Modeling In Teaching Writing Report Text

(A Case Study at the Eleventh Grade of a Senior High School in Banjar)

Sudrajat Nanang Sukmawan

English Education Program
Faculty Of Teacher Trainning And Education Sciences
Galuh University
[email protected]

ABSTRACT
This research investigated the activities in modeling session in teaching writing
report text. The study was aimed to investigate the activities done by the teacher
in modeling session in teaching writing report text and to investigate the students’
perceptions toward modeling performed by the teacher in teaching writing report
text. The participants in this study were an English teacher and 33 students of
class XI-IPA 4 of SMAN 3 Kota Banjar in academic year 2013/2014. A case
study methodology was used in this research, and the data were collected through
observation, interview, and questionnaire. The findings revealed that the activities
done by the teacher in modeling session in teaching writing report text were
named dictogloss. In the activities, the teacher also explained the purpose, generic
structure, and language features of a text by using book, monitor display or power
point. The students’ perceptions revealed that the activities familiarize the
students toward the purpose, generic structure, and language features of report
text. The activities involve teacher and students discussing and exploring the stage
of the genre and its key grammatical features. This study concludes that modeling
is an important scaffolding activity, in this case in teaching writing report text.

Keywords: modeling, teaching writing, report text

INTRODUCTION

Writing is one of language skill that has to be learned by any foreign

language learners besides listening, speaking and reading. According to Hyland

(2003, p.9) cited in Oktaviani, Reski, and Saun (2012, p.146), writing is a way of

sharing personals meaning and emphasizing the power of the individual to

construct his or her own views on a topic. It means that writing is product of

someone’s idea and opinion. Writing is very important for the students because

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they can share their ideas, experiences and their thoughts into the written form. In

other words, writing can be said as a tool of communication between the writer

and the reader. Nunan (2003:88) states that:

It is both a physical and a mental act. At the most basic level, writing is the
physical act of committing words or ideas to some medium, whether it is
hieroglyphics inked onto parchment or an e-mail message typed into a
computer. On the other hand, writing is the mental work of inventing
ideas, thinking about how to express them, and organizing them into
statements and paragraphs that will be clear to a reader.

It means that writing is process make a result of our working hand, the contents

are some information and share our ideas about the phenomenon or other.

McDonough and Shaw (1993) cited in Oktaviani, et al. (2012, p.145)

define that writing is a process of putting the ideas into words. It can be said that

writing as a process of thinking, putting and organizing, someone’s ideas,

experiences and thought into word that a focus of grammatical feature of texts.

Through writing someone can express his or her ideas, thoughts and experience to

others. Through writing, they can also transfer information and knowledge to the

readers. In other words, writing can be said as a mean of communication between

the writer and the reader.

Moreover, writing can be defined as writing- for -learning and writing-for-

writing. Writing-for-learning means writing as a tool to practice the language they

have learned. Writing-for-writing, writing is a tool to develop the students’ ability

as writer (Harmer, 2007). So, they can learn to write by trying to write something

and to develop their writing ability.

According to Harmer (2004, p.4) writing process is the stages the writer

goes through in order to produce something in its final written form. He suggests

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four main elements of the process of writing: (1) planning which include

consideration of the purpose, the audience and the content structure, (2) drafting

(3) editing including reflecting and revising and (4) final version.

Nunan states in Practical English Language Teaching, process of writing

include many steps such as invention, drafting, writing, and revision. It mean that

if the someone try to write or to be a writer they must have the topic before

continue their idea in writing process in order their written are complete (Nunan,

2003, p.96). This statements supported by Brown (2001, p.334) states people will

be a good writer, if they can know how to write it and has a good grammar.

In additions, Tompkins (2000) cited in Harmenita and Tiarina (2013, p.30)

states the stages in writing activity; (1) Prewriting stages is student getting ready

to write, 2) Drafting is students focus on getting their own ideas in their own

environment, 3) Revising is student clarify and refine ideas in their compositions

during the revising stages. Students reread their work and share it with a partner

or small group; they then make changes in the writing based on the feedback from

their peers, 4) Editing is putting the piece of writing into a final form or it seem

like the process of correcting mechanical errors, 5) Publishing is student publish

their writing and share it in front of the class.

