English Journal

Vol. 20, No. 2; September 2017, pp. 13-23

TEACHERS’ PERCEPTIONS ON IMPLEMENTING ESTAFET WRITING

TECHNIQUE IN TEACHING WRITING
Enni Erawati Saragih1
Anggi Nur Fitri Rabbani2
English Education Program
Faculty of Teacher Training and Education
Universitas Ibn Khaldun

[email protected]; [email protected]

ABSTRACT
Writing is a mental process which needs various technique to teach the students. It seems
difficult for students to organize their writing without making a good planning before writing.
Many students cannot express their idea because the teacher does not teach them properly.
Teaching writing monotonously become a problem for the students to gain the information given
by the teacher while learning writing. This research focuses on a technique that is used by
teacher in teaching writing; it is called Estafet writing. Detail information about teacher
perception on using Estafet writing was described in this research. Descriptive qualitative was
used as the research method; interview and questionnaire were used as the instrument for
collecting the data. Based on the data, it concludes that teachers’ perception on implementing
Estafet Writing technique were positive. The teachers have a good perception on the technique. It
proved by the result 90,91% both of teachers agree toward the implementation of Estafet Writing
in classroom and 95% they agree toward the effect of student’s ability on implementing the
technique. It because the teacher perceived that Estafet Writing is an active learning activity and
innovative learning model. The teachers perceived that Estafet Writing is one of a good
technique implemented in the classroom because it could be applied easily. Moreover, the
learning process was not difficult but choosing the material which is suitable for students was
difficult for teachers.
Key words: Perception, Estafet Writing, Teaching Writing

INTRODUCTION Strategy generally involves setting

Writing is a way to express ideas in written goals, determining actions to achieve the
form using letters, words, art or media, and goals, and mobilizing resources to execute
it requires mental process in order to express the actions. A strategy describes how the
their feelings. Westwood (2008) states that ends (goals) will be achieved by the means
written language is perhaps the most (resources). Based on the explanation above,
difficult of all skills to acquire because its the teacher should try to use attractive
development involves the effective method to attract the students’ interest to
coordination of many different cognitive, write actively. The teacher rarely used
linguistic and psychomotor processes”. In various techniques in teaching. Hence, the
Indonesian curriculum, students in Junior teaching and learning process became
High School are demanded to write various monotonous. It means that the teacher must
text types, one of which is Descriptive texts find the teaching technique to help the
(Depdiknas, 2006). In this research the Students’. The technique applied must be
writer will focus on descriptive text. able to give opportunity for the Students’ to

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Teachers’ Perceptions on Implementing Estafet Writing Technique in Teaching Writing
(Enni Erawati Saragih &Anggi Nur Fitri Rabbani)

experience how to write and produce a text. environment object.

Cahyono (2011) argues, “Estafet
Principles of Perception
writing method including one of the
Slameto cited in Nisa (2015) mentions that
methods of active learning or learning by
there are several principles of perceptions.
doing which aims to enable students to
The principles of perception as follows:
associate lerning as an enjoyable activity”.
Estafet writing is a learning model in which
a. Relative Perception
one student starts writing a short story
It means that perceptions of someone of
which is continued by another student, and
groups are different from others. The
continued again one after another. By taking
perception sometimes will be different
turns, the students write down imaginative
although they talk about the same object.
sentences in their practice book (at least one
For example, when two people talk about
sentence).
the effectiveness of using power point as
Previous studies related to this, first is
media in teaching, it is probably that they
written by Putriyani (2013) the title of their
will have different perception toward this
research, The Effect of Estafet Writing
one, although they talk about the same
Method in Teaching Writing of Descriptive
thing.
Text to the Second Grade Students of
SMPN 1 Semen Kediri in Academic Year
b. Selective Perception
2013-2014 investigates the use of Estafet
It means that perception that are given by
Writing to teach. Descriptive text finds that
someone or group come based on their
this technique helps the Students’ to get
motivation about the object and it will be
better achievement in writing descriptive
different to each other. For example, when a
text. In short, the strength of this technique
teacher is teaching the students with the
can make the Students’ interested and
material about paragraph, they probably will
enthusiastic in writing, more focus and
have different perception toward that lesson.
comprehend about the process of writing,
It is because they may have different
and in the end they will understand about
attention and interest about the lesson.
the elements of writing.
To clarify the problem the researcher
c. Objective Arrangement
limits to find out teachers’ perception on
It means that perception of someone is an
implementing Esafet Writing technique in
arrangement about an object. It is influenced
teaching writing. Furthermore, this paper
by their brain, motivation, experience, and
also limited to investigate two English
so on. For example, someone maybe will
Teachers of SMPN 8 Bogor.
have negative perception toward English
lesson because of their bad experience
THEORETICAL BACKGROUND before related to English itself.
Definition of Perception
Perception is a process that starting by
d. Influenced Perception
sensing the stimulus that received by
It means that stimulus and expectation that
receptor then to go through psychological
is owned by someone will give different
process in the brain that caused someone be
effect about someone perception.
aware of the stimulus. Thus, it can be
Someone’s perception and group perception
concluded that perception is a process that
are very different from other people or
used by the people to organize, to interpret
group perception depend on their
and to give a mean about her/his
personality. It can be influenced by their

