1
TEACHING WRITING DESCRIPTIVE TEXT BY COMBINING Y CHART AND AUTHOR‟S CHAIR STRATEGIES
FOR JUNIOR HIGH SCHOOL STUDENTS Oleh
Lusi Mayasari*)
**) Riny Dwitya Sani Pembimbing atau Pengajar Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat
ABSTRAK
Lusi Mayasari(NIM:09040055),Pengajaran menulis descriptive text dengan menggabungkan strategy Y-Chart dan Author‟s Chair untuk Sekolah Menengah Pertama. Makalah. Program Sarjana. STKIP PGRI Sumatra Barat
.
Makalah ini ditulis bertujuan untuk membantu guru dalam mengajarkan siswa SMP menulis descriptive text.
Penulis akan memaparkan beberapa masalah yang di hadapi oleh guru maupun siswa dalam mengajar dan belajar menulis teks bahasa Inggris. Dalam proses mengajar, guru seringkali menggunakan strategi yang sama pada setiap pengajaran, sehingga membuat siswa kurang termotivasi dalam belajar itu sendiri. Disamping itu, masalah lain yang di hadapi oleh siswa adalah siswa kesulitan dalam mengembangkan, menyampaikan ide dan pendapat dalam menulis teks berbahasa Inggris. Untuk mengatasi masalah-masalah tersebut, penulis memberikan solusi yang tepat yaitu dengan menggabungkan dua strategi dalam satu kali pengajaran menulis teks berbahasa Inggris. Adapun strategi-strategi yang di gabungkan adalah Y-Chart dan Author’s Chair.
Strategi-strategi ini mampu membuat proses belajar maupun mengajar lebih efektif karena dua strategi tersebut menghasilkan model pembelajaran yang sangat bermanfaat, menarik dan berguna bagi guru maupun bagi siswa.
Adapun langkah-langkah dari pengaplikasian gabungan dari Y-Chart dan Author’s Chair strategi antara lain, guru membantu siswa dalam pembuatan descriptive text melalui penggunaan graphic organizer “look like, feel like and sound like”pertanyaan-pertanyaan yang kemudian guru dan siswa mendiskusikan jawaban dari pertanyaan tersebut untuk di jadikan sebuah teks yang lengkap. Kemudian, guru meminta siswa untuk membuat sebuah descriptive teks berdasarkan kelompok yang telah di tentukan. Terakhir, perwakilan dari anggota kelompok menampilkan hasil kerja mereka, dan anggota kelompok lain menanggapi hasil diskusi. Kelebihan penggabungan strategy ini siswa akan lebih mudah menulis descriptive text berdasarkan langkah-langkah yang jelas dan dibantu dengan graphic organizer dalam menulis descriptive text yang benar.
*Penulis
** Pembimbing Introduction
Writing is written communication to deliver the ideas by sending a message into a written form written message and we can express and explain our own ideas. in writing process, the writer conveys their feelings, ideas, expressions, and even sharing something to another. Referring to the importance of writing above, students in school must have ability in writing. In order to get the purpose of writing, the teacher has crucial role to make writing become favourite activity to be done by the students in classroom.
Moreover based on the school based curriculum (2006) for Junior High School Students,
teaching writing has purpose to write the ideas, organize it into briefly paragraph. Besides that, the students are expected to understand about language features, generic structure of the text. The students should know about some components of writing, such as: form, topic, grammar, mechanic, and vocabulary.
Unfortunately, based on writer‟s experience where the writer did teaching practice at Junior High School in Padang, she found some problems. First, students are difficult to find idea or opinion. Second, they are also difficult in developing writing topic, organizing ideas into paragraph because they can not build their ideas.
2 Third, they are to be passive, only work by their selves can not discuss with group in teaching and learning process. It might caused by the teacher always use monotonous strategy in teaching writing, she just asks the students to find the difficult word and open dictionary in writing process, teacher not creative in choosing teaching strategy and teachers lack of alternative strategies in the management of learning to be more effective.
Based on the case, it is important for the teacher to find the appropriate strategy in teaching writing to improve students‟ writing skills. The appropriate strategy can make the students be able to write a text, they are be active supports students accountability since all will be responsible for a class presentation and give opportunity for the students to increase the score of their writing. In teaching writing, the teacher can combine some strategy to improve students writing skills.
