Nur Hidayah Waskito

A Descriptive Study on Teaching Writing at SMA Darussalam Blokagung-Banyuwangi

A DESCRIPTIVE STUDY ON TEACHING WRITING AT SMA DARUSSALAM

BLOKAGUNG-BANYUWANGI
Nur Hidayah Waskito
IKIP Budi Utomo Malang
Nurhidayahw22@gmail.com

Abstrak
Menulis adalah kemampuan produktif. Kemampuan menulis dapat membantu siswa
menguasai kemampuan lain dan memahami bahasa inggris dengan baik. Mengajar
bahasa inggris adalah salah satu hal yang sulit untuk dilakukan karena
membutuhkan metode dan teknik tertentu. Penelitian ini burtujuan untuk
menganalisis: 1. Metode yang digunakan guru dalam mengajar writing di kelas satu
Bahasa SMA Darussalam, 2. Masalah yang dihadapi dalam mengajar writing di kelas
satu Bahasa SMA Darussalam, 3. Cara guru menyelesaikan permasalah yang
dihadapi dalam mengajar writing di kelas satu Bahasa SMA Darussalam, 4.
Penerapan kurikulum dalam mengajar writing di kelas satu Bahasa SMA
Darussalam. Penelitian ini menggunakan metode deskriprif kualitatif. Teknik yang
digunakan untuk mengumpulkan data adalah wawancara, observasi, dan
menganalisa dokumen yang berkaitan. Hasil penelitian ini menujukkan bahwa:
Metode yang digunakan oleh guru dalam mengajar writing adalah Grammar-
Translation Method. Kesulitan yang dihadapi dalam mengajar writing adalah
kurangnya kemampuan siswa dalam vocabularies dan grammar. Guru
menyelesaikan masalah tersebut dengan menggunakan wordwall dan memberikan
ciri khusus pada tenses. Kurikulum yang di gunakan dalam mengajar writing di SMA
Darussalam adalah K13 revisi, penerapan dalam pembuatan perangkat
pembelajaran seperti RPP telah sesuai dengan komponen pada K13 revisi.

Kata kunci : Writing, Teaching Writing, Elements of Writing, Curriculum, Method

Perpustakaan Pusat IKIP Budi Utomo Malang 1

Nur Hidayah Waskito
A Descriptive Study on Teaching Writing at SMA Darussalam Blokagung-Banyuwangi

A DESCRIPTIVE STUDY ON TEACHING WRITING AT SMA DARUSSALAM

BLOKAGUNG-BANYUWANGI
Nur Hidayah Waskito
IKIP Budi Utomo Malang
Nurhidayahw22@gmail.com

Abstract
Writing is productive skill. Writing skill will help student to mastering other
language skills and mastering English completely. Teaching writing is a difficult
thing to do and it has less paid attention by the teacher because it needs a certain
method and technique to do. Objectives of the study are: 1. The method used by
teacher on teaching writing to the first year of language students at SMA
Darussalam, 2. The problems on teaching writing to the first year of language
students at SMA Darussalam, 3. How the teacher solves problems on teaching
writing to the first year of language students at SMA Darussalam, 4. The
implementation of curriculum on teaching writing to the first year of language
students at SMA Darussalam. The research uses qualitative descriptive method. The
technique of collecting data are interview, observation, and analyzes related
documents. The results of the study shows that: The method used by teacher on
teaching writing is Grammar-Translation Method. The problems faced on teaching
writing are the lack of students vocabularies and grammar. The teacher solves the
problems using wordwall and give the special features of tenses. The curriculum
used by the teacher on teaching writing at SMA Darussalam is K13 revised,
application in making learning device like lesso plan has been in accordance with
component on K13 revised.

Key words: Writing, Teaching Writing, Elements of Writing, Curriculum, Method

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Nur Hidayah Waskito
A Descriptive Study on Teaching Writing at SMA Darussalam Blokagung-Banyuwangi

