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TEACHING WRITING BY COMBINING ADMIT AND EXIT SLIPS STRATEGY AND TARGETED TEXT STRATEGY FOR SENIOR HIGH SCHOOL STUDENTS
Oleh ASMANELI*)
**) Belinda Analido Pembimbing atau Pengajar Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat
ABSTRAK
Menulis merupakan salah satu keahlian yang penting dalam pembelajaran bahasa Inggris yang harus diajarkan oleh seorang guru kepada siswanya. Dalam mengajarkan menulis, guru harus bisa membuat siswanya mengerti tentang apa yang akan mereka tulis, serta memahami informasi yang ada dalam teks yang mereka tulis tersebut. Untuk mencapai tujuan tersebut, guru harus memiliki strategi untuk membuat siswanya mengerti dengan apa yang diajarkan, sehingga siswanya mengerti, tertarik, memahami dan dapat menyimpulkan apa yang mereka baca menjadi tulisan yang baik.
Strategi tersebut adalah strategi Admit and Exit Slips dan Targeted text. Kedua strategi ini dikombinasikan supaya siswa mampu untuk memberikan ide tentang text yang akan mereka tuliskan dengan menggunakan sebuah lembaran kertas yang digunakan sebagai kartu untuk menuliskan sebuah ide atau informasi yang mereka pikirkan untuk menulis sebuah text yang telah ditargetkan oleh guru.
Ini bertujuan supaya siswa cepat dan dapat mengembangkan ide selama proses menulis dan meningkatkan kemampuannya dalam menulis. Dalam makalah ini penulis menggunakan Descriptive text sebagai target teks yang akan mereka tulis. Guru membantu siswa menulis teks tersebut melalui pertanyaan. Dengan demikian, penggabungan kedua strategi ini diharapkan dapat membantu siswa meningkatkan kemampuan mereka dalam menulis.
Key word: Writing, Admit and Exit Slip strategy, Targeted Text strategy and Descriptive Text
*Penulis
** Pembimbing
2 INTRODUCTION
Writing is a way to produce language because through writing, people communicate with other in verbal way. Through writing someone can express ideas, thought and feeling into sentences in paragraphs, so that it is taught from Junior High School until University level in order to help students transfer the ideas, thought and feeling into sentences. In short, the students should master writing skill beside the other skills of the language, because writing will help students to communicate with other people in the world.
In KTSP Curriculum (2006) of English language for Senior High School, the basic competence of teaching writing is the students able to express meaning in a functional text and essays in written form of simple materials such as recount, letters, procedure, and others in the context of everyday life. Based on the writer’s observation on teaching practice in classroom, most of the students might think writing as a difficult skill. Their ability to write is still difficult to improve because students guess writing as boring activity because the students must thinking alone without use the rule of the writing itself.
There are some problems occurred in writing. For example, many students say that they do not know have idea to write because they still lack of vocabulary. It seems that they do not know what they should write. If they have ideas they can’t express their ideas in a good sentence and form it into a good paragraph or correctpatterns. It takes long time for them to think. Other students say that writing is a complex skill, because it consists of some aspects that should be considered for instance, how to write sentence correctly, how to choose suitable words and how to organize ideas well. By paying attention to these aspects, someone can write well and understood by others.
To solve the problems, the teacher has big challenges to motivate the students in teaching writing. Teacher should create appropriate strategies in teaching writing to make teaching and learning process more interesting, enjoyable and comfortable. There are so many strategies that can be used by teacher. First, struggling writers strategy, this strategy can help the students to identify the
areas in which they struggle may seem like an overwhelming task. Second, targeted text strategy, this strategy focuses on individual students needs in academic writing through a mini lesson. Last, Admit and Exit Slip strategy in teaching writing skill is very effective and easy to conduct in writing activity, because it enables students to organize their thoughts prior to coming to class or as they are preparing to leave.
REVIEW OF RELATED LITERATURE Writing is the way a writer delivers information from written form to the reader.