Review of Related Literature
Writing is an activity to produce a writing product like essay, paper, and many others, so we need the mental work to make a product of writing.
According to Nunan (2003:88) writing is the mental work of inventing idea, thinking about how to express them, and organizing them into statement and paragraph that will be clear more to readers. It means that, in writing the writer should be able to think how to build the ideas and produce an essay to make the reader understand what the writer‟s mean in their writing.
In addition, Nation (2008:114) adds that writing is easier if learners write from a strong knowledge base. It indicates that, the student will be easy in writing when they have good basic before. The writer should be careful in choosing the words and spelling when he/she writes down the text. Beside that, it also should be helped by the teacher because writing is not simple process.
Nation (2008:113) also mentions that writing is an activity that can be useful to be prepared for working in the other skills of listening, speaking, and reading. It shows writing is an important skill should be learned by students because it will support the other skills. So, they must learn how to write essay writing well to make the students master another skills, they should master with the writing skills first.
Based on the explanation above, it can be concluded that writing is an activity to explore our ideas into a piece of paper. It needs knowledge about the procedure of writing itself to make a good writing, how to share ideas, to make sentence by sentence become interesting paragraph. If the students always practice their writing skill, they will be easy to create the of writing.
Teaching Writing
Teaching writing is include as one of productive beside speaking. As a productive skill, it is very demanding that a student as writer should be capable of knowing and mastering components of writing, and procedures of writing itself.
According to Harmer (2003) the reason for teaching writing as foreign language include reinforcement, language development, learning style and most important writing as a skill in it own right. It means that in teaching writing teacher should have the reinforcement because the students can remember about what they have made earlier.
For language development, the students are able to build language by learning writing. In learning style, the students will be easy to learn if they produce the language by writing and the last writing as a skill, means the students have known if writing is a basic language skill beside, speaking, reading and listening.
According to Coffin (2003:4) the process approach includes different stages, which can be combined with other aspects of teaching writing.
Process approaches are promised on the notion that writing is an interactive process. Stages of writing process can happen in various orders different points. There teaching writing focus on process:
pre-writing technique, journal writing, drafting, reflection, peer/tutor review, revision editing and proof reading.
In addition, Rico(2004:168) said that teaching writing is no longer an activity that can be postponed until English learners can speak english fluency. So, when the teacher wants to teach their students for good writing the teacher should wait the students speak English fluntly because if the students unable to speak English they do not know what they want to write. Thus, the teacher in teaching writing should have much knowledge about all the skills in English teaching.
In conclusion, it can be known that the teacher should teach their students writing skills, also help the teacher to know how to teach the students to write and explore the ideas, their opinion on a piece of paper to be clearly for the reader. Besides the teacher know about the steps by steps in teaching writing. Then, this activity is done be the teacher in order to make the students understand how to create a paragraph. After understanding these, hopefully the students will be able to create a good writing. The most important are teaching writing not only focus on the product but also focus on the process.
Descriptive Text.
Descriptive text is one of the type genres which are learned by the students in Junior High School. Descriptive text has the generic structures and language features. According to Rothwell,
3 Guijarro and Hernandez (1998:25) the descriptive text focuses on factual phenomena like persons, objects, and relations in the special context, according to the speaker/writer‟s perception in space. It means that in descriptive text just focuses in identifying something, and characterizes the object that will be identified.
Meanwhile, Purwati and Yuliani (2005:17) state that descriptive text is kind of text to describe a particular person, place, or thing. The Descriptive text has two parts: the identification and description. The identification identifies the phenomenon to be described, and the description describes parts, qualities, and the characteristics of the person, place, or thing to be described. Parts of the descriptive text will explain about the details, the information and another supporting idea to describe a text.
In addition, Warner (2009:7) states that Descriptive text has forms to describe people, animals and objects. It can be said that this text has a function to describe in detail. Besides, descriptive text also has generic structures, they are:
introductions, description and conclusion. In understanding about a descriptive text the students need to understand the entire details of the text, such as the definition, the aim, the generic structure and the language features of the text.
Based on the definitions from some experts above, the writer can conclude that a descriptive text is a kind of activity that consist of the description, characteristics, definitions about something also person. It is crucial for the teacher to create an interesting way and strategy to motivate students in learning descriptive text.
