SKRIPSI Jurusan Sastra Inggris - Fakultas Sastra UM
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DEVELOPING SUPPLEMENTARY SPEAKING MATERIALS FOR THE TENTH GRADERS OF HOTEL MANAGEMENT PROGRAM AT SMKN 1 PANJI, SITUBONDO
No full textABSTRACTRatnaningtyas, Farida. 2016. Developing Supplementary Speaking Materials for the Tenth Graders of Hotel Management Program at SMKN 1 Panji, Situbondo. Thesis, Department of English, Faculty of Letters, Universitas Negeri Malang. Advisors: (I) Dr. Furaidah, M.A., (II) Dra. Sri Andreani, M.Ed.Keywords:supplementary speaking material, speaking skill, hotel management program, tenth graders.This research and development (R&D) study was intended to develop instructional medium in a form of supplementary speaking materials for tenth graders of Hotel Management program at SMKN 1 Panji, Situbondo. The development of the supplementary speaking materials was based on the insufficiency of the speaking exercises in the available coursebook which did not covered topics of hotel services.This study adapted research and development design by Latief (2014) and Hyland (2003). It consisted of eight steps which were (1) information collection, (2) planning, (3) product development, (4) expert validation, (5) product revision I, (6) product try out, (7) product revision II, and (8) final product. The instruments used for this study were teacher’s interview guide, validation checklist, and students’ questionnaire. The result of teacher’s interview was used to make need analysis along with the review of available coursebook and current syllabus. The result of the experts’ validation and students’ questionnaire was analyzed quantitatively and qualitatively.The developed supplementary materials used topics about activities in a hotel that were about activities in hotel receptionist desk and hotel services. The selection of the topics was based on the review of English subject syllabus and Menyediakan Layanan Akomodasi Reception subject syllabus. After having done the procedures mentioned previously, the final supplementary speaking materials were produced. It covered three basic competences which are introducing self, giving compliment and congratulating others, and expressing intention. It consists of eight activities which are (1) Getting Started, (2) Let’s Have Fun, (3) Speak Up, (4) Building Blocks, (5) Peer Assessment, (6) Show time, (7) Know it, and (8) Learning Checklist. The teacher’s book was also made to provide guidance for teacher in conducting activities in the supplementary speaking materials and answer keys.The revision was done before and after the product try out. The first revision was based on comments and suggestions from the English lecturers and English teacher in the expert validation stage. The second validation was based on students’ comments and suggestions which were collected from students’ questionnaire after the product try out. The result of the try out showed that the students were interested in using the supplementary speaking materials. It helps them vary the speaking activities in the class because the topics used were about activities in a hotel. The weaknesses of the study are that not all tasks were tried out and the try out was only conducted once. It is recommended for the English teacher who will use the supplementary materials to facilitate Hotel Management students’ speaking practices to make any changes of the materials to suit the need of the students. Finally, for further researchers, this study can be used as a resource to develop a similar topic for different level of students
Using Stop and Think Strategy to Enhance the Eleventh Grade Students' Reading Comprehension Abilities
No full text Yordani, Yizhar. 2016. Using Stop and Think Strategy to Enhance the Eleventh Grade Students’ Reading Comprehension Abilities.Thesis, Department of English, Faculty of Letters, Universitas Negeri Malang.Advisors: (I) Dr.Suharyadi,S.Pd.,M.Pd., (II) Dr.Ekaning Dewanti Laksmi, M.Pd., M.A. Key words: Stop and Think strategy, English Literature, reading comprehension, narrative text, senior high school This study aimed at implementing aninstructional strategy to solve practical instructional problems inXI Language Programme in SMAN 5 Malang. The instructional problems found in the class were (1) the students did not get enough exposure to comprehend reading passages, and (2) the strategy implemented by the English teacher unsuccessfully facilitated students in learning reading. The students needed reinforcement in their vocabulary mastery and ideas understanding to comprehend the text better. So, the researcher decided to adopt a more structuredteaching strategy as the solution to overcome the students’ difficulties in reading comprehension, namely Stop and Think strategy. Stop and Think is a strategy which focuses on improving reading comprehension abilities through scaffolding activities i.e. (1) activating prior knowledge, (2) monitoring understanding, and (3) drawing conclusion. In implementing the strategy, the researcher conducted a classroom action research (CAR). This studyfocused on improving condition, solving the problem with a solution, and establishing effective ways of teaching