According to Lindsay and Knight (2006), there are seven stages in writing

activity. They are generate or gather idea for content (brainstorming), organize

and order ideas, write first draft, edit content for meaning, write second draft, edit

language and spelling and write final draft until they feel satisfactory.

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 In teaching writing, there are two aspects to be considered by the teacher.

First, the result has to be achieved at the end of teaching and the learning process

has to be started. Second, the product must achieve the goal of learning and the

process of writing must take the students learn how to write in a right way,

Harmenita and Tiarina (2013, p.30). To make successful in teaching writing, the

role of teacher is very important. The teacher can give motivation to students,

giving suggestion when the students write, use some variant techniques to make

teaching writing is having fun and students become interested. According to

Raimes (2001, pp.303-314) some steps to help teachers to plan teaching writing

are follows:

a. Planning
b. Drawing the syllabus
c. Selecting material
d. Preparing activities
e. Evaluating the teaching

It’s concluded that as a teacher must arrange teacher plans in writing in

order the writing process success begin to planning, drawing the syllabus,

selecting topic, preparing activities and evaluating by the teacher. The teachers

will give impact toward students in their study. The teacher is a guide to students

to build and help the students in writing class (Stanley, 2007, p.1). It means

without guide from the teachers the students will not yield good results.

In teaching writing, writing process comprises the mechanics by which

writer create publishable products. It is the method of all writer use to generate

ideas, choose and organize these ideas, write and revise their pieces, and format

them for publication (Sundem, 2006, p.33). It show that the important role of

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teachers. The teachers should have good preparation and plan the material before

using this strategy to the class.

Besides, Shakespeare (2004) in Harmenita and Tiarina (2013, p.30) tells

that there are some processes in teaching writing: planning, drafting, editing, final

version. Planning, try and decide what they are going to say. For some students

this may involve making detailed notes. The second one is drafting, the teacher

can refer to the first version of a piece of writing as a draft. Go at a text is often

done on the assumption that it will be amended later. Next is editing (reflecting

and revising), perhaps the way something is written is ambiguous or confusing, or

the information is not clear, the teacher can give comments and make suggestions.

The last step is final version, the students is ready to send the written text to

intended audience.

Burke (2008, p.159) cited in Ningsih and Rosa (2013, p. 22) state that

gathering ideas is important when you are going to write, you don’t know what

you think and what you know when writing without ideas. So, in teaching process

there are connection between events and communicate such as main idea,

supporting idea, new information, given information, and generalization. It will

make easy to writing process in writing class. Brown (2001, pp.346-356) states

that some principles for designing written techniques as follow:

1. Incorporate practices of “good” writers.

2. Balance process and product.
3. Account for cultural/ literary background.
4. Connect reading and writing.
5. Provide as much authentic writing as possible.
6. Frame your techniques in terms of prewriting, drafting, and revising.
7. Strive to offer techniques that are as interactive as possible.

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 8. Sensitively apply methods of responding to and correcting your
students’ writing.
9. Clearly instruct students on the rhetorical, formal conventions of
writing.

From the Brown statement, the writer concludes nine principles techniques

can apply from the teachers in teaching writing. It will help the students to yield

good product in their written. Besides the students know about the specific

process but also the students can direct their product with the measurements based

on their skill in order students can pass step by step of writing process.

The School Based Curriculum or Kurikulum Tingkat Satuan Pendidikan

(KTSP) 2006 states that English teaching at senior high school make the students

communicate both in oral and written forms. They must master their writing skill

because the curriculum has designed the material about this. Learning to

communicate in English, both in oral forms and written forms, is difficult for

students, especially in English as a Foreign Language (EFL) context, where the

exposure to English is very limited. However, there are a lot of problems that the

teacher and the students faced in teaching learning process; such as, lack of media,

lack of vocabularies, lack of strategy, and also lack of motivation from the

students itself.

