English Ideas: Journal of English Language Education Vol.
October 2021 Copyright A 2021 English Ideas ENGAGING STUDENTS ON DESCRIPTIVE WRITING THROUGH SMALL GROUP DISCUSSION PRE-SERVICE TEACHERAoS TEACHING EXPERIENCES Linda Sari Lindasari04898@gmail.
Department of English Education.
Faculty of Teacher Training and Education.
University of Singaperbangsa Karawang doi: ________________________________ Abstract This present study is aimed to know pre-service teacher teaching experience students writing descriptive Therefore, this study investigates the process of the teaching and learning descriptive text through small group discussion.
This study uses Qualitative approach and uses Narrative Inquiry as the method in gaining the data.
The participants of this research are pre-service teacherAos students studying of University Singaperbangsa Karawang and teacher of Senior High School Karawang.
Observation, interview, reflective journal and documentation are used to collect the data to get the information or answer related to the research question.
The result found out that there are four ways pre-service teacher teaches writing Descriptive Text, those are building knowledge of the field (BKOF), modeling, step joint construction of text and independent construction of text.
Moreover, there are also obstacle factors when pre-service teacher teaches descriptive text.
The researcher found that all of participant had no obstacle factor in teaching, all participant seem students who had obstacle in teaching descriptive text, it would describe with divided the three categories such as in Phychological Problem, in Linguistics Problem, and Cognitive Problems or means factor because of the lack knowledge of the target language, lack of practice and lack of vocabulary.
Keywords: Ways pre-service teacher.
Obstacle factors.
Descriptive text.
Small group method used by pre-service teachers in teaching descriptive text.
INTRODUCTION
It would be different for pre-service teachers to learn skills of lesson planning and clasroom management without practising.
Teaching practice program which is known as PPL (Program Pengalaman Lapanga.
is a program pre-service teacher for teaching students under the supervisor of school teachers to get the skill in teaching.
Preservice teachers also teaching students about lesson are in school.
One is learning writing an important role for students who are in the process of learning a language.
In Indonesia, descriptive writing is one of the types of writing that should be taught and mastered not only by the English teachers, but also by the senior high school students particularly those in Grades Tenth.
Many students have problems with their writing The students feel understanding the meaning of the text is not easy, studentsAo lack of vocabulary, and also grammar.
Therefore, pre-service teacher should have a lot of creativity to make the class situation more comfortable in learning.
To solve that problem and to get effective teaching in a learning process, pre-service teacher is recommended to make good preparations and teacher need fun learning activities to fade studentsAo In Indonesian school, students are required to learn to write different text types.
They are Recount.
Narrative.
Procedural.
News Item and Descriptive.
One of them is the teaching English Ideas: Journal of English Language Education Vol.
October 2021 Copyright A 2021 English Ideas boredom in the cl the researcher overcomes addition, pre-service teacher also can apply in the problems of writing descriptive text by their teaching experiences.
using a fun method because the researcher A study by Wilson.
Floden, and needs an interesting method for students.
Mundy .
found that new and Having an interesting method can be a way to experienced teachers get the students active in the classroom and experience to be the most important engage during learning.
There are many pre-service techniques, approaches and method can be Emphasising the importance of applied, but this research focuses on small group discussion.
Small Group Discussion is universities.
Dawson and Norris .
technique can make simply to do lesson and suggested that these collaborations can bridge make easier solve some ideas into writing or the gap between theories and the applications Therefore, in order to help students, necessary for planning successful teaching the researcher applied Small Group In creating an elementary Discussion to teaching descriptive text in fieldbased course.
Jacobsen .
found that A literature circles as reading method field experience exposed students to situations and also provides a social space for students to in which content and pedagogy were engage in an active learning reading by talking connected in a meaningful way.
about the text being read, sharing the ideas.
Pre-service teachers need time to sharing what they have understood or learned practice their knowledge in the real school about the text, responding to do it, and According to Luebbers .
, the discussing their interpretations.
This research teaching practic program is believed to intended to find out teaching experience in provide pre-service teachers with new and writing descriptive through pre-service different ways of teaching a foreign language.
teacherAos student.
The main research objective Moreover, this program also makes them as for this study was to gain insights into the prospective foreign language teachers.
ways pre-service teachers and their obstacle Besides, pre-service teacher view themselves experiences in teaching writing descriptive as professional determine how they feel about The results of the study are expected to themselves as teachers in the classroom provide help to enhance current teaching (Hong, 2010.