and learning in achieving better results.This study was done through a four-step process adapted from Kemmis and McTaggart (1988), namely (1) planning, (2) implementing, (3) observing, and (4) reflecting. The results of the study indicated that the implementation of the strategy was (1) affirmatively eligible to overcome the students’ difficulties in reading comprehension and (2) able to provide and encourage more structured reading experience through the use of scaffolding activities.Allof the upper-group and the lower-group students had improved their scores after the implementation of the strategy. In addition, the results also had shown that the students gave positive responses toward the implementation of the strategy. Overall, the improvement in students’ scores complied withthe students’ positive attitude showed that the implementation of the strategy has met the criteria of success of the study. In the implementation of the strategy, the researcher’s encouragements during the reading activity were the important roles that determine the success of the implementation of the strategy i.e. activating students’ prior knowledge that stimulated them to make prediction what the texts possibly about, asking students to take notes while they were reading, involving students into discussion, and giving students explanation to facilitate students monitoring their understanding. The students’ involvements during the teaching and learning activity reflected their enthusiasm in following the steps of the strategy. It also could assist the students to improve their reading comprehension abilities. Based on the findings, this study offers several suggestions for pedagogical practice by implementing teaching strategy. First, based on the findings, the Stop and Think strategyis intended for English teachers to improve the students’ reading comprehensionabilities.The teachers can adopt or adapt Stop and Think strategy to be implemented in their reading class. The teachers have to encourage students to actively participate in the teaching and learning process as a purpose facilitating students to get the better of comprehension. In the right procedure implementation, the strategy canassist the students in gaining their reading comprehension abilities. Apart from that, the findings presented in this study can be used as a reference databy further researchers in conducting next researches in the subject field of instructional teaching strategy implementation, particularly the one for improving reading comprehension ability.
Factors Affecting Students’ Disengagement during English Lessons at SMP Islam Ma’arif 03 Malang
No full textEngagement in learning is the vital ingredient of effective teaching and learning which is expected to generate greater benefit to the students. The more the students engage in learning, the greater the benefit they get. This study aims to investigate the level of students’ engagement of SMP Islam Ma’arif 03 Malang during English lessons seen from behavioral, emotional, and cognitive perspectiveand the factors that affect students’ disengagement during English lessons. This study implementedqualitativeresearch design using a case study the purposes of which were primarily to obtain a detailed description and gain an understanding of the case. The main instrument was the researcher who collected the data using observation checklist to the classroom activity, questionnaire to all the eighth graders, and interview guide addressed to four selected disengaged students, the English teacher, and the counselor teacher who was considered close to the eighth graders. Based on the findings, the level of the eighth graders’ engagement was varied. From behavioral perspective 80% of the students showed positive conducts and only 11% of them showed active participation and involvement. From emotional perspective, 30% of them were highly engaged, 50% were moderately engaged, and 20% were disengaged. From cognitive perspective, 15% of students assessed themselves had low engagement through self report, yet based on comprehension and performance reviewed from learning result, 73% had low achievement. Those three dimensions of engagement seem to affect each other. The low behavioral engagement (involvement) was caused by their emotional disaffection which then caused them to have low cognitive engagement. The other findings reveal that the most influenced factors of students’ disengagement are transactional engagement between student and teacher or teacher factor followed by non-institutional support that is family or parents’ support. Therefore, the English teacher of the eighth gradeis suggestedthat he implement student-centered and fun learning in class, build a good rapport with the students, give more praise or reward to increase students’ self-esteem, and stimulate students in class. For the headmaster, it is suggestedthat he increase parents’ role in students’ learning and also support the English teacher to improve his competence in teaching.Future researchers mayimprove the study by conducting a similar study related to students’ classroom engagement in English class focusing on the specific skills (listening/ speaking/ reading/ writing).