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English Journal
Vol. 20, No. 2; September 2017, pp. 13-23

brain, motivation, attitude, etc. For example, human being to express their feeling and
when a group has good expectation toward opinions writing is mean of both
English subject. It is very possible that they communication and self-express. Based on
will have positive perception toward English the explanation expert above, the research
subject itself. concludes that writing is an activity or
expression of language to make information
Writing on Descriptive Text or note in the form of letters, symbol, or
Definition of Writing words. People have used many tools for
The primary purpose of writing is writing including pain, pens and computer.
communication. Some experts who write Writing process is divided into four
some books in English about writing have parts, they are:
describe and make definitions it follows:
According to Harmer (2004) states that a. Prewriting
writing is a process and that we write is There are four prewriting techniques that
often heavily influenced by constrains of will help to think and develop a topic and
genres, then these elements have to be get words. They are free writing,
present in learning activities. Writing is one questioning, making a list, and preparing a
of the important skills in language learning, scratch outline.
which language students are supposed to
master. Because of the importance of b. Writing
writing in language learning, many experts Be prepared to put in additional thoughts
have given an array concept of writing in and details that did not emerge during
the field of English teaching. The concept of prewriting. This is actually writing the first
writing in their research has been drawn draft of the piece. After thinking about topic
from their work. However, many of them and doing necessary pre-writing, the next
give different opinion about writing in step in the writing process is writing
language education. Writing also means as a paragraph.
process, not a product. It is through series of
stage that the writes develop their ideas on c. Revising
the topic and the text at the same time. Revising means rewriting an essay, building
According to Ghaith (2002) states that on what has already been done to make it
writing is a complex process that allows stronger. There are three stages to the
writers to explore thoughts and ideas, and revising process: revising content, revising
make them visible and concrete. It is an sentence and editing.
activiy that encourages thinking and
learning for it motivates communication and d. Editing
makes thought available for reflection. After revising for the content and style, the
When thought is written down ideas can be next step is editing for error grammar,
examined, reconsidered, added to, punctuation and spelling.
rearranged, and changed. From the
descriptions above, it can be concluded that Definition of Descriptive Text
writing is a process of organizing ideas in Descriptive text is a text which discribs
which the writer is demanded to perform about the features and characteristics of a
creativity in using the language skills to certain thing in detail (a person or a thing).
produce a written text. Emilia (2011) states that “descriptive is
According to Pincas (1987) states that written to give certain information about

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Teachers’ Perceptions on Implementing Estafet Writing Technique in Teaching Writing
(Enni Erawati Saragih &Anggi Nur Fitri Rabbani)