Mahan, 2.
Form this experiences and accordingly improve the perspective, it is clear that teaching practice teacher education programme.
program plays an important role in constructing pre-service teachers.
Pre-service teachers.
Pre-service teacher is someone who Descriptive writing text.
learns to be a professional teacher.
According to Brown .
1: .
, writing is professional teacher is someone who can give a thinking process.
Furthermore, he states that the reflection about their experience and can writing can be planned and given with an mentor another people.
Becoming a unlimited number of revisions before its release.
professional teacher takes a lot of time and Linse .
also stated that writing is a many experiences (Lamon & Aldrich, 2.
combination of process and product of Pre-service teachers can learn to be discovering ideas, putting them on paper and professional teachers through enrolling in working with them until they are presented in Educational Department in a University.
Then manner that is polished and comprehensible to afterwards, they can get bachelor degree.
Prereaders.
Thus, it is be stated that writing is a service teacher program is aimed to set up thinking process of discovering ideas then graduates to have quality as a teacher written on the paper.
Kane .
states (Bransford,Darling,Hammond, & LePage.
Audescription is about sensory experience how Quality as a teacher means a good something looks, sounds, tastes.
Mostly is about padagogical competence in which pre-service visual experience, but description also deals teacher can connect the pedagogical theory.
English Ideas: Journal of English Language Education Vol.
October 2021 Copyright A 2021 English Ideas with other kinds of perception.
Ay Based on METHOD Curriculum 2013 which is the current This study aims to describe pre-service Curriculum Indonesia, teachers teaching experience engaging students descriptive text is one of the genre of text that writing on descriptive text through small group have to be taught in teaching writing for Junior The participation form is cognitive.
High School students (Depdiknas.
Indonesian and emotional.
This research uses qualitative Educational Department, 2013:.
In this approach with the design narrative inquiry is study, the researcher will be focused on applied to conduct this study due to the result of descriptive text for the tenth grade students of this study description of the overall analysis.
Senior High School.
According to Creswell .
Narrative study Gerot and Wignell .
state that the is used to know an individual or more stories of Generic structure of descriptive writing are:
their life or its experience about something that Identification has a crucial part in life that conduct in a phenomenon that will be describe chronological compilation related to the past, .
Description which describe parts, present, amd future.
qualities, or characteristics of something or Three pre- service teachers aand one someone in detail.
teacher in SMK Pratama Mulya Karawang took as the participants of this research.
The Small group discussion.
researcher chooses that school because it has According George Brown.
Madeleine access to the teacher and knows the studentsAo Atkins, a effective and simple method for characteristics in teaching training.
These preinvolving students is known a small group service teachers will be given a question or Discussion method is a learning interview about teaching experience on method that exposes students to a problem.
studentAos writing descriptive text.
Small group discussion is process exchange The research focuses teaching on ideas with another people such as experience, studentAos writing descriptive text.
The technique solve the problem and information.
of collecting data was an observation, interview.
According to Ernest .
, small group reflective journal and documentation.
The discussion allows presenters to announce a topic observation technique is done through field or idea for group discussion among participants.
In these field notes and an unstructured or Its mean that small group discussion is group semi-structured .
sing some prior questions that who have leader to discuss or solve problem.
the inquirer wants to kno.
activities at the The purpose pf the small group discussion is to research site.
To collect the data the researcher contribute and circulate information on a uses several instruments: field notes, reflective particular topic, analyzed and evaluate the journal and interview guidelines.
The collecting information for support evidence in order to data will use thematic analysis that has been reach an agreement on general conclusions.
obtained from observation, interview, and According to Harmer .
1:117-.
the documentation because thematic analysis is a advantages of small group discussion are :
method for identifying, analyzing, and report It dramatically increases the amount of patterns .
according to Brown and talking for individual students.
Clarke .
thematic analysis describe an Because there more than two people in the interactive process as to how to fix messy data group, personal relationship are usually less to a map of the most important themes of the there is also a greater chance of different opinions and varied contribution.
It encourages broader skills of cooperation and negotiation.
It promotes students autonomy by allowing students to make their own decision in in the group without being told what to do by the RESULTS AND DISCUSSION These descriptions are related to the teacherAos experience engaging students on descriptive writing at SMK in Karawang.
The data were obtained from interview with an English English Ideas: Journal of English Language Education Vol.
October 2021 Copyright A 2021 English Ideas pre-service material and introducing new material such as Researcher had interview with R1.