Using Comic Strips to Improve Tenth Grade Students’ Writing Skill in Recount Texts at SMAN 1 Tumpang
No full textABSTRAK Based on the result of the preliminary study, it was known that the students of X-BB of SMAN 1 Tumpang had problems in writing, especially writing recount text. They still did not know the correct structure of the text. They were also confused how to use past tense and how to develop their idea into a good paragraph. Therefore, the students get bad scores. Thus, the researcher conducted a study to solve the problems by implementing media that is comic strips. Comic strips are a sequence of pictures which typically have dialogue printed in balloons. The function of the comic strips is to lead the students’ visualization of some events into a whole story.In this research, classroom action research design was used. The subjects of the research were the students of X-BB of SMAN 1 Tumpang in the second semester of 1016/2017 academic year. There were 38 students in that class. The researcher acted as the class teacher while conducting the study. There were some stages in implementing the media. First, acttivating students’ knowledge about recount texts. Second, giving a model of comic strips and also the model text. Third, giving material about reported speech. Fourth, giving material how to develop a paragraph using reported speech. Fifth, giving a practice to do drafting and asking the students to develop their draft into paragraphs in a group. Last, giving the students a final task to write a recount text based on comic strips givenThe research findings showed that the media improved the students’ writing skill. The study had achieved the criteria of success that is 92% of the students could pass the passing grade at the end of the cycle 1. In addition, comic strips made the students more active, creative, and enthusiastic in the learning process. They were motivated to learn English well since comic strips could create a new and enjoyable situation in the class. They also felt that comic strips were helpful in writing a recount text. Those were proven by the result of the the students’ questionnaire. From the result of the study, English teachers hopefully adopt the media with some modification to accomodate the weakness of this media in terms of the comic strips’ appearence and content since it could help students improve their writing skill. Further researchers are suggested to conduct further research using different genres, media and strategy in order to give more positive contribution to the teaching and learning activity. In addition, the future researchers are also expected to explore the use of comic strips to other skills such as listening, speaking, or reading
The Effect of Item Presentation of a Multiple-Choice and Essay Type of a Reading Test on Students’ Score.
No full textABSTRAK Fathim, H . 2017. The Effect of Item Presentation of a Multiple-Choice and Essay Type of a Reading Test on Students’ Score.Thesis, English Department, Faculty of Letters, UniversitasNegeri Malang. Advisors: (I) Prof. Dr. Gunadi H. Sulistyo, M.A.; (II) Prof. Dr. NurMukminatien, M.Pd. Key words: multiple-choice, essay, reading test, item presentation, score English test, as known for a long time that it has been used to measure students’ English ability, is presented in the form of multiple-choice for example a test in National Examination (NE). But, it is suggested to use an essay test to know students’ ability rather than using multiple-choice because essay allows students’ freedom to answer the question. These, can be applied in a reading test. In reading activities, the readers need to have the ability in comprehending texts. In doing a reading test; students need to follow logicalorderso that they are able to answer the questions. It is believed that when students follow the logical order they will be able to answer any question no matter how the arrangement of the test is. But, the different presentation of the test item that has been used can also be argued that a candidate, who can perform well on a test in spite of the organization of items, has mastered the material in the test. The finding of this study are conducted to shows the readers the difference of the students’ score if the presentation of the item tests are different. This study is also conducted to give an explanation on show the findings are investigated. Also, this study is expected to be useful for English teachers, the headmaster, the policy makers in education, and further researchers in assessment. Text Box: iiThis study was conducted using quasi-experimental research. The researcher obtained the data from 150 twelfth graders from 3 different schools in Malang. The data of this study were taken by testing the students. The null hypothesis of this study is there is no a significant difference in the mean score between MCA, MCB, and essay. While the alternate hypothesis of this study is there is a significant difference in the mean score between MCA, MCB, and essay. The data in this study were analyzed by using the one way ANOVA statistical procedure. The primary instrument in this study is the reading test in NE (National Examination) 2015. The researcher re-arranged the test into three different arrangements. They are multiple-choice A (MCA), multiple-choice B (MCB), and essay test. All of these types have the same items. The only difference is on the test item’s arrangement. The MCA arrangement follows the logical order which focus on the arrangement of the micro skills while MCB’s arrangement is arranged based on the micro skills of the test items. The essay arrangement follows the logical order but without answer choices. It was found that there is significant difference in the score from each test and the arrangement of the test gives significant difference on the students’ scores. The MCA arrangement is the best arrangement in order to get the best students’ score. But, to check the students’ understanding, it is better to use essay test type. The tests that are used also classified as a reliable test in term of the inter-item. Based on the findings and the discussions, it was concluded that multiple-choice is the best presentation in order to get the best score but to know the students’ ability it is supposed to use essay because some of the students hardly understood the text. Regarding to that, the result of this study is expected to be used as valuable input for English teachers, the headmaster, the policy makers in education, and further researchers in assessment. For English teachers it is suggested to choose a better test arrangement for their students so that their students will get better score. For the headmaster, this study is expected to be used as a consideration in choosing a good test for the students in his/her school. For the policy makers, this study is expected to be a valuable input in choosing the better arrangement of a test when making a test for students. The future researchers are suggested to conduct further research investigating the effect of test item presentation of multiple-choice type in different area of subject matters, skill or courses in different levels of study.