thing or person”. It means that descriptive it is a way that will be done by teacher
text is to describe and reveal a particular technically in supporting the learning
person, place, or thing. Descriptive writing process as well. This becomes very
has a social function to describe a particular important because it is one of the strategies
person, place, or thing, for instance, that teacher must prepared for successful
description of a particular building, specific teaching. Nunan (2005) states, “A language
animal, particular place, and specific person. teaching method is a single set of procedure
Besides, descriptive paragraph is a set of which teachers are to follow in the
sentences related to each other in which the classroom methods are usually based on a
writers draw their ideas and thoughts clearly set of beliefs about the nature of language
based on their senses on the object they see. and learning”. In the process of learning the
1. Describing place, description of place is use of the method becomes a way to achieve
a text that describes the place looks, such the expected goals. To become a
us the condition, the situation etc. professional teacher requires appropriate
2. Describing people, description of people learning methods.
is a text that describes that people looks, There are a few method and various
such as the face, body etc. technique in teaching writing descriptive
3. Describing thing, description of thing is a text, such as Number Head Together, TGT,
text that describes the things looks, such Clustering, Brainstroming, Picture and
us the conditions, functions etc. Picture, Estafet Writing, Mind Mapping, etc.
But in this research the writer will discuss
Teaching Writing Descriptive Text and focus on teachers’ perception on
Urquhart and Mciver (2003) states implementing estafet writing technique
“Teaching writing is unique. It benefits both based on teaching writing descriptive text.
teacher and the students, serving as
communication vehicle, assessment tool, Estafet Writing Technique
and intellectual exercise”. To teach writing Syathariah (2009) states that estafet writing
description text needs something that can is a kind of active learning or learning by
makes students feel fun and have a good doing by purposing the Students’ to
impression, so that the students will always negotiate learning as an interesting activity
remember what they have got from their and giving them opportunity to express their
teachers’ explanation. ideas to a certain topic with their classmates.
A method is very important. The teacher It means that estafet writing is a kind of
with good method and technique is liked by teaching technique used by teacher to help
students. A good method of teaching result the Students’ participate actively by
into good learning. Good teacher is always expressing one’s ideas after another
in search of an effective teaching method. continuously based on the topic given.
According to Elizabeth (2007) “A method Relay writing or serial writing is a learning
tells the teacher how the matter should be method learning by doing or active learning
taught”. A good teacher tries to take out best that actively engage learners write a
out of it. Solution of the right method narrative essay in a way jointly or estafet.
ensures success of the teacher. It helps an The implementation of estafet writing
achievement of goals. would be more effective for learning writing
One of benchmark is the selection because students will be more motivated to
method applied in the classroom. The learn in groups than individually. Cahyono
method is not only a conceptual design but (2011) argues, “Estafet writing inculding

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English Journal
Vol. 20, No. 2; September 2017, pp. 13-23

one of the methods of active learning or 5. Students in groups completing

learning by doing which aims to enable descriptive text with estafet.
students to associate learning as an 6. Students revise the descripive text that
enjoyable activity”. This technique aims to has been written.
make the students associate learning as a fun 7. Students present the result of the writing
activity. The learners are given the freedom group.
to express their imagination through the 8. Students revise their group descriptive
imaginative writings produced together with text.
classmates. 9. Students deliver descriptive text.
According to Rusman (2011) indicates 10. Students individually write a
that Estafet writing is an innovative learning descriptive text with a predetermined
model in which one student starts writing a theme.
short story which is continued by another Make a match technique can be
student, and continued again one after modified depend on the purpose of teaching
another. By taking turns, the students write and learning process. It is very useful
down imaginative sentences in their practice because the objectives of teaching and
book (at least one sentence), then estafettely learning process influence the the teachers
all students continue to write down their in choosing estafet method.
imaginative article so that it becomes a short
story. Learning fun and not boring can be The Benefits of Estafet Writing
felt by the students. Students are given the Teaching writing descriptive text will be
freedom to express their imagination more effective by using Estafet Writing
through the writings were produced as because it will make learning atmosphere
descriptive text. funnier and not boring. Estafet writing will
make students to be free drawing their ideas
Estafet Writing in Descriptive Text in a text. Syatariah (2009) states that Estafet
In the method of writing or estafet writing, Writing or write chain is learning method of
students work in groups. Each member of learning by doing or active learning that
the group poured his feelings into a single involves students actively writing
line of estafet writing with the theme and descriptive text in estafet writing.
the same title. This was done in sequence Alternately students write imaginative
until the specified time limit expires. The arraylines in exercise book (at least one line
success of the group members will have an / lines or the temple). So, through Estafet
effect on the success of the group. writing students will be motivated to learn
Rusman (2011) states that the steps in writing a text and it will also give positive
the implementation of Estafet method of impact to students’ writing skill.
writing are as follows: This technique is a kind of cooperative
1. Students exchange infromation about writing which all of the group members
descriptive text. have the chance to write a paragraph
2. Students are considered examples of individually, so it will be needed many
descriptive text. times to apply it. In applying this technique
3. The teacher divides the students into every group member has time about 5-10
groups numbering 4-5 people. minutes to do his individual assignment.
4. Students presented a picture that should And the individual assignment between one
be described and execute the estafet student and the other students cannot be
method of writing. done in one time. A crowded atmosphere in