In Senior High School, the Kurikulum Tingkat Satuan Pendidikan (KTSP)

2006 or School-Based Curriculum requires the students to be able to create twelve

texts; they are procedure, descriptive, recount, narrative, report, news item,

analytical exposition, hortatory exposition, spoof, explanation, discussion and

review. In KTSP 2006 English teaching at senior high school is expected make the

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students able to communicate both in the oral and written form (Depdiknas,

2006). It has been set by the curriculum in order to get students’ language mastery

of the foreign language at senior high schools.

Wijayanti (2013, p. 16) states that “A report is a kind of text which has a

purpose to describe the way things are, with reference to a range of natural, man-

made and social phenomena in our environment”. It belongs to genre which is

called “report text” or “information text”. The information in the report text can

be about science, fields and technology, or describes information about something

in our environment. In other word, report text is one of the genres which provide

factual information a topic, clarifying and describing a natural and unnatural

phenomenon of our world.

Gerot and Wignell (1994) in Firdaus and Sunaryo (2013, p. 500) argues

that report text has elements: general classification and description. Those parts

tell about what phenomenon under discussion is. The description part tells about

what phenomenon under discussion, is like terms of part, qualities and habit or

behavior for living and non living things.

Report text is very important to be learned by the students because it has

relationship with daily life context, for example: News in the television or

newspaper, scientific report in the book, etc. Writing a report text is activity to

improve the capability of students to know something new, to conduct a research,

to analyze some new information in presenting a report text to the audience

(Ningsih and Rosa, 2013, p. 21). Some people consider it as the main importance

of report writing.

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 Gibbons (2009, p.108) argues that genre is different forms of literary

writing or to describe different kinds of films or artwork. However, in functional

grammar the notion of genre is to describe all the language events. In fact, what

we do in social interaction with the others in the culture is using particular genre.

For example a marriage service, a lesson, a seminar, a newspaper report, an

informal email, buying a ticket, etc. But, in this study the writer focus only on the

written genre.

Brown (2001, p.14) state that approach is a set of assumption dealing with

the nature of language, learning, and teaching. Frinkins, et.all. (2007, p.11) state

that the genre based- approach was seen to be positive by all the English teachers

and has been included as part of the writing program in the general English

curriculum making it possible to develop the above ideas and results. So, the

English teachers as a guide and motivator included to students to yields students

product in writing process.

According to Gibbons (2009, p.108) every genre has a number of

characteristic:

- It has a particular social purpose and is used to get something done

through language.
- It has a particular overall structure or organization.
- It has language features typical of the genre.

Gibbons (2009, p.128) state that “genres are cultural in nature and differ in terms

of their social purpose, overall organization, and specific language features.”

Hyland (2004, p.4) states that “Genre is a terms for grouping texts

together, representing how writers typically use language to respond to recurring

situation”. Genre also can be described as the stages that a text moves through to

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express the writer’s purpose. The concept of genre is based on the difficulty of

recognizing similarities in the text that is used by the members of community

(Hyland, 2004, p.4).

Hyland (2004, p.29) states some kinds of educational genres such as

recount, procedure, narrative, description, report, explanation, exposition. But, in

the senior high school students are expected to communicate in such genres as

procedure, descriptive, recount, narrative, report, news item, analytical exposition,

hortatory exposition, spoof, explanation, discussion, review, public speaking

(Badan Standar Nasional Pendidikan, 2006, p.126).

Based on any understanding of genre above, in the new curriculum, genre

based approach gives the teacher role in scaffolding student learning and

creativity. Students are expected to make spoken and written communication

accurately in interaction with the other in different genres. In this research the

writer choose one of the genres, report text which is teachable in eleventh grade of

senior high school (Badan Standar Nasional Pendidikan, 2006, p.133).

A genre-based approach placed great emphasis on the relationship

between text-genres and their contexts (Hyon in Luu : 2011). It aimed to help

students become effective participants in their academic and professional

environment as well as in their broader communities (Hammond and Derewianka,

2001 cited in Luu : 2011). Following are some characteristics of the genre-based

approach.