Introduction translate our thoughts and ideas

Language is the tools of into language”. Byrne (1980) in the
communication. Based on book explains that “writing is
Cambridge dictionary “Language is primarily means of recording
a system of communication speech even though it must be
consisting of sounds, words and acknowledges a secondary
grammar, or the system of medium of communication on its
communication used by the people own right”. It can conclude that
of a particular country or writing is a skill that the writer can
profession”. English is the give ideas in a text to reader.
international language, which is Writing is one of the
used by the most people in the important skills in learning
world. The Cairo Egyptian Gazette English, because in writing skill we
(in Broughton et al., 2003: 4) do not talk about grammar and
declared “English is not the vocabularies only but also talks
property of capitalist Americans, conceptual and judgment
but of all the world”, and perhaps elements. It needs basic knowledge
the assertion may be made even to make student easy to
more convincingly in comprehend such things in writing
Singapore,Kampala, and Manila. skills such as grammar, vocabulary
English as foreign language is coherence, expression, etc.
learned by students from However, Hasani (in Novita, 2017:
Elementary school until Senior 1) said “writing will not be
high school. In English there are developed if people do not practice
four skills that need to be regularly as clarity of writing
mastered by the students. these depends on a way of thinking,
skills are reading, listening, author’s idea and good sentences”.
speaking and writing skill. This case needs some effort to
Speaking and writing are solve the problems, the purpose is
productive skills. Mohini Bachani to make writing become easier and
states that “writing is encoding of a interest to learn for students.
message of some kind that is, we

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Nur Hidayah Waskito
A Descriptive Study on Teaching Writing at SMA Darussalam Blokagung-Banyuwangi

Teaching is a relatively easy termed it with “a transaction” and

profession to enter, for example, Mudhofir termed it with ”an
and job opportunities ae perceived approach”. The teacher usually has
to be plentiful (Duke, 1990: 27). some methods in teaching-learning
Traditionally, teaching has been process, teaching methods are
one of the highest paying needed in teaching-learning
occupations available to large process, especially on teaching
numbers of woman. According writing. Method is treated at level
Ohles (1970: 7) “teaching is the of design in which the role of the
activity that organizes, guides, teacher, learner and instructional
stimulates, and assesses learning”. materials are specified. The
Rames as cited in Nurfadlina method is theoretically related to
(2015: 8) stated that writing is an approach and is
part of communication when the organizationally determined by
other person is not right there of design.
us, listening to our words and Material without methodology
looking at our gestures and facial is deemed ineffective and the
expression. It can be perceived methodology without material will
people put their paper, see their be empty, as nothing is processed
ideas in print and share them with and developed (Asmani, 2014: 20).
others (Peyton, 1993: 20). It can Both are important to learn and
conclude that teaching writing is practice, in order to learn working
the activity that organizes, guides, effectively and in high quality.
stimulates, and assesses learning With the above explanation, the
of encoding of a message of some teacher is expected to really pay
kind that is, we translate our attention to the theory and
thoughts and ideas into language. learning methods, because it is
Teaching writing is a difficult very helpful in providing lessons
thing to do and it has less paid that encourage students to be
attention by the teacher because it critical, objective, analytical, and
needs a certain method and comparative.
technique to do. James K. Phopan

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Nur Hidayah Waskito
A Descriptive Study on Teaching Writing at SMA Darussalam Blokagung-Banyuwangi

The definition of curriculum in are writing English text, they are

a modern way is all the activities demanded to have adequate
and potential experiences knowledge of the target language
(content/material) that have been which have different system.
prepared scientifically, both in the While, still there are some English
classroom, on the school and teacher had not given attention to
outside the school on the this case completely. However
responsibility of schools to achieve English writing as a basic language
educational goals (Arifin, 2011: 4). skill should get close attention.
The following will be put The aims of the study is to
forward also the definition of the answer the following question.
curriculum in the juridical-formal What method is used by teacher on
perspective, namely according to teaching writing to the first year of
the Act. NO.20 of 2003 on National language students at SMA
Education System. "The curriculum Darussalam? What kinds of
is a set of plans and arrangements problems are faced on teaching
concerning objectives, content, and writing to the first year of
instructional materials and the language students at SMA
means used as guidelines for the Darussalam? How does the teacher
implementation of learning solve the problems on teaching
activities to achieve specific writing to the first year of language
educational goals" (Chapter 1, students at SMA Darussalam? How
Article 1, 19). According to Arifin is the implementation of curiculum
(2011: 1) curriculum is one of the on teaching writing to the first
tools to achieve the goal of year of language students at SMA
education, as well as a guide in the Darussalam?
implementation of learning on all
Research Method
types and levels of education.
This research was typically
When the students are writing
designed as descriptive research
Indonesian text they have
using qualitative approach. This
mastered vocabulary and
research was held to the first year
structural system, but when they