Pengembangan Worksheet Teks Procedure untuk Siswa Kelas Sebelas SMA Brawijaya Smart School Malang.
No full textABSTRAK Tujuan dari penelitian ini adalah mengembangkan worksheet teks Procedure untuk kelas sebelas SMA Brawijaya Smart School Malang, yang diberi nama How Can I Do It? worksheet. How Can I Do It? worksheet mengadopsi Contextual Teaching and Learning approach yang digunakan sebagai pendekatan pembelajaran teks Procedure pada Kompetensi Dasar 3.6, 4.9 dan 4.10 pada Kurikulum 2013 untuk kelas XI SMA. Aktivitas pembelajaran pada worksheet dibagi menjadi tiga tahapan pembelajaran, yaitu Pre-activity, Whilst-activity, dan Post-activity. Ada empat aktivititas inti yang berbeda dengan fokus pada kemampuan berbahasa yang berbeda pula yang ada pada Whilst-activity. Keempat aktivitas inti tersebut adalah (1) Observe & ask, please!, (2) Let’s communicate & create!, (3) Let’s explore & discuss it!, and (4) Give it a try!. Pre-activity menyajikan aktivitas warming up untuk siswa dan Post-activity menyajikan kegiatan meringkas dan refleksi.Penelitian ini mengadaptasi desain Penelitian dan Pengembangan dari Borg & Gall (1989) dan Latief (2012). Ada lima langkah yang telah dimodifikasi yang digunakan pada penelitian ini, yaitu: (1) Need Analysis, (2) Product Development, (3) Theoretical Validation, (4) Empirical Validation, and (5) Final Product. Guna mengumpulkan data yang dibutuhkan pada Need Analysis, peneliti menggunakan Kuisioner siswa serta mewawancarai guru. Untuk mengumpulkan data yang berguna untuk memvalidasi produk dan melakukan revisi produk, peneliti menggunakan ceklis validasi. Lembar observasi peneliti dan kuisioner siswa digunakan untuk mengumpulkan data selama uji coba produk untuk mengetahui respon siswa serta untuk melakukan revisi akhir dari produk How Can I Do It? worksheet.Ada lima revisi yang dilakukan pada produk “How Can I Do It?” worksheet, yaitu revisi pada nama produk, gambar yang ditambahkan pada worksheet, serta warna bagian-bagian worksheet seperti warna latar, judul aktivitas dan perintah pada aktivitias. Uji coba yang dilaksanakan pada hari Jumat, 2 September 2016 dengan subyek empat grup yang masing-masing grup terdiri dari tiga siswa. Data yang diperoleh dari lembar umpan balik siswa dan lembar observasi peneliti menunjukan bahwa aktivitasnya yang bervariasi pada “How Can I Do It?” worksheet mampu memotivasi siswa untuk belajar Bahasa Inggris. Menurut mereka, materi pada “How Can I Do It?” worksheet sangat fresh, dan mereka bisa mendapat pengetahuan baru, terutama tentang teks Procedure. Semua siswa yang menjadi subyek uji coba setuju bahwa “How Can I Do It?” worksheet membantu mereka memahami teks Procedure lebih dalam dengan mudah. Dari penelitian ini, dapat disimpulkan bahwa “How Can I Do It?” worksheet telah mampu memenuhi kebutuhan siswa kelas XI di SMA Brawijaya Smart School Malang akan worksheet yang bisa memberikan pengalaman belajar teks Procedure yang bervariasi. Beberapa langkah valid seperti product validation and product try-out telah menjadikan “How Can I Do It?” worksheet sebuah produk yang valid untuk mendukung pembelajaran teks Procedure. Penelitian selanjutnya diharapkan untuk mengembangkan produk “How Can I Do It?” worksheet yang lebih baik, lebih menarik, serta lebih efektif untuk pembelajaran teks Procedure
The Use of Top-down and Bottom-up Strategies to Enhance the Listening Comprehension of the Eighth Graders of SMP Negeri 4 Malang
No full textABSTRAK Rahmadhani, Evi. 2017. The Use of Top-down and Bottom-up Strategies to Enhance the Listening Comprehension of the Eighth Graders of SMP Negeri 4 Malang. Thesis. Department of English, Faculty of Letters, Universitas Negeri Malang. Advisors: (I) Francisca Maria Ivone, M.A., Ph.D (II) Nunung Suryati, M.Ed., Ph.D Key Words: top-down strategy, bottom-up strategy, listening comprehensionListening comprehension is perceived as a complex process of understanding the meaning of spoken texts. It is crucial for language learners to develop the listening skill. However, listening activity is rarely practiced in the formal learning contexts. Therefore, many students find comprehending listening texts difficult. The students’ inability to comprehend listening texts was also observed in SMP Negeri 4 Malang. The students had difficulties in understanding unfamiliar words, sentence