The genre-based approach emphasizes the importance of exploring the

social and cultural context of language use on a piece of writing. The context

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decides the purpose of a text, an overall structure of a text in terms of language

features and text features often in the form of linguistic conventions (Hammond

and Derewianka, 2001 cited in Luu : 2011). This approach argues that students

can only produce a composition to be successfully accepted by the particular

English-language learners once they take the context of a text into account into

their own writing papers.

Then, this approach highlights the magnitude of the readers and the

linguistic conventions that a piece of writing needs to follow in order to be

successfully accepted by its readership (Muncie, 2002). According to this

approach, any student who wants to be successful in communication needs to be

able to produce texts which fulfill the expectations of their readers in regards to

grammar, organization, and content.

A genre-based approach is concerned with teaching learners how to use

language patterns to accomplish coherent, purposeful writing. Its central belief is

that “we do not just write, we write something to achieve some purpose” (Hyland,

2002, p.18). The genre-based approach connects with work on scaffolding

particularly in the development of teaching-learning or curriculum cycle. The

impact of the genre-based approach and its associated teaching practices,

articulated through the curriculum cycle (Hammond, 2001, p.26, cited in Ilham &

Swandarini, 2010, p.6). Regarding to the basic principle of genre-based approach

that the adult caregiver guidance in ‘teaching’ appropriate genres (Hammond,

2001, p.26; Cope and Kalantzis, 1993, p.1, cited in Ilham & Swandarini, 2010,

p.6).

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 Gibbons (2009, p.115) states that the teaching and learning cycle is

practiced in four series: building the field (developing knowledge of the topic),

modeling the genre, joint construction, independent writing. In addition, Rothery

(1996, p.102) in Emilia (2010, pp. 58-59) argues that the model of genre-based

pedagogy or teaching cycle of genre-based approach has four stages: Building the

Field; Modeling; Joint Construction; and Independent Construction. Indeed, the

cycle also integrates listening, speaking, reading, and writing (Gibbons, 2009,

p.128).

Whereas, Hyland (2004, p.128) indicates that the cycle informs the

planning of the classroom activities by showing the process of learning a genre.

And the stages of the cycle are:

1. Setting the context–revealing genre purposes and the setting in which a

genre is commonly used
2. Modeling–analyzing the genre to reveal its stages and key features
3. Joint construction–guided, teacher supported-practice in the genre
4. Independent construction–independent writing monitored by the
teacher
5. Comparing–relating what has been learned to other genres and
contexts

The four stages of teaching cycle may explain as follow:

Stage 1: Building the Field

Emilia (2010, p.60) sates “This phase, as the name indicates, aims to build

students’ background knowledge about the topic they are going to write”. In the

activities the teacher and students shared knowledge or developed subject

knowledge of the field. The teacher raises the students’ awareness the situational

and social purposes of the genre in the topic discussed. Beside, Gibbons (2009,

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p.116) states that the activities could include practical task, discussions, IT use,

excursion, and all the speaking and reading activities to encourage students to

speak and express their ideas. The students could be encouraged to take notes

about topic they have got in the activities, so that they do not need to read the

articles again when writing jointly or independently text later.

Gibbons (2009, p. 117) suggest the useful activities in this stage. For

example, teacher lets the student to share what they already know about the topic

using their first language, through a semantic map, wallpapering, or a progressive

brainstorm. In addition, use picture or sentence matching activities. This could be

based on the book is being used in class. Besides, Hayland (2004, p. 131) suggest

the activity, discuss cross-cultural comparisons of similarities and differences

between the target context and similar contexts in the learner’s home culture.

Stage 2: Modeling

Modeling is one of the stages in teaching and learning cycle applied in the

genre based writing teaching (Sengupta, et al, 2007, p.3; Gibbons, 2009, p.115;

Hyland, 2004, p.128). Modeling is an important scaffolding activity, teacher and

learners discussing and exploring the stages of the genre and the key grammatical

and rhetorical features of the genre. Modeling defined as a teaching behavior that

showed how one should feel, think or act within a given situation (Roehler and

Cantlon, 1997, cited in Ilham & Swandarini 2010, p.5).

