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COMBINING POW PLUS TREE WITH COPS EDITING STRATEGIES IN LEARNING ANALYTICAL EXPOSITION TEXT AT SENIOR HIGH SCHOOL
By
Indah Holly Mahgfiroh*)
**) Lili Perpisa,
Staff Pengajar Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat
ABSTRAK
Menulis merupakan salah satu keahlian yang harus dikuasai oleh siswa selain ketrampilan membaca, berbicara dan mendengar. Melalui menulis orang dapat mengekspresikan ide, pengalaman, pikiran, dan pendapat. Namun fenomena dilapangan banyak siswa mengalami kesulitan dalam menulis. Mereka sulit mengembangkan ide ketika mereka menulis khususnya dalam menulis teks Analytical Exposition. Untuk mengatasi malasah ini, ada beberapa strategi yang bisa digunakan dalam pembelajaran menulis. Penulis mengkombinasikan dua buah strategi untuk membantu siswa dalam menulis khususnya teks Analytical Exposition,yaitu Pow Plus Tree dengan COPS Editing. Menggunakan Pow Plus Tree strategi ini sangat membantu siswa dalam mengembangan ide-ide mereka menjadi sebuah paragraf dengan menambahkan opini- opininya kedalam ide tersebut. Setelah itu siswa dapat mengedit paragraf yang mereka tulis dengan COPS Editing, Dengan strategi ini siswa dapat mengetahui kesalahan mereka dalam menulis. Oleh karena itu, dengan mengkombinasikan strategi Pow Plus Tree dengan COPS Editing diharapkan bisa membantu siswa sekolah menengah atas dengan mempelajari maupun memahami konsep menulis.
Kata Kunci: Analytical Expositon, Pow Plus Tree and COPS Editing Strategies.
*Penulis
** Pembimbing
2 INTRODUCTION
In learning English, there are four skills that should be acquired. They are listening, speaking, reading, and writing. One of the difficult skills in learning English is writing because in this skill, the writer should understand about how to create ideas into sentences, paragraphs, essays or books.
Sometimes, the people need a period of time to create idea but for other skills the people do not. In writing, the writer should pay attention to word choice, sentence grammar, and flow of thought between or among sentences in order to make ideas clear. Writing is power full instrument for people to use, to express their thought, feelings, and judgment about what have their read, seen, or experienced. There is some expert about definition of writing, according to Sokolik and Nunan (2005:98), states that writing is a combination of process and product. The process refers to the act of gathering ideas and working with them until they are presented in a manner that is polished and comprehensible to readers. It means that, in writing there is a process of gathering all ideas becomes a text and purposed to make the readers get the comprehension from the text. It also can say that writing includes all process from the writers construct the ideas in written form till make it useful for the readers. There are three basic principles in order to create idea clearly; they are content, register, and topic.
Content refers to what the writer will write. In writing, the content must be clear, specific and relevant. It has a clear concept for readers to help them get the main point of what the writer writes.
He/she should be specific in creating the idea and it is focused on one point that he/she will write about.
Relevant in writing content is important. It is concentrated in understanding the message. It will be no confusion the readers.
Register refers to the style of language and choice of vocabulary. It can be formal refer to a particular style of writing. Formal style in writing register should be to the point. It is also concise with clear explanation. It is including a good example as an illustration.
Topic is a particular subject that you write about or discussion. It should be free offences and should avoid sensitive issues in most cases. In writing topic sometime can persuade readers to do something or to remind readers. The writer has a strong idea in writing a topic. Therefore, the students should know about content, register, and topic.
At senior high school, the students learn to write several types of the text. One of them is analytical exposition text. Analytical exposition is persuading the reader or listener that something is the case. Analytical exposition has identically as descriptive arguments. It contains of some arguments that convince the reader to deal with
something happen around them. However, the students feel confuse to write analytical exposition writing because students have difficulties to find an idea to be develop into analytical exposition. And also students do not know about the problem as controversial in around them that will be developed into analytical exposition writing. It caused their writing were unclear and difficult to be understood.
In addition, the students say that writing is bored activities, because it takes a long time for them to think for expressing idea. So, the learning process is passive.
