contoh proposal bahasa inggris writing

TEACHING WRITING THROUGH GUIDED METHOD TO THE EIGHT GRADE STUDENTS OF THE STATE JUNIOR HIGH SCHOOL 15 OF PALEMBANG

1 . Background

            English is an international language that is used to communicate in many aspects such as in politics, economy, education, technology, science and  culture. In Indonesia English is a foreign language that is taught as a main and compulsory foreign language for the students of elementary, junior and senior high school even university students. The objective of teaching English as a foreign language in Indonesia is that the students have ability in language skills. Saleh (1982:2) states that English has secured a prominent status in curricular in which it is treated as a compulsory subject at the junior and senior high school. 

            In Indonesia English is a foreign language. English is a foreign language, That is, it is thought in school, often widely, but it does not play an essential role in national or social life. Pincas et.al (2003:6)

            Because English is tought as a foreign language, it is  not easy to write in English, sometimes learner find some English words have same sound but they write in different letters. In English as a compulsory foreign language, there are four basic skills that should be mastered by the students, they are listening (understanding the spoken language ) , reading (understanding written language) as a respective skills and also speaking and writing as a productive skills. All of them should be given to the students in order they have good ability in understanding English.

            In learning English as foreign language, writing is categorized as one of hardest and difficult skills because it requires grammatically accuracy, punctuation, capitalization, spelling, and vocabulary. Writing in it’s broad sense as distinct from simply putting words on paper has three steeps : thinking about it, doing it, and doing it again (and again and again as often as time will allow and patience will endure), Kane (2000:25). 

             We can divide the process of writing into four phases they are  Pre writing, Organizing, Writing and Revising.

1.nPre writing

 In this step we should decide the topic that we want to write or if we assigned one, the topic should be focused on something that interesting to us.

2.nOrganizing 

In this case, we read the ideas and details we have written down in pre writing and then sort them out, we should find sentence coherence and omit the part that do not have any relation to our topic and add some other good ideas.

3.nWriting   

 The next step in the process of writing is a draft. In this step, we can spill our ideas and see how things fit together. we don’t worry about grammar ,spelling and punctuation. The most important things to do is to put out our ideas down on the paper when we have finished our draft we read it over and ask ourselves to consider some questions such as : Do I have the critical start that will interest my readers?, is further step of the story well developing? Does the story have good ending?.

4.nRevising

 It is the last step of writing that is trying to look at  draft again, but this time we scan at it just as though someone had made it. In fact it helps someone else read our rough draft and make suggestions, we look for the better way to make our ideas clear to the readers, we decided if any parts of what we have written is needed to be rearranged. We check to see if we need to add or change any words, we correct any mistakes we find in spelling, punctuation and grammar.

             From the explanation above we can conclude that writing is not an easy process, so student must have writing skill, it’s must be thought from beginning level in order not get many difficulties are faced by student at the high level.

            In the classroom we can divide writing activity some categories. Brown (1994, 327-330) state that classroom writing performance is by comparison, limited. Furthermore can divide major categories of classroom writing performance as shown bellow :

1. Imitative or writing down

In this category student will learn about dictation. In dictation teacher can do the following steps :

a)      Teacher reads short paragraph once or twice at normal speed. Make sure that the voice can be heard clearly by student.

b)      Teacher reads the paragraph in short phrase unit twice or three time and each unit followed by paused, and student will write what they hear

c)      Teacher will read the whole paragraph once more at normal speed then asks student to  check their writing.

2. Intensive, or controlled

A common form of controlled writing is to present a paragraph to student in which they have to alter a given structure throughout. Brown (1994:328) So, in this category, student may consult to the teacher about tenses, for example, they may be asked to change all present verb to  past. Guided writing is part of controlled writing.

3. Self writing

Let student write their idea by themselves, during a lecture student will write some topics in this category. Diary or journal writing also include into this category.

4. Display writing

For all language student, short answer exercise, essay examination and even research report will involve an element of display. Brown (1994:330).

                    

5. Real writing

The two categories of real and display writing are actually two ends of continuum, and in between the two extremes lie some practical instance of combination of display writing and real. Brown (1994:330).

            Writing has level difficulties for students. Many students take long time to master the skill and component of writing. The suitable method for beginner is guided method.

  Teaching writing through guided method in this investigation is to teach the learner writing in form of descriptive paragraph, put the words to arrange the sentences to make a good descriptive paragraph.

          Writer choose the topic “Teaching writing through guided method” in this investigation because writing is not main subject and it’s difficult for many students, it make him invested this thesis about writing.

            Beside writing is a competence that must be learned by students as well based on 1985 curriculum. The writer wants to try to teach them or guide them to make composition about descriptive paragraph through guided method. To prepare them in facing the process of writing at higher level.

            In addition the writer wants to know the students difficulties in writing of the eight grade students of the state Junior High School 15 of Palembang. The study is entitled “Teaching Writing Through Guided Method to the Eight Grade students of the State Junior High School Palembang. The study is entitled “Teaching Writing Through Guided Method to the Eight Grade Students of the State Junior High School Palembang.

2.  The Problem of Study

            In this study, the writer focuses on teaching writing through guided method. As far as the writer know that the most of junior high school students face some problems in learning English as a foreign language. One of the problem that the students encounter is writing.

            In writing, the students get difficulties in understanding and making a paragraph text. Using guided method in teaching writing allows the students to learn it easier. The problem of this research deals with the descriptive paragraph writing.

2.1 The Limitation of the Problem

            In this research the writer wants to limit the problem on usage of guided method in teaching descriptive paragraph about “tourism places” to the eight grade students of the state junior high school 15 of Palembang.

2.2  The Formulation of the Problem

            In this research, the problem is formulated “Is there any significant difference with guided method and without guided method on writing achievement  to the eight grade students of the state junior high school 15 of Palembang?.

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