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TEACHING WRITING PROCEDURE TEXT BY COMBINING MIND MAPPING AND CLUSTERING TECHNIQUES AT JUNIOR HIGH
SCHOOL
Oleh:
RISKI NIDI ASTUTI *)
**) Dona Alicia, Pembimbing atau Pengajar Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat
ABSTRAK
Menulis merupakan salah satu keterampilan yang harus dikuasai oleh siswa dalam proses belajar mengajar selain keterampilan mendengar, berbicara, dan membaca oleh siswa dari tingkat Pertama ( SMP ) hingga tingkat Universitas. Dengan kemampuan menulis siswa dapat mengungkapkan ide atau gagasan untuk dapat menghasilkan sebuah tulisan yang baik. Namun banyak dari siswa mengalami kesulitan dalam menulis sebuah paragraf terutama kurangnya kemampuan siswa untuk mengembangkan ide menjadi sebuah paragraf. Untuk mengatasi masalah ini, ada beberapa strategi yang bisa digunakan dalam pemebelajaran menulis. Dalam makalah ini, penulis mengkombinasikan dua buah strategi untuk membantu siswa dalam menulis, yaitu Mind Mapping and Clustering Teknik yang merupakan penggabungan dua buah strategi yang dapat meningkatkan kemampuan siswa untuk mengembangkan sebuah ide dan dapat menghasilkan tulisan yang bagus. Mind Mapping adalah sebuah teknik untuk menggambarkan sebuah informasi atau ide kedalam sebuah peta konsep atau berbentuk diagram dengan memberikan sebuah gambar kepada siswa sehingga mereka lebih tertarik dalam menulis. Dengan menggunakan Mind Mapping siswa akan mudah menggembangkan ide mereka kedalam sebuah paragraf. Serta Clustering Teknik yang dapat membantu siswa dalam mengelompokan ide mereka dan menghubungkannya melalui sebuah kerangka atau bagan. Dengan demikian, kedua strategi ini dapat mengarahkan siswa untuk mengetahui proses menulis yang baik. Dengan adanya strategi ini diharapkan guru dan siswa memiliki sebuah pegangan yang dapat membantu dalam kegiatan menulis, sehingga menulis tidak menjadi hal yang membosankan bagi siswa menengah pertama (SMP).
Key Word: Writing, Mind Mapping and Clustering Techniques At The Eight Grade of Junior High School.
* Penulis
* *Pembimbing INTRODUCTION
Writing is one of process communication in written. Through writing everyone can express their ideas, opinion and sharing something to another. In teaching writing, the students are taught how the ways of making a paragraph and how to convey their idea into paper.
Writing process is important in learning writing through a process the students will know about their mistakes. In writing process, students follow some steps like prewriting, drafting, revising, editing and publishing. This process are necessary for the students to make their writing well.
Basically, teaching writing is a skill that
should be thought by the teacher to the students in some ways. The teacher must be able to prepare the material well and should be creative to make learning writing or topic will be easy to be understood by the students.
Furthermore, teaching writing is an activity that the teacher helps the students how to convey their ideas in written form.
Thus, students need to learn how to write.
It is supported by Curriculum (KTSP:2006) for Junior High School, the purpose of writing is make the students able to write many kinds of functional and monolog text. However, for the grade eight, the students learn about monolog
2 text such as : procedure text is designed to describe how something achieved through a sequence of actions or steps.
Based on writer’s experience during teaching practice at SMP N 25 Padang, writing is difficult skill for student. The writer found some problems that is faced by students in writing. There are many students can not write or make a paragraph because they are difficulties to find appropriate topic that will be develop into paragraph. When they write paragraph or text the students do not understand grammatical sentence and less vocabulary.
Furthermore, most of the students were passive during the teaching learning process and they are lazy to follow the teacher’s instruction, so the purpose of teaching learning can not be achieved.
Sometimes, the writing process make students bored and frustrated because the teacher gives instruction to make excercise without explain clearly the material. Those, the students can not write well. In addition, it can not make students interesting and have good motivation in writing.
Related problem above, there are many strategies that can be used by the teacher in teaching writing such as , POWER strategy , PLEASE strategy, superheroes, Mind Mapping and Clustering Technique. Firstly, POWER strategy stands for Planning, Organising, Writing, Editing, and Rewriting. Secondly, PLEASE strategy stands for Pick the topic, List information about the topic, Evaluate whether the list is complete and determines how to order the items in the list, activate the writing by starting with a topic sentence, Supply supporting details in sentence, End with conclusion. Thirdly, Superheroes is a technique to make student critical thinking to solve the problem writing. Fourthly, Mind Mapping is simple technique for drawing information in diagram, instead of writing it in sentence. In Mind Mapping the students will have the best background about what should students write because they use map to developed their paragraph. Lastly, Clustering Technique is a kind of technique which can be used in prewriting stages. It is a technique which provide an
alternative way for writers to do the brainstroming before starting to write.