R2.
R3 and R4 who stated that ways for an English teacher and three pre-service teaching descriptive text everything was almost Researcher conducted interview to the same ways .
That was in line with teacher find out what ways pre-service teachers taught role in classroom observation that giving descriptive writing through small group questions in the warning up session before the In addition, the researcher also had materials discussed in details in the main reflective journal to clarify teaching experiance Sometimes there were pre-service teachers.
The reseacher used three miscomunications between the teacher and meeting reflective journal for accurate data.
The second step in teaching writing on descriptive text was modeling.
The teacher Since to be pre-service teacher might be introduced an example of descriptive text with faced several problems.
Analyzed problems The teacher also explained a little bit could be an appropiate way to indicate where the information about the function of descriptive problems that should be fixed the most is.
After text and using of have/has on the text.
knowing problems that encounter by pre-service The teacher in teaching writing on teacher in teaching descriptive text, the descriptive text also used step joint construction researcher tried to find out the factors that of text was an activity involving all the students causes the problem.
in doing exercise or reconstruction the text.
could be divided in groups, consisting of several students or in pairs.
In the last step the independent construction of text, the teacher In what ways pre- service teacher provided the topic and a piece of paper to write teaches descriptive writing through the text.
The student were free to make a small group discussion.
descriptive text with their own words, but they In implementing the ways of teaching had to concern the arrangement to make a good writing on descriptive text, there were some of fundamental roles of teacher and students.
Based on research finding, pre-service teacher What are obstacle factors when prerole in ways of teaching writing on descriptive service teacher teaches descriptive text was as facilitator.
She also had a role in managing and giving evaluations in teaching writing on descriptive text.
As facilitator, preIn analyzing problems faced by pre-service service teachers provided the students need in teacher in teaching descriptive text, the researcher also wanted to know obstacle factors Based on the research finding, the of pre-service teacher.
In gaining data, the observation and analysis the procedure the ways researcher conducted an interview and asked of teaching writing on descriptive text.
two questions.
This would also answer the According Scrivener, that prepare thoroughly.
second research question presented in this But, in class, teach the learners, not the plan.
Last, in getting the result of obstacle In knowing problems by each participants, factors, the researcher analyzed studentsAo the researcher interviewed about pre-service worksheet about descriptive text.
teacher experience during teaching and learning As mentioned by Byrne .
that there are process of material about Descriptive Text in problems that can rise while writing, those Tenth Grade at SMK Pratama Mulya Karawang.
are: psyhological problems, linguistic problems.
After that, researcher conducted the interview and cognitive problems.
In psychological which involved 4 respondents by giving eight problems, students seemed enthusiast in In answering the first research learning about Descriptive Text by showing question, it would describe into four step:
their interest in teaching learning process.
Lot of building knowledge of the field (BKOF).
There students feel confuse when they write were the activities of greeting, reviewing last English Ideas: Journal of English Language Education Vol.
October 2021 Copyright A 2021 English Ideas Descriptive Text as stated by R3, and R4 in the descriptive text.
Joint construction is an activity The confusion they got was from involving all the students in doing exercise or linguistic features of the text.
Therefore, reconstruction the text.
The independent psychological aspect that could be problem was construction is the teacher provided the topic Almost all students showed and agreed and a piece of paper to write the text.
The second when the teacher and researcher asked about categories is Psycological problems.
Linguistic being lazy in writing Descriptive Text.
The Problems.
Cognitive Problems.
reason was that they did not get the material Psychological problems is problems that occur clear so they felt they were lazy to continue around psychological aspects during writing.
learning about Descriptive Text.
Psychological Referring to the data gained, some students had problems was major problems faced by students psychological problems during writing because they think itAos minor problem because Descriptive Text such as laziness, confuse and they can overcome or solve the problem easily Linguistics problems that occur aound by themselves.
In linguistics problems, several linguistic aspects during writing.
Linguistic point mentioned by the participants.
First problems that appeared in the result of data is problem was vocabulay, some students felt hard grammar, vocabulary and translating.
Cognitive to use the vocabulary because their vocabulary problems is problem that occurs around was limited as mentioned by R1,R2,R3 and R4.
understanding such as generating, organizing Another problem is in the grammar or verb.
and developing ideas or topics of the text.
Another linguistic problems faced by students REFERENCES were translating from Bahasa Indonesia to English.
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CONCLUSION
After conducting the research, the Dawson.
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