structures, and the speaker’s accent. In order to address these issues, the researcher designed learning activities by combining top-down and bottom-up listening strategies. In top-down strategy, the students use their background knowledge to predict the content of the listening texts, whereas, bottom-up strategy requires the students to use their linguistics knowledge to recognize words used in the listening texts.The research design of this study was collaborative action research covering four stages: planning, implementing, observing, and reflecting. This study used curriculum 2013. The subjects of this study were 27 students of class VIII I of SMP Negeri 4 Malang. The instruments used to collect the required data were questionnaires, interview guide, listening tests, observation sheets, and field notes. There were two kinds of data that the researcher collected: the students’ listening performances and the students’ response towards the implementation of the strategies. This study was considered successful because more than 85% of the students could gain 20 points improvement in the final test score and over 70% of the students showed their positive response towards the use of top-down and bottom-up strategies.The finding of this study revealed that 96% of the students could improve above 20 points in their final test score. This means that the first criterion of success had been achieved. However, 4% or only one student failed to improve his score up to 20 points in the final test. Actually, the test scores of this student (4%) increased 9 points from 59 in the first listening test to 68 in the final listening test. Besides, the listening tests score of the student improved from the first meeting to the fourth meeting. It proved that the student’s listening skill also improved but he did not improve as fast as the other 96% students. Moreover, there was 85% students who showed positive responses towards the use of top-down and bottom-up strategies. This means that the second criterion of success had also been achieved. Based on the research findings, the researcher provides two suggestions to the English teacher and future researchers. The English teacher is suggested to implement the strategies using the procedure designed in this study. Furthermore, future researchers are suggested to combine the use of top-down and bottom-up strategies with some word games such as crossword, scrabble, and puzzle
Translation Techniques in The Novel Of Memoirs
No full textABSTRAK This study is focused on investigating the translation techniques used in “Memoirs of a Geisha” by Arthur Golden that is translated into “MemoarSeorang Geisha” by ListianaSrisanti. It offers two problems: the translation techniques used in the novel, and equivalence in the translation. The collected data are conducted in both English and Indonesian novel, “Memoirs of a Geisha” by Arthur Golden published by Knopf Doubleday Publishing (arrangement with Alfred A. Knopf in 1997) and “ MemoarSeorang Geisha” translated by ListianaSrisanti published by PT GramediaPustakaUtama translated in 2002 (i.e. The Eight Edition in 2006); by using descriptive research, this study provides 486 sentences which contain the translation techniques used by the Indonesian translator. In the translated novel shown that the techniques used by the translator; Adaptation (17.3%), Borrowing (40.5%), Communicative Translation (10.1%), Addition (7.0%), Omission (16.5%), Globalization (1.4%), Localization (4.3%), and Compensation (2.9%)
Indonesian Students’ English Coursebook and Thai Students’ English Coursebook
No full textABSTRAK Cicilia, Tifany. 2017. Indonesian Students’ English Coursebook and Thai Students’ English Coursebook. Thesis. English Department, Faculty of Letters, State University of Malang. Advisor: (I) Dr. Sri Rachmajanti, Dip. TESL, M.Pd., (II) Dr. SinthaTresnadewi, M.Pd. Key Words: English Textbook, Evaluation, Indonesian and Thai StudentsThis study is aimed to examinehow BahasaInggris book compared to English Explorer 2, an English textbook used in Thailand. The instrument used in this study was an evaluation sheet adapted from BSNP (2014), Basic Education Core Curriculum (2008), Cunningsworth (1995), and Tomlinson (2003) which covered content feasibility, graphic feasibility, methodology, language content, language skills, and