Writing also can be very helpful for increasing other language skills such as listening, speaking and writing. It caused that through writing, someone will work with many words that support the others language skills. Caswell and Mahler (2004:4) state writing is a developmental process toward four stages of the writing process such as prewriting, revising, editing and publishing in manner that allows writing to be thought as a process. It can be summarized that writing helps students in expressing their mind through four stages of writing in order to increase students’ writing ability.
In conclusion, writing is a tool of communication, through writing people can communicate with other through express ideas, opinion, message and they transfer language by writing into several paragraphs. It starts with finding a topic and some supporting ideas, and produces them into a text with some additional information and examples. Writing encourages thinking and learning to motivate communication.
Teaching Writing
Basically teaching writing is the way of teacher how to teach the students to write or communicate in written form. Teaching writing as an effort from the teacher to make the students understand how to write with focus on both the content and the form, which is language use, text structured, construction of argument, grammar and punctuation.
According to Richards and Renandya (2002:316) teaching writing is a classroom activity incorporates in the four basic writing stages such as planning about the writing topic, drafting or write the key point related to the
3 writing topic, revising (redrafting) or make arrange and add the new key point after get an clear information and editing the writing.
Besides, the three other stages externally imposed on students by the teacher, namely, responding or sharing which is gained by the students through group discussion or peers.
Then, evaluating the writing and post writing. It means teaching writing helps students become better writers and learn how to write in various genres.
Based on the expert explanation above, it can be interpreted that teaching writing is a process which is conducted through interaction between the teacher and the student in classroom where the teacher helps students to understand what they should do during writing process. Teacher guides the students to construct information in written form. Besides, in order to create an interesting writing process, teacher should provide appropriate models or techniques, because an appropriate technique will help teacher to guide students to think aloud, discover or find the main point of a writing process and build students curiosity in order to make them interest to write more.
Admit and Exit Slip Strategy
Admit and Exit Slips strategy guide introduces the concept of using Exit Slips in the classroom to help students reflect on what they have learned and express what or how they are thinking about the new information. According to Daniel (2013:2) Admit and Exit Slip is a written response to questions the teacher poses at the end of a lesson or a class to assess student understanding of key concepts. They should take no more than 5 minutes to complete and are taken up as students leave the classroom. The teacher can quickly determine which students have it, which ones need a little help, and which ones are going to require much more instruction on the concept. By assessing the responses on the Exit Slips the teacher can better differentiate the instruction in order to accommodate students' needs for the next class.
In conclusion, the Exit Slip strategy is used to help student’s process new concepts, reflect on information learned, and express their thoughts about new information. This strategy requires students to respond to a prompt given by the teacher, and is an easy way to incorporate writing into many different content areas. Furthermore, the Admit and Exit
Slip strategy is an informal assessment that will allow educators to adapt and differentiate their planning and instruction.
Procedures of Admit and Exit Slip Strategy This enables students to provide the teacher with feedback about the teaching, a summary of ideas and skills learned, or a demonstration of their comprehension. Some experts give their points of view about the procedures of Admit and Exit Slips strategy.
according to Gabbard (2014:3) there five step in admit and exit slips strategy such as:
1. First, assign a topic.
2. Second, Form groups of up four members.
3. Third, Give each group a piece of chart paper and each students a pen or pencil.
4. Fourth, Divide the paper into parts based on the number of members in the group, and leave a central square or circle.
5. Fifth, Have students write their ideas about the topic is assigned topic in the designated spaces. After sharing their ideas, they write common ideas in the centre of the paper.
In summary, this strategy helps students their ideas to the other about through their own writing. The teacher gives card for students to make review materials related to the control being studied and the teacher asking students for make question and answer related to the text. Related to the experts’ explanation the writer chooses procedures of admits and exit slips strategy by Gabbard (2014:3) to apply in the next chapter of this paper.
Advantages of Admit and Exit Slip Strategy Admit and Exit Slips are a quick write strategy in which a brief written task is completed by the student before the class or the lesson begins. Accordingly, Buehl (2014:170) also defines Admit and Exit Slips strategy provides students with more extended prompting. Each slip is essentially mental structures for guiding increased elaboration in students writing ranging from five to ten minutes or even short essay or short text. It means, these slips also stimulate critical thinking and act as a springboard to link new
4 learning with existing knowledge. Admit and exit slips are an effective way to informally assess student understanding of new or old concepts and determine where students need additional clarification or assistance.