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Teachers’ Perceptions on Implementing Estafet Writing Technique in Teaching Writing
(Enni Erawati Saragih &Anggi Nur Fitri Rabbani)

classroom is also disadvantage of this give detailed information through

technique. It is caused students are being interviewing the teacher deeply. The
active in group to do their individual researcher gave the questionnaire to the
assignment. teachers after they had finished their
At the end of the lesson will be created teaching learning process. Then, the
dozens of descriptive text in accordance researcher did the interview to the teachers
with the number of students in the class are after they had finished to answer the
written together (Estafet Writing) by the questionnaire.
students. Learning to write descriptive text
using Estafet Writing is very motivating Teachers’ Perceptions on Implementing
students to learn that affecting the study Estafet Writing in Classroom
result. Learning fun and not boring can be The researchers gave questionnaire to the
felt by student. teachers who taught Estafet Writing
technique in their class and it aimed to find
METHOD out the perceptions of teachers about their
The research design is qualitative approach strategies on implementing Estafet Writing
which focuses on finding the teachers’ technique in classroom. Then, the teachers
perception on implementing Estafet Writing answered the questionnaire individually.
technique in teaching writing. The
researcher used questionnaire and interview Based on the questionnaire given to
to gain the data. the teacher’s 90.91% agreed on
The participants of the study were two implementing Estafet Writing in Classroom.
English teachers whom teach students at first The two respondents answered that Estafet
grade of SMP Negeri 8 Bogor. Kothari Writing was positively perceived and the
(2009) said that descriptive research teachers have a good perception on the
concerned with specific prediction, narration technique. It proofed with both of
of facts of result data, characteristic respondent answered “Agree” and proved
concerning individual or group. The by the result of percentage. This perception
researcher described the data clearly in belongs to relative perception because the
order to share the information accurately. perception sometimes would be different
Moreover, the researcher could make sure although they talk about the same thing.
that the information she gathered from the Both of respondent were thought that Estafet
questionnaire was correct. Writing technique enable student associate
learning as an enjoyable activity. The
RESEARCH FINDINGS AND teachers thought that Estafet Writing is an
DISCUSSION effective because after the students did the
Research Findings assignment in the classroom, the success of
The research findings were divided into two the group members will have an effect on
sections. First, questionnaire result with 3 their learning achievment and motivation. It
subsections such as background infromation can movivate the students’ to learning more
of paticipant, teachers’ perception on fun and play an active role. But in case, both
implementing Estafet Writing technique in of respondent also were agreed that the
classroom, and teachers’ perception toward students’ become too hasty when they write.
the effect of students’ ability on Although, implementation of Estafet
implementing Estafet Writing technique. Writing allows the teacher and students to be
Then, second section is interview result to creative in learning process.

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English Journal
Vol. 20, No. 2; September 2017, pp. 13-23

In the other hand, the teachers had motivation and attitude. Then, the effect of
different perceptions on the implementation implementation of Estafet Writing
of Estafet Writing. This perception belongs technique movtivate the students to learn
to selective perception because T1 thought and also improve their creativity in writing
that the classroom atmosphere in learning sentences.
process tends to be crowded and noisy In statement about implementation
meanwhile T2 disagree that the classroom of Estafet Writing students feel writing is
atmosphere tends to be crowded and noisy difficult because time is limited. Based on
because students more active when they the statement T1 answered agree because
write. This perception belongs to objective some students need more time to think and
arrangement perception because T1 thought write down the sentence that should they
that teaching writing using Estafet Writing write according to the material and
technique is difficult whereas T2 argued that appropriately, whereas T2 answered
teaching writing using Estafet Writing disagree because the teachers provide
technique is easy. Thus, the researcher adequate time to the students when they did
found that one teacher said that the material by using Estafet Writing. This
Implementation of Estafet writing in the perception belongs to selective perception
classroom could applied easily, in contrast because when the teachers teach the
another teacher answered difficult when the students with the material provide with
teacher applied it. adequate time, they probably have different
Teachers’ Perception toward the Effect perception toward the lesson. It because the
of Students Ability on Implementing students had different attention and interest
Estafet Writing Technique about the lesson. Therefore, the researcher
found there are many positive effects
The researchers gave questionnaire to the
toward students, especially in their ability
teachers who taught Estafet Writing
and understanding the material through
technique in their class and it aimed to find
write the sentences into descriptive text.
out the perceptions of teachers about the
effect of student’s ability on implementing Interview Result
Estafet Writing technique in classroom. The researchers found that both of teachers
Then, the teachers answered the stated that implementation of Estafet
questionnaire individually. Writing technique is one of a good
Based on the table the teacher’s 95% technique to implement in the classroom.
agree toward the effect of students’ ability on This perception belongs to relative
implementing Estafet Writing technique. perception because on the result students
The two respondents answered that Estafet could cooperate well with another group,
Writing improves student’s vocabulary beside that students could understand about
skills, students’ attitude of responsibility in the material and also students felt enjoy to
groups, students’ can imagine the writing, work together. The teachers have similar
organize their thought, and understand the perceptions when they implemented the
concept and ideas to write the sentences into technique in classroom, for the material
a descriptive text. In addition, the students they used textbook and any other resources.
understand the material easily. This This perception belongs to selective
perception belongs to influenced perception perception because on the result both of
because it means that stimulus is owned by teachers prepared the material about
the students depend on their personality, descriptive text by using the pictures and