Generic Structure of Descriptive Text
Generic structure It means that, Identifying about a thing is the essential before describing about it. Secondly is description. It is forward steps that have to do after identifying because it is describe part, shape, quality and characteristic.
According to Mulyono (2002:22) the generic structure of descriptive text consist of identification and description. Identification is identifying the phenomenon to be described. The phenomenon can be an event, activity, and person.
In identification the students will found the main idea that would be describe in the description as the last generic structure of descriptive text.
Description is a structure in describing every details of the information would share in the descriptive text.
Furthermore, Purwati and Yuliani (2005:17) state that descriptive text is particular person, place or thing. A descriptive text has two part, they are identification and description.
Identification is a beginning part of the descriptive
text that helps the students to identify the main idea and the context of the descriptive text. The description describes parts, qualities, and the characteristics of a person, place or thing to be described.
In addition, Warner (2009:7) states that descriptive text has several forms, there are describing people, animals and object. Not only have several forms, in descriptive text had generic structures they are identification and description.. It means that descriptive text is kind of activity that using several ways to describe about several things.
The activities in the descriptive text are identifying about the main idea, describing about the content, and conclude the information found from the text.
Y Chart Strategy
Y Chart Strategy is an alternative strategy to improve students ability in learning English.
This strategy will be able to help students to develop their skill in writing. As Hill and O‟Laughlin (1995:2) state Y Chart is graphic organiser that requires the brainstorming of ideas around three dimension: what a particular topic/situation‟Look like,‟Sound like,‟Feel like. It can be said this strategy can be used to increase the students understanding to develop their ideas from what they see hear and feel.
Furthermore, Schwarts (2001:17) explains that Y Chart has three colums. They are Look like, Sound like and Feel like. A brainstorming activity can be used to support the application of Y Chart strategy mainly for identifying how a particular skills is felt. In other words, the students will be helped by the teacher in using Y Chart which trains how to remember the ideas before in developing a paragraph.
Moreover, Ogle et al. (2007:39) remark that Y Chart strategy is called as a tool for some purposes. It is easier to allow students taking a note as they read. Study their notes to determine how to terms, events, or persons are a like; and then separated out the differences. It mean Y Chart can help the students in studying about writing especially when they write a descriptive text because it can be described in Y chart.
Based on definition above, the writer can conclude that Y Chart strategy is a strategy that is used by using a chart as tool to help students in describing something or someone. The chart is like Y. It has three blank colums, each colums has three segments to fill blank colums by using the students knowledge.
Procedures of Y Chart Strategy
There are several procedures to use Y chart as it is intoduced by some expert. Hill and O‟Laughlin
4 (1995:2) have different opinion on step of Y chart application compared to above expert. There are:
The first Decide the topic. At this step, students choose one topic to describe as a descriptive text.
The second Divide students into small group and students work in their group. This would make the class as well as writing exercise becomes more fun and efficient. The third Hand out Y Chart. In this step, students draw up three colums like in Y chart.
The fourth Have students brainstorming. Before beginning, the teacher distributes hand out Y Chart and explain how to use chart briefly. The fifth Each group report back. The result of discussion will be reported by students in front of class. The sixth Discuss and clarification follows. Teacher and students discuss about the text together.the seventh Strength and weakness are identified as the topic/social skill is utilized in the classroom over several days or lessons and follows-up actions are suggested. In the activity, there is opportunity for students to continue and finish their assignment at home.
From the seven steps above, it can be concluded that the procedures of Y Chart strategy can be applied in teaching writing which is devided into small group. Each group gets report back on going activities.
Frangeheim (2005:33) also explains some procedures of Y Chart strategy, there are: the first Decide on the topic to be discussed or analyzed. It means that students must find out one topic before they start to write something. The second Draw up a simple Y Chart. Then, students describe what they know about the topic in Y Chart form by adding three colums. The third In the,‟Look like‟
segment, students should write what they look about the topic. The fourth In the,‟Sound like‟
segment students should write what the hear about the topic. The fifth In the,‟Feel like‟ segment, students should write what the feel about the topic.