Clustering Technique can help students to cluster or organize word to make good paragraph. It is the way to makes the students want to write. In this paper the writer only focuses on teaching writing procedure text by combining Mind Mapping and Clustering Technique. Thus, by combining those techniques in writing the students will be easy and enjoy to learn English subject.
REVIEW OF RELATED LITERATURE Writing is a way to communicate to express our ideas and to message to other people. By writing, the students not only communicate with other people, but also they can share knowledge, expression and experience with choices of word into a sentence or paragraph.
Meanwhile, Hyland (2003:9) defines that writing is a way of sharing personal meaning and writing courses emphasize the power of individual to construct his or her own view on topic. It means that, through writing the people can express and share their ideas and opinion to other people.
In addition, writing is important skill for the students as media to share information, express the idea, deliver opinion and to communicate with other.
In learning writing, process of writing is important for the students because through process the students will know about their mistakes. Process of writing involve planing, drafting, reviewing and editing. Process of writing helps students in writing by following the steps in writing process such as : prewriting, writing, revising, editing, and publishing.
Furthermore, Wingersky et al (2009:3) state that there are four main stages that should be taught in writing process. They are :
a. Prewriting. In prewriting step, the students to generate ideas, narrow a topic, or find a direction.
b. Drafting. Write a draft is one of important step in writing. write or make draft about their ideas into paper.
3 c. Revising. In this steps, The students use the suggestion from clasmates to make addition or clarify details.
Teaching writing is an activity where teacher offer the benefit to the students about knowledge to create something in writing and how to develop the students’ idea into good written form.
Moreover, Grainger et al (2005) state that teaching writing is a complex process and ideas can emerge from imaginative activity and the desire to communicate as well as from leaning on examples. Moreover, teaching writing is activity that aims to develop students’ writing ability. The teacher not only help students to to correct pattern in their writing but also helps students to create a meaningful in writing.
In addition, teaching writing is very important, because in teaching writing will give knowledge about how to write. Beside that teaching writing in classroom should make the students active during teaching learning process. So that, the students can learns effectively because of the clear instruction from the teacher.
Procedure text is one of kind genre that is taught in junior high school.
Procedure text is a text that explain how something works or how to use instruction/operation manual. It purpose to tell the reader how to make or to do something. Furthermore, Keir (2009:8) states that procedure text is a type of text which tells the reader how to make something.
Blake (2000) states that procedure text contains three parts:
a.Goal. States what is to be done.
b.Materials. includes items needed to complete task.
c.Steps. A series of steps.
Mind map is a simple technique for drawing information in diagrams, instead of writing it in sentences. In addition, Catherine (2010) Mind Mapping is a diagram used represent word ideas, task or other items linked to and arranged around a central key word or idea. This technique can make students easier in writing process because, the students can explore their ideas and make a good paragraph
Then, Buzan (2012:1) state that Mind Mapping is a visual technique for structuring and organising thoughts and ideas. It means that Mind Map is a simple technique that offer the benefit for students while learning process in writing.
Mind Mapping can help the students list their ideas about the topic and the teacher can guide the students to develop topic and help the students write a paragraph.
In addition, Mind Mapping is a technique in teaching writing which help the student easy to write. The students find key word of topic and generating news ideas into a good written form. In other word, Mind Mapping is a simple technique that offer benefit for the students when learning process. It can help the students easy to write all paragraph and get all information.
Clustering Technique is activity before writing a text by making a note in advance about ideas that are owned and relevance of the fact that the text will be written. Scarry (2010:11) states that Clustering Technique is a prewriting technique that emphasize the connections among items on a brainstroming list.
Clustering Technique is another way to think of new ideas.
Moreover, Blau and Burak (2009:86) state that Clustering Technique is a shorthand prewriting technique for geeting started. Clustering technique can help students generate ideas into good paragraph.
DISCUSSION
In teaching writing, there are many techniques that can be applied by the teacher. But, in this chapter the writer will describe about the procedure of teaching writing procedure text by combining mind map and clustering technique for junior high school. There are several points that can considered in teaching writing through mind mapping and clustering technique such as: preparation, implementation, and evaluation. Firstly, preparation is important for the teacher before starting their teaching. Secondly, implementation, it consist of three parts, they are: pre- teaching activity, whilst-teaching activity
4 and post-teaching activity. Finally is evaluation. The teacher evaluates the achievement of student’s comprhension of a certain material.
Pre-teaching activiities is an activity that will be done before teaching activity started. This activity make the students understand about what they are going to do in their learning process. The steps in pre-teaching activities as follow:
a. The teacher greets the students.
b. The teacher cheeck the students’
attendence list.
c. The teacher reviews the previous lesson.
d. The teacher brainstrom the students related to the material that will be discussed through showing the picture and giving some question orrally.