Stage 3: Joint Construction

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 In this stage, the teacher and the students work together to construct an

example of the genre. The teacher encourages the students to work together in

groups, ask the students to contribute ideas about what to write. In the process,

teacher together with the students reread what has been written, organize the idea,

make corrections to grammar, spelling, and punctuation. Gibbons (2009, p.119)

states that “what this stage demonstrates for students is the process of writing:

writers reread and revise what they write; they don’t “get it right” the first time”.

Emilia (2010, p.6) states that:

This phase provides a chance for students to practice writing in groups and
apply their critical thinking skills in working in groups, in discussing with
peers, which constitutes one of the ways to promote critical thinking. In
this stage, students write several drafts in several sessions, to make them
aware that writing is a recursive process, and not a one shot activity.

The aim of this phase is to provide a chance for students work in groups or

teacher and students work together to construct an example of the genre. The

students may write in groups of four or three while the teacher helps the student

who need more help.

Emilia (2005) in Emilia (2010, p.72) states the activities in this stage can

be involved:

 Grouping the students into threes and familiarizing them with the task
they will do in the stage;
 Approaching each group at the start of the Joint Construction;
 Observing students’ development in CT and control of the genre;
 Observing students’ perceptions of the Joint Construction;
 Consultation with each group on their draft.

In conclusion, grouping the students will help the students to do some

assignments who the teachers give to them. The grouping can make students each

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other nearer than before and it can build the responsibility character and help each

others.

Stage 4: Independent Construction

In this stage, the students practice to write independently. The purpose of

this stage is for students to apply what they have learned and write a text

independently (Hyland, 2004, p. 136). By now students practice individually the

skill students have learned from the previous stage while the teacher looks on and

give advice from the sidelines. Emilia (2010, p.60) states “Like in the joint

construction, the students write the independently constructed text in several

meetings with several drafts before they come to a neat final draft”.

Hyland (2004, p.137) argues that some independent construction activities

include:

 Practice a range of pre-writing activities (brainstorming, free writing,

cubing, etc.).
 Outline and draft a text based on pre-writing activities.
 Rewrite a text for another purpose (i.e., change the genre).
 Revise a draft in response to others’ comments.
 Proofread and edit a draft for grammar and rhetorical structure.
 Read and respond to the ideas/language of another’s draft.
 Research, write, and revise a whole, multi-draft text for a specific
audience and purpose.
 Reach, write, and revise a workplace/disciplinary text.

Some steps will be passed in this section. Students must understand step

by step what they write. The students also try to make another text for specific

purpose and then evaluation toward their written and giving the comment about

structure, grammar, and the others.

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 The writer gives more details on the modeling stage, because this study

focuses only on the modeling stage than the other stage in the teaching cycle.

According to Hyland (2004, p. 132) the purpose of modeling stage is to

focus the students on the features of the genre. In addition, to sensitize students to

generic structure, alert them to the fact that writing differs across genres, and

equip them with the resources needed to produce quality pieces of writing. In the

modeling stage, representative samples of the target genre are analyzed,

compared, and manipulated. Modeling stage is to become students familiar with

the purpose, organization, and language features of the genre (Gibbons, 2009,

p.115). Then, modeling is to build up students’ language knowledge about the

focus genre (Gibbons, 2009, p.118). Beside, modeling stage is to provide

opportunities for students to identify relevant grammatical features, achieve social

purpose, and express the meaning (Hyland, 2004, p.134).

According to Lange (2002, p.3) cited in Ilham and Swandarini (2010, p.5),

there are three types of modeling. First, Think - aloud modeling is the

verbalization of the thought process used to solve the particular problem. Second,

talk-aloud modeling is a demonstration of a task completion accompanied by

verbalization of the thought process or problem solving strategy that brought the

modeler to her conclusion. Third, performance modeling is simply demonstration

of the task to be completed.