Five steps above are simplier than the procedure of Frangeheim which devides students into small group. Each group discussion differents topic and then do report back. This procedures become longer. There fore students need more time to finish their work at home.
Meanwhile, Kruse (2010:24) explains that the procedures of Y chart strategy into points, there are:The first Students eitheir draw up or given a blank Y Chart. It means that teacher gives three blank colums like Y in a Chart to students or it of them can provide the Y Chart themself in line with guidance from the teacher. The second Students make notes and feel some point of what it looks, what is sound like and what it feel like in the blank Y Chart in relation to the topic.
The procedures from Kruse above enables students to write easier because the receive a blank Y Chart from teacher. The students can feel in the Y Chart directly referring to topic.
In Y Chart Strategy the writer chooses the procedure from Frangeheim because can be applied in teaching writing and connect with Author Chair Strategy. This procedure also easy for teacher to find the interesting themes of writing assignment by exploring ideas from students.
Procedure will help students how to build a paragraph, make they are easy to organizing ideas into paragraph
Advantages of Y Chart Strategy
Y Chart strategy is one Strategies that has advatages for teaching writing. According to Schwart and Willing (2001:19), „Y Chart strategy creates an environment in which learners feel a support in what they say and do. It is considered that using Y Chart strategy is easy for students to develop their ideas in writing skills. They can draft a writing text from what they see, sound, and feel into the Y chart format.
Schwart and willing (2001:19) also note that implementation of Y Chart Strategy beficial as follows: The First Making students feel valued and gainning their trush is essensial. The second Helping students understand the underlying helping behavior inherent in cooperative learning. The third Encouraging students understand to focus on and understanding their our feeling. The fourth Helping students to aware of they how should reach when positive and negative evens occurs. The fifth Students can share their thought, feeling, an experient with their classmate in various way.
In other words using the Y Chart strategy as a strategy of learning provides opportunities for students to be active, creative, and interactive each other will discussing and sharing ideas. Further, Willson (2012:1) states‟Y Chart strategy can help students envision the positive benefit of changing there behavior and there understanding of what has to be done. In indicates that the strategy will give the benefit for the students when they are writing.
They can known what to do if they want to write something.
In conclusion, teacher and students can get many advantages by applying Y Chart strategy in teaching writing. On teachers‟ side, Y Chart strategy is simple to explain by using supporting Y Chart as teaching tool. It is also easy for teacher to find the interesting themes of writing assignment by exploring ideas from students. On student‟s side, the simplicity of Y chart is easy to understand.
Author’s Chair Strategy
Author‟s chair strategy is one of the strategies in writing makes the students to be active in teaching learning process especially in writing skill. There are many definitions about author‟s chair strategy, According to Clark (2007: 146) this strategy provides the students on their writing in
5 other to make improvement of the students authors.
The focus of the author‟s chair strategy to provide feedback to students on their writing because this strategy provides a way for students to share with other students. Ask students to select social studies writing piece and place them in groups.
Furthermore, Capman and Rita (2009:71) Describe that this strategy is one of teaching writing which this strategy give revise for classmate fail in order to give richment for the their writing the revising can be a richment for their writing so the another will know their fill. And then author‟s chair designates an author‟s chair for the students to use when sharing with the total class.
In addition, Richards at all (2011) this strategy students sit in the author‟s chair to share their writing with classmates as the final step for each different stage of the writing process. Then, the students share their drafts, and ask for feedback. This strategy gives chances for the students to be writers and also editor. As they will give comments for their friend‟s writing and also received comments for their writing.
In conclusion, Author‟s chair is one of strategy in writing which give feedback for their classmate because writing has already gone through revising and editing based on constructive.
This strategy is a kind that writer will receive comments, adding information for their writing richness.
Procedure of Author’s Chair Strategy In teaching learning process by using author‟s chair strategy, the teacher has to understand about this procedure, to help students understanding about the lesson. Brunner (2011:49) introduces the steps for author‟s chair as follow:
The first Provide students with reading material and questions related to the topic. The second tell students to use the questions as a guide for a written response to the reading. Next explain that each student will share his writing with the class while sitting in the author‟s chair. This can be specific chair in the front of room, or each student‟s individual chair can become the author‟s chair. Next after completion of the writing project, each students present individual writing to the class. Next instruct the audience to make notes and share comments about the writing with the author.