The using of Admit and Exit Slips strategy in the classroom will help students reflect on what they have learned and express what or how they are thinking about the new information. Admit and Exit Slips easily incorporate writing into the content area classroom and require students to think critically. This strategy is extremely useful in the classroom because it takes just a few moments to do, and gives teachers an informal measure of the students’ understanding of a new lesson or concept.
Targeted Text Strategy
Targeted Text is a strategy which guides each student on a team to write idea, give answer and a review problem of a topic. It means that, every group must give idea, solution, summary, and review problems by following the writing process. Targeted Text creates its structure by ordering the main points or concepts in relation to one another.
According to Antonacci and O’Callaghan (2011:239) has pointed out that targeted text strategy is an instructional strategy that focus on individual students’ needs in academic writing through a mini lesson. The focus of the mini lesson is determined through assessment data and may be a strategy for writing or a skill.
It means targeted text strategy helps students creating relationships between individual pieces of information by identifying main points and grouping information under these main points or conceptual categories.
In summarize, Targeted Text is a good way to get the class involved and excited about writing text, while it is still a very effective way for them to write. It encourages students to identify into why the characters behave in certain way. During learn a new unit of study by using targeted text strategy, students will show up their understanding of a topic through the idea that they develop in the writing task.
On the other hand, targeted text strategy will help students understanding the topic that will be developed by the students into sentences and paragraph.
Procedures of Targeted Text Strategy
Related to the explanation above, Targeted Text strategy is a teaching strategy that provides a framework for students to explore and develop a range of views over a writing task. In applying this strategy, some experts have proposed several procedures of Academic Controversy strategy as follow.
Antonacci and O’Callaghan (2011:239) argue the procedures of Targeted Text strategy as state below:
1. Choose a picture and enlarge it to fill a page. Copy it onto an overhead transparency The teacher begin the session by showing students sample of their work that pin point the focus area.
2. The teacher asks the group to define the problem. What is the problem with copying and pasting information from the internet and not citing it? How can you summarize the information in your own words?
3. The teacher records students’
responses to each prompt on whiteboard. The whiteboard chard will be used as a reference after the mini lesson.
4. After discussing the focus of the mini lesson, the teacher models how to perform the strategy or skill. For example, the teacher would demonstrate how to take a paragraph of information from a web site, summarize it and then cite the source. The teacher may also provide models of quality writing sample for students to analyze.
5. At the conclusion of the session, the teacher asks the group to report any difficulties or new concept develop during guided practice.
6. The teacher reviews the chart on the whiteboard from the beginning of the session and asks students to revise or elaborate on it based on their experiences.
Teaching writing by using Targeted Text will guide and help students to make an interpretation about what they want to write.
Students should explain their own
5 interpretation in target text and also sharing with their classmate. In this paper, the writer will try to describe Antonacci and O’Callaghan (2011:239) for Targeted Text procedures because they explain the procedures of Targeted Text strategy clearly and easily described in the application to learning materials.
Advantages of Targeted Text Strategy Based on the previous discussion, the writer finds some benefits of teaching writing by using Targeted Text strategy. It provides an opportunity to facilitate the emergence of a professional self and a basis for beginning of the lesson. According to Bowen, Jenson and Clark (2004:3) state Targeted Text helps Students write for real audiences and for real purposes, and are given opportunities for extended writing. Writing conferences, peer collaboration, mini-lessons, modeling, sharing, and classroom dialogue are all essential components of this approach. Students should come to see writing as a process that is difficult and frustrating at times, yet is also a challenging and enjoyable vehicle for learning and self-expression.