According to Emilia (2010, p. 68) the activities in modeling stage may

include:

 Familiarizing students with the function and social context of the text
in focus;

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  Presenting the schematic structure of the text;
 Presenting the model text (and one or two other texts in the same
genre;
 Presenting an overview of grammatical features of the genre.

Emilia (2010, p.68) concludes that there are some benefits from the

modeling. It can be one of ways to teach English. The modeling in teaching

English will be structured to students. In the other hand, the English teachers can

apply some models in their activities teaching to know the effectiveness of the

models for writing process. Gibbons (2009, p.118) finds some suggestions for

modeling activities:

 Display a model and read to the students. Discuss with them the
purpose of the genre.
 Give groups of students several different examples of the focus genre,
and ask them to decide how they are alike.
 Draw attention to the way the texts is organized. You could have the
students mark each of the stages on their own copy.
 Focus on the key language features, drawing on the models to show
examples. Have students highlight these themselves on their own
copies.
 Have students do a text reconstruction in pairs. In a text
reconstruction the students sequence jumbled sentences into a
coherent text. Ask them to explain the sequence they choose.
Alternatively, for a more challenging activity, jumble up two texts.
 Use a dictogloss taken from an example of the focus genre. This will
provide another model of the text type, and can also be used to revisit
subject content.
 Use a split dictation taken from one of the model texts to focus on
language features.
 Develop a cloze activity taken from a model text, deleting words that
typify the genre, such as connectives or key grammatical features
(e.g., past tense in narratives, imperatives in instructions)
 Display information about the genre (e.g., its purpose, structure, and
key language features) on the wall.

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 Those activities above can be applied by the teacher based on the

classroom situation in teaching writing. It yields the good product in teaching

writing and writing process will be interesting.

Gibbons (2009, pp.64-66) in English Learners Academic Literacy and

Thinking states some modeling in context teaching to communicate activities as

follow:

 Wallpapering. The teachers make some groups and giving small sheets
of paper to write down thing about the topic and then accept the
comments from others.
 Semantic Web/ Concept map. The students must collect, record, and
organizing information. Students write a word relevant topic at hand is
written in the middle of a large piece of paper.
 Dictogloss. In the same time giving the students opportunities to listen,
talk, read, write, make notes, reflect on language use, clarify content,
and use academic language for themselves. A dictogloss provides an
excellent context for integrating content and language, for integrating
listening, speaking, reading, and writing.

DISCUSSION

In this section, the results of the current study and the previous studies

were compared. This study investigates the modeling in teaching writing report

text. A case study methodology was used in this research, and the data were

collected through observation, interview, and questionnaire. There were

differences and similarities between my study with Burks (2012) and Loh (2009)

who studied about modeling, Ningsih and Rosa (2013), also Firdaus and Sunaryo

(2013) who studied about report text.

First, in the current study, the writer provides two research questions. They

were to investigate the activities done by the teacher in modeling session in

17
teaching writing report text. And to investigate the students’ perceptions toward

modeling performed by the teacher in teaching writing report text.

The result from the observation indicates that the activity that was

practiced by the teacher named dictogloss. In the activities, the teacher dictated a

short text and then he asked the students to write down what the teacher said.

After that the teacher asked the students to discuss with their partner what they

have written down. So, the activities gave the students opportunities to listen, talk,

read, and write all at once. Then, the teacher displayed the original text in front of

the class on the monitor and explained the purpose, organization, and language

features of the text. As Gibbons (2009, p.115), said that modeling stage is to

become students familiar with the purpose, organization, and language features of

the genre. Dictogloss is suggested by Gibbons as modeling activity in teaching

writing. Despite, the steps of that activity is not exactly as explained by Gibbons.

In the observation, the writer found some facts. The writing steps are

prepared includes the purpose of the writing, content structure, drafting, revising,

and final revision. This is same with Harmer (2004, p.4), four main elements of

the process of writing: (1) planning which include consideration of the purpose,

the audience and the content structure, (2) drafting, (3) editing including reflecting

and revising and (4) final revision.

