The Teaching of Procedural English Text to the Tenth Grade Students at MAN 2 Tanah Datar
This thesis was written by Irvan Aldyan Putra, Student ID 2130104033, with the title "The Teaching of Procedure English Text to the Tenth Grade Students at MAN 2 Tanah Datar." This thesis was written as one of the requirements to obtain a Bachelor of Education (S.Pd.) degree in the English Language Education Study Program, Faculty of Tarbiyah and Teacher Training, Mahmud Yunus State Islamic University, Batusangkar. The background of this research departs from the phenomenon of English teaching in grade X of MAN 2 Tanah Datar, specifically on procedural text material, which shows a difference between the lesson plan that has been prepared by the teacher and the conditions of learning implementation in the classroom from the perceptions of teachers and students. Some students experience difficulties in understanding the structure and purpose of procedural English texts, which impacts low motivation and learning comprehension. Therefore, this research focuses on the analysis of teaching procedural English texts with three sub-focuses of research: lesson planning, learning implementation, and learning assessment. The purpose of this research is to describe the planning, implementation, and assessment of English learning procedural text material in grade X of MAN 2 Tanah Datar. This study employed a qualitative approach with a phenomenological approach. The study was conducted at MAN 2 Tanah Datar. Data sources included primary and secondary sources, including English teacher, students, and teaching documents. Interviews and documentation were used as data collection techniques. The data analysis technique employed was Miles and Huberman's analysis, which involved data reduction, data display/presentation, and conclusion drawing. Triangulation of techniques and sources was employed to ensure data validity. The results showed that teachers had developed procedural English text lesson plans through the Independent Curriculum (RPP) based on Learning Outcomes and Learning Objectives, as well as relevant material relevant to students' lives. However, the attitude aspect had not been explicitly formulated. Teaching implementation generally proceeded according to plan, implementing the syntax of understanding, applying, and reflecting, and actively involving students through discussions and assignments. However, there were still constraints due to time constraints and differences in student abilities. Teaching assesment has been carried out through assesment of the teaching process and outcomes, and continued with remedial activities, however, the assessment instruments still need to be refined so that the assessment can be carried out in a more objective and structured manner