practical consideration.The study implementedqualitative content analysis research design. The evaluation sheet used consisted of 6 variables, 21 sub-variables, and 40 indicators. A teacher of SMA Negeri 2 Malang and I evaluated the two coursebooks by using the evaluation sheet. Each of us filled the evaluation sheets which then were compiled into one data collection. After that, I analyzed the collected data by writing a description figuring out the reasons behind each score given in the evaluation sheet and the implications of the findings.The result of the study showed that English Explorer 2 book was better than BahasaInggris book in five out of the six variables. English Explorer 2 was ahead BahasaInggris book in terms of content feasibility ( = 3.42>3.07), graphic feasibility ( = 3.46>2.86), language content ( = 3.375>2.75), language skills ( = 3.5>2.4), and practical consideration ( = 4>3.5).BahasaInggris was better than English Explorer 2 in only one variable, methodology, in which BahasaInggris got 3.3 and English Explorer 2 got 2.67 for the average score of methodology variable. In conclusion, based on the result of the study, a further improvement by the materials developers for both coursebooks was needed. Materials developers were encouraged to consider to take experts’,teachers’, and students’ opinion into account. Teachers as educators were also suggested to be able to choose the most suitable coursebooks for their students’ needs. Students should also be able to find materials which were the most suitable with their learning styles. Last but not least, future researchers were suggested to conduct a study in coursebook evaluation by using a whole coursebook package and by comparing with other cousebooks available in the market
Teaching Writing Strstegy in Eighth Graders at SMP Negeri 9 Malang.
No full textABSTRAK Permadi, Dhimas Onny. 2017. Strategi Pengajaran Writing Pada Murid Kelas Delapan di SMP Negeri 9 Malang. Skripsi, Jurusan Sastra Inggris, Fakultas Sastra, Universitas Negeri Malang. Pembimbing: (I) Dr. Enny Irawati, M. Pd, (II) Dra. Nunung Suryati, M. Ed., Ph.D. Kata kunci: menulis, strategi, mengajarWriting biasanya dianggap sebagai salah satu kemampuan berbahasa yang sangat susah dipelajari oleh peserta didik bahasa asing. Beberapa siswa menghadapi kesulitan untuk menulis karena mereka tidak tahu organisasi dari teks yang akan mereka tulis. Namun, belajar bahasa Inggris sangat dibutuhkan oleh peserta didik. Selain itu strategi mengajar guru yang baik dapat mempengaruhi pemahaman siswa dalam belajar Writing.Penelitian ini dilaksanakan menggunakan metode Deskriptif Kualitatif. Penelitian ini bertujuan untuk menganalisis strategi apa yang digunakan oleh guru dalam mengajar peserta didik kelas delapan SMP Negeri 9 Malang untuk mempermudah peserta didik dalam belajar Writing. Data dikumpulkan dengan cara mengobservasi dan mewawancarai guru ketika guru tersebut mengajar peserta didik di kelas. Dalam mengobservasi strategi yang digunakan guru dalam mengajar writing, peneliti menggunakan Five Dynamic Stages Strategy yang dikemukakan oleh Hillock, 1986. Hasil dari penelitian ini dijelaskan secara deskriptif.Berdasarkan data dari observasi, guru menggunakan strategi yang dikemukakan oleh Hillock. Guru menggunakan strategi itu dengan baik dan melaksanakan strategi tersebut sebesar 90%. Selain itu, guru menggunakan strategi lain untuk mendukung proses belajar dan mengajar. Strategi yang mendukung proses mengajar guru adalah Collaborative Learning yang di kemukakan oleh Bruffee, 1993. Strategi ini dapat menstimulasi diskusi antar peserta didik. Penggunaan strategi ini bisa membuat peserta didik untuk bekerja dalam kelompok.Hasil dari penelitian, ditemukan bahwa guru menggunakan materi otentik untuk mengajar peserta didik. Guru menggunakan situasi yang benar-benar terjadi untuk membuat peserta didik merasakan proses pembelajaran. Selain itu, guru menggunakan media yang menarik untuk menarik perhatian peserta didik. Hasil dari wawancara, guru sering menggunakan power point sebagai media visual. Berdasar dari hasil penelitian, peneliti menyimpulkan bahwa strategi yang digunakan guru ini bagus. Guru dapat membuat siswa aktif di dalam kelas menggunakan strategi tersebut. Strategi guru ini bisa dijadikan model oleh guru Bahasa Inggris lainnya dalam mengajar writing