Based on the result of interview, modeling session was very important in

teaching writing. The teacher said that modeling is a process in teaching writing

activities where the teacher gives a model of text. The teacher usually do the

dictogloss activities in modeling session especially in teaching writing. In

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modeling session the teacher explains the purpose, generic structure and language

features of the text. And the teacher usually explains them by using books,

monitor display or power point slide show. It was appropriate with the activities

that were observed by the writer. The students become familiar with the purpose,

organization, and language features of the report text after given modeling.

Based on the result from questionnaire, the data was about the students’

perceptions. The data revealed that the students’ perceptions toward modeling

performed by the teacher in teaching writing report text. Most of students chose

strongly agree and some students choose agree toward the statements provided in

the questionnaire. But no one of students chose the statements strongly disagree

and disagree. The average of strongly agree of students responses more 60% in

each statement. It means that the students’ perceptions toward modeling

performed by the teacher in teaching writing report text were positive.

Second, the previous studies were done by Burk in 2012, and Loh in 2009.

The studies discussed about modeling. Burks assessed the differences in high

school juniors’ overall essay writing scores when given a method of instruction

(coping model and mastery model). Accordingly, the results were not statistically

significant, teachers of writing may still use the coping model method as well as

the mastery model on a case-by-case basis for individual students who need extra

assistance when writing an essay. Beside, Loh investigated whether teachers’

model reading in 1 Singapore primary school during an exercise called

uninterrupted sustained silent reading (USSR) carried out in the classroom. The

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study confirms its hypothesis that even though the teachers believe in the

importance of reading and modeling, they do not model reading.

The last, results done by Firdaus and Sunaryo in 2013 entitled “Teaching

Writing Report Text Through Sudents’ Field Experience at Junior High School”.

The research was done at the Junior High School, but in current study the writer

took the site at the Senior High School. The last previous study entitled” Research

Based Writing As A Technique In Writing Report Text to Senior High School”

was done by Ningsih and Rosa in 2013. The research also discusses the report

text, the study focused on the technique in writing report text.

The discussion in this chapter has discovered several related points which

provide the answers to the research questions. The findings were based upon the

data from classroom observation, interviews, and questionnaire. In this sense, the

final conclusions will be presented in the forthcoming chapter together with some

suggestions for further research.

CONCLUSIONS AND SUGGESTIONS

A. Conclusions

Based on the first research question the writer concluded that the activities

that were practiced by the teacher named dictogloss. In the activities, the teacher

dictated a short text and then he asked the students to write down what the teacher

said and discuss what the students have written down. The teacher also explained

the purpose, generic structure, and language features of a text by using book,

monitor or power point.

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 Based on the second research question the writer concluded that modeling

is an important activity in teaching writing, in this case writing report text. The

student strongly agrees that modeling stage is to familiarize the students with the

generic structure of the report text. And the students strongly agree that modeling

is an important scaffolding activity that involves teacher and learners discussing

and exploring the stages of the genre and its key grammatical and rhetorical

features.

B. Suggestions

The writer feels it is necessary to give suggestions. The first, for the

teachers can use this modeling in teaching writing especially report text. The

teacher must be creative to yields new innovations in teaching process. The

teacher must give opportunity to student in learning process, giving correcting and

final revision to make students better. The second, suggestion for the principal,

the principal is hoped always to facilitate students writing and also other skills

because the result of the study can be increased. The third for the institution, the

institution always have good learning and facilities to increase students

achievements in teaching writing such as media in teaching, books, library,

projector, LCD, etc. The forth, suggestion for the students that students can

improve their achievement in the learning, especially in writing activity. So, it

make students’ achievement will be better.

The last, the suggestion for the researcher. The result of the research was

far from being perfect. There were some aspects that had not been observed by the

21
writer. So, the writer suggests the other researchers that they can complete the

material in modeling teaching writing in report text.

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