Observational Study on the Teacher’s Method and Assessment in Teaching Writing Skill in a Senior High School in Jember

Abstract

Curriculum 2013 has become a guide for the English teachers to teach English in secondary schools since 2013. As targeted in English Curriculum 2013, the English teacher is required to teach writing based on the basic competences stated in the curriculum. The present study is designed as observational research by observing how a senior high school English teacher teaches and assesses writing in SMAN 01 Arjasa Jember. The data collected in the present study are: (1) the methods in teaching writing, and (2) the assessment methods employed by the teacher in assessing the process and the product of the students‟ writing. Therefore, interview, observation, and documentation methods are used to collect the data. The obtained data from the observation, and documentation were analyzed by using thematic analysis, i.e., a method for identifying, analyzing and reporting patterns (themes) within data. The goal of the analyzing the data is to know the English teachers‟ patterns in teaching and assessing the students‟ writing in SMAN 01 Arjasa Jember. Findings of the research revealed that the teacher used cooperative learning methods in teaching English writing skill. The teacher applied several different approaches in the teaching activities. In the opening activity, the teacher applied genre based text approach because he focused on the explaining of the genre of the text. In the main activity, the teacher applied process approach because he observed the students and guided the students in writing a good example of explanation or narrative text. In the closing activity, the teacher applied product approach because he asked the student to create a text in the final task.