20
Teachers’ Perceptions on Implementing Estafet Writing Technique in Teaching Writing
(Enni Erawati Saragih &Anggi Nur Fitri Rabbani)

PPT. Because they said that pictures is the Discussion

important thing to help and to guide they as Referring to research findings above, the
a teachers when they teach and the pictures section is provided to discuss about the
is the way students could organized and findings. As mentioned earlier in chapter 1,
imagine the text based on the picture. the research was addressed to find teachers’
Moreover, the teachers gave extra perceptions on implementing Estafet
information and task to them, then the Writing technqiue in teaching writing.
students described the material with their The finding revealed that all of the
group. This perception belongs to relative teachers perceived that Estafet Writing was
perception because during the learning positive and effectively perceived on
process, maybe students felt confused so implementing in teaching writing,
there are question and answer between especially descriptive text. The teachers
students and teachers to make it clear and have a good perception on the technique,
students more understand. Both of teacher they agreed that the implementation of
felt easy when they manage the classroom. Estafet Writing technique in classroom
After the students had done the task, enable students to associate learning as an
students correct their work by themselves, enjoyable activity. Syathariah (2011) states
besides the teacher also show to the that estafet writing is a kind of active
students what the correct or true answer. learning or learning by doing by
This perception belongs to influenced
perception because on the result the purposing the students to negotiate
teachers’ showed a good work of students learning as an interesting activity and
and gave the rewards to them, it is very giving them opportunity to express their
important because it could motivate and ideas to a certain topic with their
students would be happy, enthusiastic, and classmates and write down their creativity
play an active role in class at the learning in writing into the sentences. Moreover, the
process. At the end, the teachers gave the students could cooperate well with another
feedback to students based on their needs group also students felt enjoy to work
because feedback is very important in together
teaching learning process. Besides, the implementation of
The last, the teachers have different Estafet Writing technique affecting the
perception about the difficulties on students ability, such as increase their
implementing Estafet Writing technique in vocabulary skills, their attitude of
teaching writing. This perception belongs responsibility in groups, the students could
to objective arrangement perception imagine and organized their thought,
because on the result one of teacher states understand the concept and ideas to write
that implementation of Estafet Writing is the sentences into a descriptive text. In
difficult because students have different addition the students understand the
mind to write down the sentences. The material easily. Finally, the effect of
activity not so difficult but the material implementation of Estafet Writing
which is suitable for students it is very technique motivate the students to learn
difficult for teachers. Another teacher said and also increase their creativity in writing
that teacher just feel difficult in the first sentences. The teachers also have the
meeting. similar perceptions about their teaching and
learning process while they implemented
the technique in classroom.

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Vol. 20, No. 2; September 2017, pp. 13-23

The findings also showed that the Writing in classroom and 95% they agree
teachers had the different perceptions that toward the effect of student’s ability on
one teacher said that implementation of implementing the technique. It is because
Estafet writing in the classroom could the teacher perceived Estafet Writing is an
applied easily, some students need more active learning by doing and innovative
time to think and write down the sentence learning model. The teachers perceived that
that should they write according to the Estafet Writing is one of a good technique
material and appropriately. In contrast to implement in the classroom because it
another teacher answered difficult when the could be applied easily. Therefore, there
teacher applied it, the teacher provides are many positive effects toward students,
adequate time to the students when they did especially in their ability dealing with their
the material by using Estafet Writing. achievement and understanding the
The last, the researchers found that material through write the sentences into
the teachers faced the problem in choosing descriptive text.
the material to teach. It is difficult for both Moreover, concerning the
teachers because students have different difficulties faced by the teachers that
mind to write down the sentences. The implementation of Estafet Writing is
activity not so difficult but the material difficult because students have different
which is suitable for students it is very mind to write down the sentences. The
difficult for teachers. The result was learning process was not difficult but
supported previous research by Putriyani choosing the material which is suitable for
(2013) the result shows that Estafet writing students was difficult for teachers. Another
technique help students to get better teacher said that they found difficulties in
achievement in writing descriptive text. In the first meeting, when they introduced and
short, the strength of this technique can applied the Estafet Writing technique to the
make the students’ interested and students. Because students felt confused
enthusastic in writing, more focus and but he next meeting is easy to be applied.
comprehend about the process of writing,
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