Teaching Technique for Writing Skill at the Eleventh Grade of MAN 2 Bukittinggi in Academic Year 2018/2019

Wike Fauza Islami, 2315126 (2021) Teaching Technique for Writing Skill at the Eleventh Grade of MAN 2 Bukittinggi in Academic Year 2018/2019. Sarjana thesis, Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi.

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Abstract

This research aimed to examine the teaching techniques for writing skills employed by an English teacher of the eleventh grade at MAN 2 Bukittinggi in the 2018/2019 academic year. The purpose of this study was to identify the techniques used by the teacher in teaching writing. The problems encountered by students included lack of vocabulary, limited grammatical knowledge, and low motivation. Meanwhile, the problems faced by the teacher were difficulty in motivating students, limited instructional time, and diverse levels of student ability. This study employed a descriptive qualitative research design. The researcher acted as a non-participant observer. Data were collected through two observations and interviews with the English teacher to identify the teaching techniques used in writing instruction. The subject of this study was an eleventh-grade English teacher. The instruments used were observation sheets, interview guidelines, and document analysis of lesson plans, syllabi, and teaching materials. The data analysis technique followed Miles and Huberman’s model, which consisted of data reduction, data display, and conclusion drawing/verification. Methodological triangulation was used to ensure data trustworthiness. The research addressed one main question: What teaching techniques did the teacher use for writing skills in the eleventh grade? Based on the first observation and interview, the teacher applied “programmed learning” and “writing based on topic” techniques. Programmed learning was used to capture students’ attention through systematic steps, which facilitated the teaching of writing. The writing-based-on-topic technique encouraged students to develop ideas based on given situations and express them in their own words, which helped improve their writing skills. In the second observation, the teacher used “microteaching” and “writing based on topic.” Microteaching required teachers to demonstrate core teaching skills, including explaining, illustrating, providing stimulus, giving reinforcement, and classroom management. The combination of these techniques made the teaching process more effective. The variety of techniques used by the teacher helped students understand the material more easily, highlighting the importance of employing diverse strategies in teaching writing.

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