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Nur Hidayah Waskito
A Descriptive Study on Teaching Writing at SMA Darussalam Blokagung-Banyuwangi

of language students at SMA collecting the data. They are

Darussalam Blokagung, Ponpes syllabus, lesson plan for knowing
Darussalam Blokagung street, about the method and learning
Karangdoro-Tegalsari, process, and material. The
Banyuwangi-East Java, on 10-27 researcher used the additional
March 2018. In this research, the instrument for getting more
subject is English teacher and the information which was useful for
10th Bahasa students at SMA the research.
Darussalam. The researcher ask to The researcher collects the
the English teacher and she data from interview with the
recommended to do the research English teacher, observation in the
in 10th Bahasa. Then the class, and analyzes of related
researcher takes all students of documents. The researcher comes
10th Bahasa class at SMA and observes the teaching learning
Darussalam as subject of the activities to see, hear and record
research. The number of students what happen during teaching and
in 10th Bahasa is 33 students. learning process. the researcher
The main instrument of this made an interview with the
research is the researcher herself. English teachers’ the topic of the
In this research, the researcher is interview is about teaching writing
not the one and the only especially to the first year of
instrument. The researcher used Language students at SMA
additional instrument for finishing Darussalam.
the research, for example, The researcher analyze the
handphone for recording of data interactively. This interactive
interview and capturing the data analysis always refers to the
learning process in the classroom, concept offered by Miles and
note book for writing the Hubberman (1994), which consists
phenomena which was happened of data reduction, display data, and
like field note. In other hand, the drawing and verifying conclousion.
researcher also used the other
additional instruments for

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Nur Hidayah Waskito
A Descriptive Study on Teaching Writing at SMA Darussalam Blokagung-Banyuwangi

Research Findings and 2) After students read the text,

Discussion the teacher asks the students
To show the result of this to translate the text into
study conveniently, those findings Indonesian.
are categorized based on 3) Then the teacher offers
statements of the study: students to ask questions if
a. The Method Used by the they find difficulty in
Teacher on Teaching translating the text.
Writing to the First Year of 4) The teacher asks the students
Language Students at SMA to write down the answers to
Darussalam the questions under the text.
In terms of recognizing After students complete their
teaching writing at SMA assighment. Teacher chooses
Darussalam, the researcher needs students to answer questions.
to know the method used by the 5) After the questions are
teacher on teaching writing. answered correctly, the
Therefore, the researcher reads teacher explains the structure
the lesson plan made by the of the rhetoric and the
teacher and observe directly how grammatical pattern of the
the teacher teaches writing to text.
know the method used by the 6) the teacher asks students to
teacher on teaching writing. apply a rule to examples they
Below is the teachers' are given.
applicationwas found by he 7) Teacher asks student to write
researcher on teaching writing to grammar rules. Students
the first year at senior High School should be aware of the
Students: grammar rules of the target
1) To start the lesson, the teacher language.
gives recount text to students. 8) Students memorize the past
The teacher asks the students form
to read their recount text. 9) After explaining to the
students about rhetorical