In Summarize, Targeted Text strategy establishes that every child can write, and validating powerful strategies for planning, writing, revising, editing, and managing the writing process. Targeted text strategy also provides writing conferences, peer collaboration, mini-lessons, modeling, sharing, and classroom dialogue. Besides, Targeted Text strategy provides students opportunities to build creative and critic thinking. It also provides big opportunities for the students to express ideas in written form.
Combining Admit and Exit Slips strategy and Targeted Text strategy
The teacher usually uses some variations strategies to process learning in class. This strategy can help students more understand about what they learn. Strategy which is used in each school is not same because it should match with condition, also the topic of study is difference and the teacher an activity to increase the student’s interest in studying. The meaning of condition here is what aspect that student it studying now, such
as reading, writing, listening, and speaking. The writer will be discuss about teaching writing by combining two strategies Admit and Exit Slips strategy and Targeted Text strategy. Combining this strategy can help the students interested and give motivation for student in learning process.
The result of combination of these strategies applying uses several steps that have been described by Gabbard (2014:3) and Antonacci and O’Callaghan (2011:239) in while teaching activity which is begun by Targeted text strategy such as first, teacher assigns a topic. Second, teacher forms groups of up four members and give each group a piece of chart paper and each students a pen or pencil. Third, teacher instructs students to divide the paper into parts based on the number of members in the group, and leave a central square or circle. Fourth, teacher has students write their ideas about the topic is assigned topic in the designated spaces. After sharing their ideas, they write common ideas in the centre of the paper.
Next, the teaching procedures are continued by Admit and Exit Slip strategy which is begun by choosing a picture and enlarges it to fill a page. Copy it onto an overhead transparency The teacher begin the session by showing students sample of their work that pin point the focus area. Then, the teacher asks the group to define the problem.
What is the problem with copying and pasting information from the internet and not citing it?
How can you summarize the information in your own words? After the students find the ideas, teacher records students’ responses to each prompt on whiteboard. The whiteboard chard will be used as a reference after the mini lesson. After discussing the focus of the mini lesson, the teacher models how to perform the strategy or skill. For example, the teacher would demonstrate how to take a paragraph of information from a web site, summarize it and then cite the source. The teacher may also provide models of quality writing sample for students to analyze. Next, at the conclusion of the session, the teacher asks the group to report any difficulties or new concept develop during guided practice. Last, the teacher reviews the chart on the whiteboard from the beginning of the session and asks students to revise or elaborate on it based on their experiences
6 Implementation
In application of teaching writing by combining Admit and Exit Slips strategy and Targeted Text strategy, the writer divides this part into three phases. They are pre teaching activities, whilst teaching and post teaching activities.
Pre-teaching activities
a. The teacher greets the students.
b. The teacher checks the students’
attendance list. After the greeting, the teacher reads the name of the student one by one. It aims to know the present of students,
c. Reviewing the last lesson d. Brainstorming
The teacher shows to the students a picture that related to the topic, and asks some questions.
Whilst-Teaching Activity
Whilst teaching writing activity is done after doing pre-teaching writing activities. In whilst teaching activity, the teacher and the students discuss about the lesson that will be learnt based on the combining result of Admit and Exit Slips strategy and Targeted Text strategy according to Gabbard (2014:3) and Antonacci and
O’Callaghan (2011:239) theory as follow:
Exploration is a part where the teacher prepares the students come into the topic.
a. First, assign a topic.
Teacher assigns students a writing topic about “Clock
Tower Bukit Tinggi City”. Teacher chooses this topic because most of students know Clock Tower in Bukit Tinggi city and they will report some information about this city well. Besides, in order to help students get more additional information about the topic, teacher distributes some reading source related to the location around the clock tower at Bukit Tinggi. The reading sources can
appear like internet print out, magazine or news paper.
b. Second, Form groups of up four members.
c. Third, Give each group a piece of chart paper and each students a pen or pencil.
d. Fourth, Divide the paper into parts based on the number of members in the group, and leave a central square or circle.
The teacher asks the students whether they understand or not about the material. (Based on questions in the circle of the paper) e. Fifth, Have students write their
ideas about the topic is assigned topic in the designated spaces. After sharing their ideas, they write common ideas in the centre of the paper.
f. Choose a picture and enlarge it to fill a page. Copy it onto an overhead transparency The teacher begin the session by showing students sample of their work that pin point the focus area.