In exploration section of teaching learning process, the teacher using some procedure of mind mapping and clustering technique.
1. The teacher explains the topic related with material. (The teacher explain the material about procedure text).
2. The teacher asks the students wheather they understand or not about the material. (The teacher gives question to students about the material).
3. The teacher asks the students to pick their ideas based on the questions and pictures above. (The teacher show the picture above and ask to the students to think about the picture).
4. Then, The teacher lead the students to write a short procedure text. (the teacher guide the students to start from central idea).
In elaboration, teacher uses procedure of Mind Mapping by Chatherine (2010) with the procedures of Clustering Techniques by Scarry (2010:10). This activities are :
1. The teacher ask to students to start in the center with image of the topic.
(The teacher ask to students to write picture based on the topic before).
2. The teacher ask to students to write the topic in the middle of the page and cirrcle it.
(The teacher ask to students to write topic based on picture above in the middle page).
3. The teacher and students discuss about the appropriate topic based on the text.
4. The teacher ask to students to jot down about the topic on the page.
5. The teacher ask to students to write a topic images, symbol, or code.
(The teacher ask to students to choose one of colour to conection the topic).
6. The teacher ask to the students to use colour paper on the page.
7. The teacher ask to students to draw, lines and branches, to connect item.
8. The teacher gives three questions for the students with the same topic.
9. The teacher and students discuss about their writing
10. Then, the teacher check grammar of the student
11. The teacher give the picture to the student.
12. The teacher ask to students to make procedure text based on picture above.
13. The teacher ask to the students to collect their paper after they finish their writing.
14. The teacher takes two of the students writing to evaluate and cheeck grammar of the student.
15. The teacher and students discuss about generic structure of the text.
In confirmation session, the teacher and students can do these activities:
1. The teacher give some question related the material before.
2. The teacher concludes the information from the students.
Post teaching activities are the activities at the end of the lesson. In this part, teacher should make sure that students understand all the materials that have been studied. The teacher give a confirmation related to students understanding.
5 1. The teacher gives students’
homework.
2. The teacher give motivation to the students and close the material.
CONLUSION AND SUGGESTION In generally, writing is the activity that the students have to select a specific topic and then try to analyze the topic , share their ideas and arrange it to be a good sentence or text. They can also explore anything about their ideas in teaching learning process. To help the students having a good writing , the teacher has to use an effective strategy. The teacher can use combining strategies be applied in teaching learning process. The teacher can combine mind mapping and clustering technique to improve student’s interest in writing.
Mind mapping is a diagram showing the relationship between ideas, images or word. Mind mapping can help the students to make a plan to develop the topic before they start in writing. Then, the writer combine with clustering technique is a prewriting technique that emphasize the connections among items on a brainstroming list. Those stratgy can help
the students learn steps by steps in teaching learning process, especially in procedure text.
In this paper, the writer hope the students in Junior High School have interested and motivation in teaching learning process, especially in writing subject, in teaching learning process the studens can explore and share ideas to other people. In addition, the writer wants to suggest for English teacher. First, the teacher should prepare the material that interesting and motivated the students in the clasrrom, in order teaching learning process will be successfull. Second, the teacher should introduce the combination of those strategies in teaching writing to improve the students writing ability. Third, the teacher should identifying strategy and explain it to the students. Fourth, the teacher should apply this strategies, he/she learn the procedure of the combining strategies first. So, in apply these strategies the teacher can make the students enjoy in writing. The last, the teacher should have knowledge about students’ need in writing subject, in order the goal of teaching writing can be well.
REFERENCES
Blake. 2000. Targeting text Middle Primary. Singapore: Guildford Press
Blau, Susan and Burak, Kathryn. 2009. Writing In The Works. Canada: Nelson Education, Ltd.
Buzan, Tony. 2012. Mind mapping for Dummies. West Sussex: Jhon Willey & Sons, Ltd.
Catherine, Mattiske. 2010. Creative Bussines Thinking: Developing The Skills For Thinking Outside The Box. Sydney: The Performance Company Pty Limited.
Grainger, Teresa, Goouch, Karthy, and Lambirth, Andrew. 2005. Creativity and Writing Developing Voice and Verve in the Clasrrom. Canada: Roudledge.
Hyland, Ken. 2003. Second Language writing. New York: Cambridge University Press.
Scarry, Sandra. 2010. The Writer’s Workplace With Readings. Canada: Nelson Education Ltd.
Wingersky, Boerner, and Holguin, Balogh. 2009. Writing Paragraphs and Essays Intergrating Reading, Writing And Grammar Skill. Canada: Nelson Education, Ltd.
