the teacher gave visualization by watching video and 4 to 5 pictures, they also felt helped when the teacher gave suggestion, guided them in making good paragraph, and conferred with them individually, and the students prefer to get mark to their paper because it made them understand more. The conclusion was visualization by watching video became the most favorite activity that could take their full attention and interest. In completion, the students did give their attentions in all writing activities that given by the teacher. It is suggested for 1) the teacher to combine two or more activities like watching movie, questioning and arranging sentences to take their attention, 2) for the students, it is suggested to keep the class situation when they did a task and 3) for the further researcher, it is suggested to analyze other skill activities so that it could be a literature for teacher to make teaching learning process more interesting
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