Teacher shows and explains the generic structures and language features of descriptive text through a picture of the generic structure chart.
g. The teacher asks the group to define the problem. What is the problem with copying and pasting information from the internet and not citing it? How can you summarize the information in your own words?
Elaboration part is a part of the students are invited to participate in discussion.
The teacher records students’ responses to each prompt on whiteboard. The whiteboard
chard will be used as a reference after the mini lesson.
h.
After discussing the focus of the mini lesson, the teacher models how to perform the strategy or skill. For example, the teacher would demonstrate how to take a paragraph of information from a web site, summarize it and thencite
the source. The teacher may also
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provide models of quality writing sample for students to analyze.
i. After discussing the focus of the mini lesson, the teacher models how to perform the strategy or skill. For example, the teacher would demonstrate how to take a paragraph of information from a web site, summarize it and then cite the source. The teacher may also provide models of quality writing sample for students to analyze.
Confirmation is the end of whilst-teaching activity. In this stage, teacher becomes a facilitator that guides students learn independently in individually or groups.
j. At the conclusion of the session, the teacher asks the group to report any difficulties or new concept develop during guided practice.
k. The teacher reviews the chart on the whiteboard from the beginning of the session and asks students to revise or elaborate on it based on their experiences.
Post-teaching activities
1. The teacher and students concludes the material today.
2. The teacher gives homework to the students about the target text with your partner.
3. The teacher ends the class.
Conclusion
Targeted Text strategy is work collaboratively to reach a consensus in answering the question for students’ writing ability and students can more creativity in team work for correct answers or solution and write it on the card. The teacher introduces Admit and Exit Slips Strategy. This strategy, the students can sharing their idea to the other about descriptive text in study. In here, the students can share their opinion for their friends. These strategies is purpose to increase their responsibility about questions in writing process and they know how to state idea with share information so that they do discuss in their group until they get consensus answer in
writing and they more active in writing class because they must give contribution in writing.
Students will better understand write a sentence become paragraph with use Admit and Exit Slips. So, the students find input how write well. Because that the writer combines Admit and Exit Slips strategy and Targeted Text strategy to get a good result when teacher teach writing in the class.
Suggestion
The writer would like to give some suggestions to english teacher or candidate of english teacher to follow: Firstly, English teacher should be creative in finding materials in teaching English especially for writing.
Secondly, the teacher should prepare the material that will be used in the classroom in order to lead teaching and learning process well. Third, the materials should be interesting and motivated the students to learn. Fourth, the materials should be familiar for the students and also they can easily improve their knowledge in teaching learning process.
Finally, for the students, they are suggested to compose idea freely than worrying with grammar mistake; they should have many vocabularies to help them in writing.
References
Antonacci, Patricia, A and O’Callaghan, Catherine, M. 2011. 40 Strategies for Middle and Secondary Classrooms:
Developing Content Area Literacy.
California: SAGE Publication
Bowen, Jenson and Clark. 2004. School-based Interventions for Students with Behavior Problems. New York:
Library of Congress.
Buehl, Doug. 2014. Classroom Strategies for Intractive Learning. The International reading Assosiation.
Inc
Caswell, Roger and Mahler, Brenda. 2004.
Action Strategy for Teaching Writing. Alexandria: ASCD.
Daniel, Cough. 2013. Questioning Technique Strategies. Retrieved from:
http://www.learnnc.org/lp/editions/li
8 nguafolio/5796 at 26 November 2014
Gabbard, Stephen. 2014. Let It Slip – Daily Exit Slips Help Teachers Know What Students Really Learned. Retrieved from:
http://www.educationworld.com/a_c urr/profdev/profdev091.shtml#sthas h.i60FzW0m.dpuf at 19 December 2014
Richard C, Jack and Willy A Renandya. 2002.
Methodology in a Language Teaching: An Anthology of Current Practice. Cambridge: Cambridge University Press.