Based on phenomenon above, the students have difficulties in writing. It is necessary for the teacher to find out appropriate the strategy in order to help the students in writing. A good writing strategy is a strategy that can help the students to expose their idea well. To do that the teacher can lead the students by asking some questions.
Therefore, the students will be easy expend their idea or write a good writing text.
Writing process
Process writing help native English-speaking children as well as EFL or ESL young learners develop English-language writing skills. Process writing especially appropriate for ESL or EFL young learners because one of the prominent features is an emphasis on fluency. According, Cameron in Nunan (2005:101) just as young children learn to speak fluently, they also need to learn how to write fluently. according to Gebhar, Jerry G (1996:226-230) the process of writing are:
The first, prewriting experiences : One popular activity is called “Brainstorming,” in which a topic is introduce by the teacher or students, after which students call out ideas associated with the topic while the teacher (or a student or two) write the ideas on the board. The second, drafting: The students do one-sitting writing, in which they are encouraged to write a draft of their entire essay, from beginning to end, in one sitting. The third, revising: Once students have generated a draft, they can consider revision of the content and organization of their ideas. The last, editing: editing is another aspect of writing and requires recognizing problems in grammar, syntax, and mechanics. By doing editing the writer knows the mistakes in writing form like, spelling and punctuation errors.
From the opinion above we can conclude that writing process is used by the teacher to teach the students in the class. It’s used by the teacher to make the students easy in written form. These activities serve to encourage brainstorming, drafting, and writing, feedback, revising, editing and publishing. The process begins by thinking about what is going to be written (choosing a topic), collecting ideas and the final steps is to publish. The final stage emphasizes the product-the
3 result of all of the previous steps and to conventions of standard spelling and grammar.
Analytical Exposition
Analytical exposition is a type of spoken or written text that is intended to persuade the listeners or readers that something is the case.
There is some expert about the definition of Analytical exposition. Tamrin (2008:76) states that analytical exposition is genre social function of analytical exposition is to persuade the reader or listener that something is the case. To make the persuasion stronger, the speaker or writers give some arguments as the fundamental reason why something is the case. This type of text can be found in scientific books, journals, magazine, and newspaper articles. Based on definition above, the writer concludes that the analytical exposition is usually used to introduce several ideas and persuade the reader to think about something.
Based on the definition above, the generic structure of the text always be an important point in written form. There are some explanation about the generic structure of narrative text. According to Pardiyono (2007:216) generic structure of analytical exposition text are: a). Thesis about a phenomenon happened. b). Arguments describe the reality according to writer opinion. c).
Reorientation restatement of arguments that indicate the thesis is right.
From the explanation above, the writer can conlude that the generic structure of analytical exposition text include thesis, argument, and Reorientation. In these stage the writer tend to occur at beginnings and ends of genres, and are commonly realized as orientation. Each of these genres orient to textual meanings, in that they prove the point of departure for the genre or their sumarize the new information. That has accumulated throughout the genre.
Pow Plus Tree Strategy
Pow Plus Tree is a startegy used by the writer to improve students ability in writing. It is because Pow Plus Tree will make the students easy to sequence each word in writing a story, paragraph, essay and so on. There are some exsperts about Opinion of Pow Plus Tree strategy. According to McLaughlin (2004:18-19) Pow plus Tree is an easy way to remember the basic subtasks for writing in any subject area. Students need to plan, organize their notes, and write. Pow gives students the power to write. Tree is the mnemonic to help writers construct a well-written opinion essay. The mnemonic and its prompts correspond to the general framework for arguments, which consists of premise, reasons and data to support premise, and conclusion. When writers use Pow and combine it with Tree, students can write a powerful opinion essay.
Procedure of Pow Plus Tree Strategy
There are some experts who have proposed the procedure of POW+TREE strategy, however the writer chooses one of the procedures. The following is the procedures of POW+TREE strategy proposed by Legacy (2006:4), it explain that students should choose a topic to become their topic in essay, to make clearly decide what her or she believes. Then, they need to make note and ideas to get information. The students should be able to provide a written reason to support their topic sentence. The topic sentence and reason should be able to elaborate on those reasons. Next, students have to compose a statement summarizing the information into paragraph. Finally, they contract a complete paragraph.