Comments may be related to accuracy of content, writing style, interpretation content, suggestion for improvement and so forth.
On the other hand, Clark (2007:53) explains that are some procedures in author chair strategy:
The first designate heterogeneous groups of four to six students. The second explain the rules of the rules of the lesson. It will be useful to leave the rules for the lesson posted where students and teacher can reference them during the activity:
The first speak one at a time, and stay on subject.
The second if you say yes or no, state why. The third ask questions when discussion is quick. The next participate. The last shared ideas can be supported by information from the text or by personal experience.
The next present the first questions to students groups. It is helpful to have each question projected or written where students can see it as they participate in the discussion. The first question should be open-ended, and designed to activate students‟ background knowledge. As students are provided a discussion question, explain how much time will be provided for the discussion. Next after a designated period of time, provide students written text, and instruct them to read silently for the purpose of remembering as much as possible.
Next after students have been provided sufficient time for reading, present another question for discussion. The second question should be one that stimulates dialogue at the lower levels of bloom‟s taxonomy (remember or understand). Next when the discussion of the second questions is completed, give students the third question. This question should be at a higher level bloom‟s Taxonomy and should require students to think beyond the text (Apply, Analyze, or Evaluate).
Next at the completion of the discussion of the third question, facilitate a whole-class discussion of the reading material.
In addition, Rita (2009:71) states that these are four procedures in author‟s chair strategy, as follow: The first rehearse the first reading with partners or small groups to practice volume level, pauses, expressions, and mechanics. The second send an invitation to another class, parents, or special guests. And the next designate a special area for the “Author‟s Chair” for the student‟s special reading. Please a reading lamp nearby. Use a podium and microphone to make the event a more formal affair. Next have the author sign copies of his or her work.
Based on the several procedures above, the writer can conclude that in teaching writing by using author‟s chair strategy, there are several procedure that can be used by the teacher, and the teacher has to make sure these procedure appropriate or not for the material would teach. In this paper, the writer chooses the procedures from all of experts in these procedures which would be combining with herringbone strategy due to each expert could support another procedure to make this strategy more perfect to apply in classroom.
Both procedure the writer chooses from some experts, they are : Brunner, (2011: 49), There are several procedures from the experts above that the writer chooses to make a good author‟s chair strategy, they are: provide students with reading material and question related the topic.
6 The Advantages of Author’s Chair strategy
Author‟s chair strategy gives advantages for the students in writing process. According to Brunner (2011 have som1:49) author‟s chair have some advantages. First, supports students accountability since all will be responsible for a class presentation. Second, encourages interdependence and activity within the classroom.
Third, applicable for a variety of subject. The last, support retention of material and development of writing skills. The students will be active to give their argument when presentation run. Relationship among students are increased. So teaching learning process especially and writing well run well. This strategy not only can be apply in teaching English but also can be apply when teaching and another subject. This strategy will train students how to write correctly.
On the other hand, Richards (2011:53) state two benefits of author‟s chair strategy. First, encourages students to actively participate in the lesson. This strategy lead students to be active in classroom. And then encourages critical thinking.
By use this strategy students will be critic to comment their classmate writing.
The Advantages of Y Chart and Author’s Chair Strategy
Based on explanation above the writer combining both advantages of Y Chart and Author‟s chair strategies there are: The First Teacher easy to find the interesting themes of writing assignment by exploring ideas from students. The second Teacher simple to explain by using supporting Y Chart as teaching tool.The third Students easy to organizing ideas into paragraph.
The fourth Supports students accountability since all will be responsible for a class presentation. The fifth Students be active to give their argument in class presentation.
The Combination of Y Chart and Author’s Chair Strategy
The writer tries to combine Y Chart and Author‟s Chair Strategy. After the writer reads each of the procedures in each strategy, the writer decided to combine both strategies. Both strategies which the writer chose from several procedures based on the experts. The writer combines these strategies by choosing each procedure from the experts and unites the procedure into a good strategy as the writer wants. In Y Chart strategy the writer chooses the procedures from two experts are Frangeheim (2005:33) and Brunner (2011:49), In Author‟s Chair Strategy, the writer concludes the procedures from the experts. The writer combines these strategies to help the teacher teaches the lesson about writing skill easily also to help the
students more understand in learning by grouping.