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Nur Hidayah Waskito
A Descriptive Study on Teaching Writing at SMA Darussalam Blokagung-Banyuwangi
structure and grammatical
patterns. The teacher asks
students to write recount text.
Based on the application
above, the researcher found
that the teacher used
Grammar-Translation method
on teaching writing to the first
year of language students at
SMA Darussalam.
b. The Problems on Teaching
Writing to the First Year of
Language Students at SMA
Darussalam
The researcher found that
there are some problems on
teaching writing. Among others
are:
1) Vocabulary
Vocabulary was one of
difficulties that faced by the first
year of language students at SMA
Darussalam. Mastery vocabulary of
students was very less. So that, the
students often difficult to wrote.
During the observation, the
researcher saw some students
asked to the teacher about some
vocabularies that they did not
know. Some students also used
dictionary to look for the difficult
vocabularies.
Perpustakaan Pusat IKIP Budi Utomo Malang
The researcher saw the
student ask to the teacher some
difficult vocabularies. For example,
student asked to the teacher
“mengunjungi” in English. The
teacher gave the answered that
“mengunjungi” in English was
“visit”. The other difficulties on
vocabularies which faced by
students is mendaki, menjemput,
menjaga, etc.
2) Grammar
Grammar also is one of the
difficulties faced that faced by the
first year of language students at
SMA Darussalam. Aswe know that
we use different tenses in different
type of the text that we
wrote.Weused different tenses in
writing. Such as present tense,
present continuous tense, present
prefect tense, past tense, past
future tense, past perfect tense,
future tense, etc. Thedifficulty
faced by students is the use of
tenses in their context. Thiscan be
found from the interview between
the researcher and the teacher.
Students have difficulty in
using tenses in writing text. Like,
students use simple present on the
recount text, it should be on the
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Nur Hidayah Waskito
A Descriptive Study on Teaching Writing at SMA Darussalam Blokagung-Banyuwangi
recount text, the tenses used is
simple past. Theseerrors are still
often done by students. This occurs
because students' understanding
on the function of the tenses in the
type of written text is not good
enough.
c. How the Teacher Solves
Problems on Teaching
Writing to the First Year of
Language Students at SMA
Darussalam
The researcher found several
ways used by the teacher to solve
problems on teaching writing to
the first year of language students
at SMA Darussalam as follows:
1) Vocabularies
To solve the problem
students’ vocabularies, the teacher
uses a contextual approach. This
approach is a fun approach for
students. This is because
students can be directly involved
through various activities to find
and discover the meaning of a
word with the guidance of the
teacher. The teacher uses a word
list approach when students ask
about the meaning of
vocabulary that the teacher has
said. The teacher has used a
Perpustakaan Pusat IKIP Budi Utomo Malang
contextual approach that is by
using wordwalls media. Wordwalls
is a collection of systematically
organized vocabulary displayed
with large letters and affixed to the
walls of a class. By using wordwall,
students are expected to increase
the understanding of English
vocabulary without having to
always depend on to use a
dictionary or the meaning of the
word given by the teacher.
2) Grammar
The teacher introduces the
special features contained in a
tense. For example in simple past,
a verb used in simple past is a past
verb or often called verb II. The
of formula of simple past is Subject +
past verb/Verb II + object. To
make it easier for stu dents to
understand the tenses, the teacher
all gives the special features found in
the sentences in the text that is
being discussed.
The teacher gave many
examples of text to solve the
difficulties.During the observation,
the researcher observed the way
the the teacher used this strategy.
First, the teacher shows a simple
text recount and then in turn asks
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Nur Hidayah Waskito
A Descriptive Study on Teaching Writing at SMA Darussalam Blokagung-Banyuwangi

the students to read the text 1) The identity of the school is

sentence one by one. Secondly, the the name of the educational
teacher asks the student to unit;
translate the words in the sentence 2) Subject identity or theme/
and if the student has difficulty in subtheme;
translating, the teacher will help 3) Class / semester;
them. So that the student can 4) Subject matter;
arrange the translation on the 5) Time Allocation;
sentence well. Third, the teacher 6) Learning objectives;
invites students to analyze the 7) Basic competence and
tenses used in the sentences by achievement indicators of
recognizing the form of the verb competence;
used. 8) Learning materials;
d. The Implementation of 9) Learning methods;
Curriculum on Teaching 10) Instructional Media;
Writing to the First Year of 11) Learning Resources;
Language Students at SMA 12) The learning steps are carried
Darussalam out through preliminary, core,
The researcher found that the and closing steps; and
curriculum used by the teachers on 13) Assessment of learning
teaching writing to the first year of outcomes.
language students is K13 revised.
Conclusion
Both the handbook and the making
Based on the research findings
of learning tools such as lesson
deduced in the previous chapter,
plan and syllabus.
there are several points that can be
Based on document analysis
conluded as following description:
conducted by the researcher of the
1. The teacher use Grammar-
structure used in making lesson
Translation Method to teach
plan, the teacher uses K13 revised
writing skill at SMA
rule. components contained in the
Darussalam. The methods’
lesson plan are:
purpose of learning a language

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Nur Hidayah Waskito
A Descriptive Study on Teaching Writing at SMA Darussalam Blokagung-Banyuwangi

is to be able to read literature Darussalam. The manufacture

written in the target language. of learning tools such as lesson
To do this, the students need plan is also in accordance with
to learn about the grammar the components that exist in
rules and vocabulary of the the rules of making lesson plan
target language. Students are K13 revised.
taught to translate from
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Bachani, M. Teaching
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writing.Lecturer, Waymade
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College of Education, Vallabh
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Vidyanagar.
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Broughton, G., C. Brumfit., R.
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Flavell., P. Hill., and A. Pincas.
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Foreign Language. Taylor:
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Nur Hidayah Waskito
A Descriptive Study on Teaching Writing at SMA Darussalam Blokagung-Banyuwangi

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