The writer just choose one of their like of procedure such as from Legacy. It is have the same purpose, but just the procedure is different. The students will easy to develope their ideas in writing if do this procedure of teaching Pow Plus Tree strategy. Pick your topic or idea, the student plan their idea, what idea will they write. After that The students write topic sentences based on the idea that they have been write. Give at least tree reason to support the idea.
COPS Editing Strategy
There are some definition of COPS Strategy that explained by some experts. First, Welkes (2008:54) state that The COPS provides students with a checklist for editing some possible mechanical errors. The acronym COPS, which stands for Capitalization, Overall appearance, Punctuation, and Spelling. This strategy is a mnemonic strategy that cues students through an editing process to edit written work for mechanical errors and clarity.
Based on definitions above, the writer conclude that the COPS is a strategy in teaching writing which effective to students which helps students focus on different aspects of the writing looking for errors in various criteria areas. The COPS strategy helps students identify four basic error types like Capitalization of an appropriate letters, Overall appearance of paper, Punctuation used correctly, and Spelling accuracy.
Procedure of COPS Strategy
There are some explanations about the procedure of COPS strategy come from the expert.
However the writer chooses one of the procedures of COPS Editing Strategy. The following is the procedures of Accroding to Reid and Lienemann (2006:137) describe that there are four steps for the COPS strategy as follow: first, C capitalization the first words.
in this activity, capitalized reminds the students to ask themselves if they have capitalized, the first words and proper nouns. Second, O appearance
4 overall appearance is a step where the students check their handwriting and overall neatness of the paper. Third, P punctuation. In this activity, the students need to put commas and punctuation in the sentence in the right place. The last, S, spell is a step where students have to check and indentify the entire word spell correctly.
Using this strategy, students can check their writing independently before submitting their work.
They may write the acronym at the top of their papers and then place a check after they review their papers for each type of error. So, the writer chooses procedure of Reid and Lienemann because this procedure can be very useful to help students remember the step they need to focus during the editing process. Editing makes the written product more legible and understandable to reader.
DISCUSSION
The writer combines of Pow Plus Tree strategy with COPS Editing strategy. The purpose is to help students express their ideas and opinion in writing analytical exposition text. In exploration, Pow Plus Tree strategy help the students in find and compose the idea become the good sentence. And then COPS strategy help the students for editing some possible mechanical error of their story. From all of the experts’ opinion about procedures of both strategies, the writer choose the procedure of Pow Plus Tree strategy from Legacy (2006:4) and the procedure of COPS Editing strategy from Reid and Lienemann (2006:137). The first, students choose a topic or idea to write analytical exposition.
Students are taught that a topic sentence tells readers what they believe clearly and concisely.
The second, students make notes and idea to get information. Students should organize their ideas about topic. These activities help the third, students develop idea in writing. The four, students start writing their topic sentence and ideas. The five, students write or fix their writing in completed ideas. The six, the students check the capitalized on their writing. The seven, students check their overall appearance. The nine, students check the punctuation used. The last, students check their spelling.
Preperation
Before start teaching and learning process, the teacher should make some preparations. It is the most important thing that should be done by the teacher because the preparation can make the teaching and learning process become success.
There are some preparations that should be prepared teacher such as teaching goal, selecting material, time allocation, and media.
Pre-teaching activity
Pre-teaching is an activity that will be done before process of teaching learning activity started.
This activity is done to build students’ motivation, background knowledge, and stimulating the students to be active in the classroom.
Whilst-teaching activities
In whilst teaching activity, the teacher applies procedures of Pow Plus Tree strategy and COPS editing strategy. Therefore, in this activity the teacher will complete some steps according Legacy (2006:4) and Reid and Lienemann (2006:137).
a. Exploration
Exploration is a part of whilst-teaching activity, where the teacher prepare all of the material that will be taught and also condition the students before come to the material. The first, students choose a topic or idea to write analytical exposition. Students are taught that a topic sentence tells readers what they believe clearly and concisely. The topic sentence makes the author’s opinion clear. The students choose topic about the hand phone. The second, students make notes and idea to get information. Students should organize their ideas about topic. These activities help the third, students develop idea in writing. The four, students start writing their topic sentence and ideas.