These strategies will be applied in whilst teaching at elaboration, confirmation and in post teaching, so these are the procedures of the combination both strategies:The first Decide on the topic to be discussed or analyzed. It means that students must find out one topic before they start to write something. (Y-Chart). The second Draw up simple Y Chart. Then, students describe what they know about the topic in Y Chart from by adding three columns. (Y-Chart). The third In the „look like‟
segment, students should write what they look about the topic. (Y-Chart). The fourt In the „ sound like‟ segments, students should write what they hear about the topic. (Y-Chart). The fifth In the
„feel like‟segments, students should write what they feel about they topic. (Y-Chart). The sixth Provide the students with reading material and quetions related to the topic. (Author Chair). The seventh Tell students to use the questions as a guide for a written response to the reading.
(Author Chair).T he eighth Explain that each students will share his writing with the class sitting in the author‟s chair. This can be specific chair in the front of room, or each students individual chair can become the Author‟s Chair. (Author Chair).
The ninth After completion of the writing project, each students present individual writing to the class. (Author Chair). The tenth instruct the audience to make notes and share comments about the writing with the author. Comments may be related to accuracy of content, writing style, interpretation content, suggestion for improvement and so forth. (Author Chair).
As a conclusion, the writer can conclude that each strategy including the procedures in these combining strategy choose from different experts.
In choosing these procedures the writer consider about several procedure that appropriate or not, due to each procedures from each experts have the strangeness and the weaknesses. To make this strategy become perfect and useful the writer pay attention in every detail that related with both strategy. So, the writers convince
DISCUSSION The first topic.
In this paper, the teacher will discuss about descriptive text. In this paper, the writer finds out a topic about descriptive text that will be discussed with the students. In preparation about the topic or the text it is better for the teacher to prepare the familiar one, because it will lead them to understand about the material easily.
The second Media.
Media is essential tool to make teaching and learning process become enjoyable and interesting.
Media that is used here are chart and picture, and those media are related with the topic that is discussed.
7 The third lesson Plan
What will be done by the teacher during learning process is based on lesson plan that has been created by the teacher. Lesson plan is useful as guidance by the teacher in teaching and learning process.
The last time allocation.
The teacher has to pay attention to the time allocation in every meeting because in managing the time that is the crucial one. The teachers are not allowed to teach the material too fast or too slowly. In every meeting the teacher takes 2x45 minutes for one meeting, so the teacher needs to allocate the time. In teaching and learning process the teacher should divide the time into three phases. They are pre teaching activities, whilst teaching activities and post teaching activities.
Pre- Teaching
The first teacher greets the students. The second teacher checks the attendance list. And the next the teacher invites the students prior knowledge to be active by reviews last materials.
Whilst-teaching Activity Exploration
In whilst teaching activities, the teacher and students discuss about the lesson that will be learn.The first teacher introduce the material that will be taught, and introduce the topic to entire class by giving an example of descriptive text. The second Decide on the topic to be discussed or analyzed. It means that students must find out one topic before they start to write something. (Y Chart). The third draw up simple Y Chart, the student write what they know about the picture. (Y Chart)
Elaboration
Teacher gives another the example of Y Chart . And teacher explains about descriptive text.
Teacher asks students to work with group. Teacher gives the example of descriptive text.
Confirmation
The teacher provides students with reading material and questions related to the topic about descriptive text. (Author‟s Chair Strategy). Next the teacher tells students to use the square with subtopic as a guide for a written response.
(Author‟s Chair Strategy). Next the teacher asks each student to presents individual writing based on the group to sit in the author‟s chair in front of the class. (Author‟s Chair Strategy). After completion of the writing project each students present individual writing to the class. (Author‟s Chair Strategy). The teacher instructs the audience to make notes and share comments about the writing
with their friend. Comments may be related to accuracy of content, writing style, interpretation content, suggestion for improvement and so forth.
(Author‟s Chair Strategy) Post-teaching Activity
Post teaching activity is purposes to sum up the material and to measure the students understanding about the lesson. The first teacher tests the learners by giving picture. The second teacher led the students to conclude the material.
Third as a final of the lesson, the teacher reviews about descriptive text. The last the teacher closes teaching activity.
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