57
3) They have the potential to be a wonderful teacher to their peers. Because they can communicate effectively in a language that is comparable to that of the teacher and the students.
2. PROCESS APPROACH TO TEACHING WRITING
58
as the name implies, concentrates on the process of writing, which includes developing ideas, selecting which concepts are essential to the message, and then communicating that message using the language available in an evolving process.
B. Teaching Procedures
The stage of implementing the action as follows:
- The students did pre-writing, namely brain storming. On this stage, the subjects are in their respective groups and discuss the topic given by the teacher: generating ideas, the group begins to assemble words into sentences that imperfect, which is trying to explain, or compare ideas based on the given topic.
- At this stage the subject/group begins to focus on writing, by writing fast, regardless of grammar or punctuation. What is important is the writing of ideas, where these ideas will be improved together.
- In the stage of evaluating, structuring and editing, each subject is in a group contribute ideas to the writing of the thesis statement, so that the thesis statement can be developed into an essay. At this stage the subject may refer to a dictionary of the meanings of words that will be used in writing a thesis statement.
- After the thesis statement is approved by all members in the group, the thesis statement which is shown to the teacher, to be corrected, if necessary. When The thesis statement has been approved by the teacher, then the group may continue to making introductory paragraphs.
- Introductory paragraph that has been corrected by two people will be corrected by teacher. So on until the final paragraph.
59 C. How to Implement in Teaching and Learning
The stage of implementing the action as follows:
1. The students did pre-writing, namely brain storming. On this stage, the subjects are in their respective groups and discuss the topic given by the teacher. Here, it will be interesting to use the material of Wetland’s Function.
Before they are put together in writing, the group will discuss a list of words and concepts linked to the issue; on stage creating ideas, the group will begin to assemble words into sentences that are imperfect, which is attempting to explain or compare thoughts based on the supplied topic.
2. At this stage the subject/group begins to focus on writing, by writing fast, regardless of grammar or punctuation. What is important is the writing of ideas, where these ideas will be improved together.
3. In the stage of evaluating, structuring and editing, each subject is in a group contribute ideas to the writing of the thesis statement, so that the thesis statement can be developed into an essay. At this stage the subject may refer to a dictionary of the meanings of words that will be used in writing a thesis statement.
4. After the thesis statement is approved by all members in the group, the thesis statement which is shown to the teacher, to be corrected, if necessary. When the thesis statement has been approved by the teacher, then the group may continue to making introductory paragraphs.
5. Introductory paragraph that has been corrected by two people will be corrected by teacher. So on until the final paragraph.
Pre-reading as the example and source knowledge for students:
60
Wetland's Functions
• Marshes provide water to streams, recharging groundwater sources and regulating streamflow. This is an especially important function during periods of drought. The presence of marshes in a watershed helps to reduce damage caused by floods by slowing and storing flood water. As water moves slowly through a marsh, sediment and other pollutants settle to the substrate or floor of the marsh.
● Swamps play an important role in flood mitigation and nutrient removal.
Because of the vast deposits of alluvial soil left behind by floods, floodplain forests have particularly high productivity and species richness.Many upland creatures depend on the abundance of food found in the lowland swamps, and valuable timber can be sustainably harvested to provide building materials for people.
• By absorbing precipitation, bogs play a vital ecological role in preventing downstream flooding. Bogs are home to a diverse range of flora and animals that are threatened by human encroachment.
● Fens, like bogs, have significant ecological functions in a watershed, including as preventing or reducing floods, enhancing water quality, and providing habitat for diverse plant and animal groups.
D. Advantages of the Process Approach Technique for Writing
- By allowing students to think while they write, the process approach allows them to manage their own writing. That is, students use the prewriting, drafting,
61
revising, and editing stages of the writing process to communicate their messages to readers in written form.
- Students benefit from the process approach in language acquisition because they are the creators of language, they must focus on content and message, and their own intrinsic motivations are valued. When students have their own intrinsic motivations, they are more likely to gain language skills.
- Encourages learners to work together in groups to boost motivation and foster positive attitudes toward writing.
3. SEMANTIC MAPPING TECHNIQUE