Topic sentence is the most important sentence in a paragraph by summarizing the information in the paragraph. And it is usually the first sentence in a paragraph. The last, students write or fix their writing in completed ideas.
b. Elaboration
Elaboration is also part of whilst-teaching activity. In this stage, teacher start to explains, give example and invites students to participate in teaching learning activity by using COPS editing strategy. The first, the students check the capitalized on their writing. Capitalization such as:
name’s, city, country. The second, students check their overall appearance. Overall appearance is a step where the students check their handwriting and overall neatness of the paper. The third, students check the punctuation used. The punctuation such as: point, semicolon, question, interjection, etc. Ok, I give your example about punctuation (a symbol in a text like . , : and etc). The last, students check their spelling. Spelling is the process or activity of writing or naming the letter of a word. So it’s something more specific, since it’s only related to how the single words are made.
c. Confirmation
Confirmation is the end of whilst-teaching activity. In this stage, teacher becomes a facilitator that guides students learn indecently in individually. This stage also allow teacher to check students understanding of what the teacher explain during elaboration activity.
5 Post-teaching activity
Post teaching activity is an activity that is done after pre-teaching activity and whilst teaching activity. In this activity, the teacher concludes the lesson and gives exercise to measure the students’
understanding. After that, the teacher collects the students’ task then checks it. Furthermore, the teacher analyzes whether the students’ ability is good or not in writing through these combination strategies. In this part the teacher review the material that given to the students.
Evaluation
Based on teaching procedure above, evaluation is one of important things that teacher have to do by the teacher after the class finished.
The teacher has tried to evaluation about the material that given for the students in the class before. What are materials that given by the teacher run well or not, and what are the students understand about the material or not. Then, if the teacher fells there are some mistake in teaching the material, the teacher can solve that problem in the next meeting. Here the teachers as a motivation by the students have to do the best in the school.
Because if the teacher do the best thing in teaching the material, the teacher will making a good atmosphere in the class, and then the students will easy to understand about the material well.
CONCLUSION
Based on the previous explanation the writers can conclude that, writing skill is used to communicate indirectly and learned by the students in the school. Writing skills is an important skill beside speaking, reading and listening, because writing is used by the students to develop their ideas, opinion in a paragraph or story. However, writing is not an easy activity for students. The students feel confuse to write analytical exposition writing because students have difficulties to find an idea to be develop into analytical exposition. And also students do not know about the problem as controversial in around them that will be developed into analytical exposition writing. It caused their writing were unclear and difficult to be understood because of many mistakes that have been done. In addition, the students says that writing is bored activities, because it takes a long time for them to think for expressing idea, they do not like to think hard. So, the learning process is passive. To solve those problems above the writer used the writer’s choose Pow Plus Tree and COPS Editing strategy.
Pow Plus Tree is a trick that good writers use.
Pow provides young writers with general plan for writing. Tree tells them how to organize their writing in a nicely structured paragraph. This strategy gives student’s opportunity to express idea and develop their idea. COPS Editing strategy
provides students with a checklist for editing some possible mechanical errors. The acronym COPS, which stands for Capitalization, Overall appearance, Punctuation, and Spelling. This strategy is a mnemonic strategy that cues students through an editing process to edit written work for mechanical errors and clarity. Pow Plus Tree and COPS Editing strategy will help the students to think freely and openly about a topic and help the students to connect ideas and information.
REFERENCES
Mclaughlin, A Deborah. 2003. An Assessment Of The Effectiveness Of The Pow Plus Tree And Cops Writing Strategies. Upper Saddle River,NJ: Prentice Hall.
Nunan, David. 2005, Practical English Language Teaching: young learners. New York: MC Graw-Hill Companies. Inc.
Robertson, Paul and Nunn Roger. 2006. The Study Of Second Language Acquisition In The Asian Context : British Virgin Island. The Asian EFL Journal Press.
Pardiyono. 2007. Pasti Bisa! Teaching Genre Based Writing : Yogyakarta. Andi Offset.
Tamrin, Enny M. 2008. Persiapan UN Bahasa Inggris SMA : Jakarta. Media Puspindo.
Toni R, Welkes. 2008. SAT Strategies Students with Learning Disbilities. New York:
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