Rosita Martin, (2016) EXPLORING TEACHING WRITING IN THE 2013 CURRICULUM: A CASE STUDY AT SALMAN SENIOR HIGH SCHOOL. Bachelor thesis, IAIN Syekh Nurjati Cirebon.
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Abstract
Rosita Martin. 14121310350. Exploring Teaching Writing Class in the 2013 Curriculum: A Case Study at Salman Senior High School. This research aims to explore the teaching writing in the 2013 curriculum in Senior High School of Salman. The students of universities will be never able to avoid themselves from the writing skill. Hence, writing skill is the number one ability that the students must master most. Bailey (2006, 01) also says that essays or other written assignments are used in most academic courses in Englishmedium colleges and universities to grade students‟ performance. No wonder, writing is compulsory skill for all students, because it is the main way for the educators to measure the study successfulness of the students. Since the writing skill is very important, so this research must be conducted. This study is intended to: 1) explore how the teacher teaches writing in the 2013 curriculum, 2) explore how the students implement the 2013 curriculum in writing class. Hence, this study conducted in Senior High School of Salman is the qualitative research because the goal of it is a depth of understanding (Ary, et al, 2010: 29). The data of this research are collected in form of documentation. It is because the data are from the lesson plan of the teacher that have been recorder. Then, this study also uses interviews and observation to strengthen the data. So, it utilizes the case study . This study shows that the teacher uses various teaching writing focus in each meeting. In the first meeting, there are focus on language structure (6,2%), focus on the text function (56,2%), focus on the writing process (18,8%), and focus on content (18,8%). In the second and third meeting, there is only focus on the language structure (100%). In the fourth meeting, there are focus on language structure (11%), focus on the text function (66,5%), and focus on content (22,2%). In the fifth meeting, there are focus on language structure (36,4%), focus on the text function (54,5%), and focus on content (9,1%). Then, in the last meeting, there are focus on language structure (9,1%), focus on the text function (72,7%), focus on the writing process (9,1%), and focus on content (9,1%). In addition, the teacher and the students also face several difficulties in the step of questioning, associating, and communicating, while there are no big problems in the step of observation and collecting information. Key words: teaching writing focus, 2013 Curriculum, the teacher, the students
| Item Type: | Thesis (Bachelor) |
|---|---|
| Subjects: | Pendidikan > Pendidikan (Umum) |
| Divisions: | Fakultas Ilmu Tarbiyah dan Keguruan > 3. Tadris Bahasa Inggris |
| Depositing User: | tuti alawiyah alawiyah |
| Date Deposited: | 05 May 2017 07:27 |
| Last Modified: | 05 May 2017 07:27 |
| URI: | http://repository.syekhnurjati.ac.id/id/eprint/2695 |
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