THE
CORRELATION BETWEEN THE TEACHERS’ STRATEGIES AND STUDENTS’ WRITING ABILITY
A. Background
of Study
Write is an activity that will be
done in human life. Write produces many reading. Write is a transformation of
information from another to others. In writing someone create their ideas and
their opinion. Everybody will know about her/his paradigm in writing, and we
also can say that everybody express themselves in writing.
Furthermore, write is also a power.
By using writing someone can influence people, it makes someone please. Writing
will influence others in getting money, authority, having position in an
institution, and also for getting score for the students.
Writing is an activity that always does in
teaching learning process. It has an important role in many aspects in
education, particularly in language learning. As quote from Second Language
Teaching and Learning, Nunan states: “writing is an important one, because
teaching writing covers all aspect of language, involve grammar, vocabulary, etc”.[1] The writing
is useful for all aspects, such as in final assignment for the students who
want to finish their study.
To begin writing, it is not an easy
work because it needs more time to think. Wallace says: “writing can not be
made easily, any worthwhile piece of work demands time and thought”.[2] When
someone starts to write, it means he or she thinks about idea or topic that
will be improved in writing. In addition, bringing out the idea or topic
sometimes becomes an obstacle for beginners. After the topic has found, they face other
obstacles: how to arrange the sentence, how to develop the topic, and how to
develop the writing becomes interest to read.
Writing which is as a process of
thinking also needs several ways that can help the writer easier to write. The ways,
called “strategies” can be found when someone reads or learns about writing not
only in the classrooms but also outside class. Teachers’ strategies influence
students’ motivation and ability in the class, book influence students’
motivation and ability outside the class.
In this thesis only lift out
teachers’ strategies because teacher as an essential role in teaching learning
process. Richards state in Methodology in language teaching: “teacher need to
help student to develop their writing editing as well as their composing skill”.[3] Because
of the reasons above, the researcher was attracted to conduct a research
entitle: “The Correlation between The Teachers’ Strategies and Students’
Writing Ability”.
B. Research
Questions
Based on the background of study,
the researcher would like to answer the following question:
- What are the teachers’ strategies in writing?
- Are the strategies used effective to improve student writing ability?
- What is the correlation between teacher strategies and student writing ability?
C. The Aims
of Study
In line with research question, the
purpose of this research is:
1. To find out whether strategies
used by teacher in teaching writing
2. To find out which strategies
are most effective
3. To find out
the correlation between teachers’ strategies and student writing ability
D. Terminology
To make the topic of this thesis clear, it is vital to explain the terms
of title according to the valuable references:
- Strategies
The word “strategies” is a plural of “strategy”. The strategy
means a plan, step or conscious action toward achievement of an objective that makes
learning easier, faster, more enjoyable, more self directed, more effective,
and more transferable to new situation.[4] In this thesis,
the strategies mean the ways used by the teacher in the class in order to make
teaching learning process easier and more enjoyable.
- Writing ability
Writing as derived from verb “write” and suffix “ing ” which
makes it become gerund. “Write is making letter or other symbols on a surface”.[5] Here,
writing ability means the capability of students in writing.
- Correlation
Correlation is connection between two things in which one
thing changes as the other does.[6] In this
case it refers to correlation between teachers’ strategies and students writing
ability.
E. Postulates
and Hypotheses
In order to support the background
of study, the writer has following postulates and hypothesis. In this study the
writer used the following postulates:
1. The professional teacher is important factor which
influence students’ writing ability.
2.
The strategies which interesting improve their ability
Besides the postulates, the writer considers hypotheses in this thesis
are:
1.
The strategies that teacher used influence students writing ability
2.
The students’ writing ability depends on the teachers’ strategies
F. Previous of Study
There are many
researcher have done previous research in writing as object of study, the
previous study that will take to support this research is “Strategies Used
To Improve Students’ Writing Skill (An experimental Teaching at SLTPN 1
Kecamatan Sawang )” written by Isnarliyanto (2007).
The research
emphasized on strategies used to improve student’s skill, he used experimental
method. However, my thesis emphasizes in Correlation between Teachers’
Strategies and Students’ Writing Ability and uses observation method.
G. Techniques of Data Collection
To
support researcher’s ideas and to intended purpose of this study, the researcher
reviewed some materials from books, thesis, and articles. To complete it, the researcher
uses field research and the technique used are as follow:
1. Observation
Observation is used to know the
condition of students and lectures in teaching learning of writing, to intended
to learn the students motivation, seriousness and the strategies which make
them interest. In addition, the writer observed the class process in writing.
2. Interview
To
support the data from the techniques applied, the researcher further will
interview some of lectures that focus on writing class and their strategies
used in teaching learning process.
3. Questionnaires
Questionnaires are one of ways to achieve more
concrete data concerning the student’s difficulties in learning English
especially writing. It is contained questions and other types of item designed
to solicit information appropriate for analysis.[7]
4. Test
The
test will be taken in this research based on the test which is conducted by the
teachers. The researcher will take the result of quiz or midterm.
H. Population and Sample
To conduct
this research, the researcher will take the first years of English Department students.
The number of population 150 students which are divided into four units.
However, the researcher will take one unit of them. The sample will be taken
approximately 25% from the population.
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Aboderin,
Aewuyi,Oyagami, Integrated Reading and Writing, Forrum, Washinton DC,
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Thompson Corole, et al, Spring
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Nunan David, Second Language
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Hughes Athur, Testing for Language
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Skill in English, Cambridge University Press, USA, 1980
Hornby AS,David, Oxford
Advanced Learner’s Dictionary Oxford University Press, USA, 2000
C. Richard Jack and A. Renandya
Willy Methodelogy in Language Teaching, Cambridge University Press, USA,
2002
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Worthwhile Behavioral Objectives, Harper and Row, USA, 1972
Wyrick Jean, Step to Writing
Well, Harcort Brace and Company, USA, 1993
F. Trimmer Joseph, Writing
With A Purpose, Houghton Mifflin Company, USA, 1995
R Bramer George and Sedley
Dorothy, Writing for Readers, Merrill Publishing Co, Ohio, Columbus,
1981
Alternative Title
1.
The Influences of Parents’ Role to Students’
Reading Skill
2.
The Comparison Between graduated from Students High School and Boarding School in
Speaking English
[1] David
Nunan, Second Language Teaching and Learning, (Boston, USA: Heinle and
Heinle Publisher,1999) p.98
[2] Michael
J. Wallace, Study Skill in English , (USA: Cambridge University Press,
1980)p.98
[3]Jack C
Richard and Willy A Renandya, Methodology in Language Teaching (USA:
Cambridge University Press,2002)
[4] Rebecca
1. Oxford Language Learning Srtategies ,Every Should Know ( Heinle
Publisher–A Division of Wodsworth-Inc
Buston , Massachutts , 1990 ) p.71
[5]AS
Hornby, Oxford Advanced Learner’s
Dictionary, (USA: Oxford University Press, 2000) P. 1480
[6] Ibid, P.
296
[7] Babbie,
Earl. The Practice of Social Research, Wadsworth, Thomson Learning,
2004, p.244.
