TEACHING WRITING BY COMBINING
YOU OUGHT TO BE IN PICTURES STRATEGY AND 20 QUESTIONS STRATEGY AT JUNIOR HIGH SCHOOL
JURNAL
MIFTAHUL KHAIRAT NIM.10040320
ENGLISH DEPARTMENT
COLLEGE OF TEACHER TRAINING AND EDUCATION (STKIP) PGRI SUMATERA BARAT
PADANG 2014
TEACHING WRITING BY COMBINING YOU OUGHT TO BE IN PICTURES STRATEGY WITH 20 QUESTIONS STRATEGY AT JUNIOR HIGH SCHOOL
Miftahul Khairat *)
**) Herfyna Asty, M.Pd Staff Pengajar Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat
ABSTRAK
Salah satu keahlian yang harus di ajarkan dalam mata pelajaran bahasa inggris adalah writing (menulis). Pengajaran writing diharapkan dapat menjadikan siswa-siswa mampu mengexpresikan ide- ide mereka kedalam bentuk tulisan. 20 Question strategy dan You ought to be in picture strategy merupakan kombinasi dari dua strategy yang dapat di gunakan oleh para guru dalam proses belajar mengajar di kelas. Strategy pengajaran ini di lakukan dengan cara menebak apa yang ada dalam pikiran guru yang menyangkut dengan topik pembelajaran . Kemudian guru menanpilkan sebuah gambar kepada siswa. Gamabar yang ditampilkan yang ditampilkan harus sesuai dengan kurikulum serta materi yang akan di pelajari oleh siswa. Gambar tersebut di perlihatkan kepada siswa bisa mengunakan infokus, overhead projector atau pun media lainnya yang dapat di gunakan untuk menampilkan gamabar. Gambar di jadikan sebagai media atau alat yang di gunakan oleh guru dalam membatu siswa agar mampu mendeskripsikan apa yang ada di dalam gambar tersebut dengan bahasa mereka sendiri kedalam bentuk tulisan.
Sebelum siswa di minta untuk mendeskripsikan apa yang ada dalam gamabar, guru terlebih memotivasi siswa untuk berimajinasi. Guru memancing imajinasi siswa denagan mencontohkan kepada siswa bagaimana cara menghubungkan diri mereka sendiri dengan gambar yang di tampilkan yaitu dengan cara mengajukan beberapa pertanyaan yang sesuai dengan gambar yang di tampilkan di depan kelas. Setelah menjawab pertanyaan secara oral, kemudian siswa di suruh untuk membayangkan bahwa mereka berada langsung dalam gambar yang di tampilkan sehingga seolah-olah siswa benar- benar mengalami sendiri situasi yang ada didalam gambar yang di tampilkan tersebut. Dengan demikian siswa akan lebih mudah apa yang sedang mereka alami ke dalam bentuk tulisan. Dari proses pengaplikasikan startegi tersebut di harapkan dapat memudahkan siswa dalam menulis sehingga dapat meningkatkan kemampuan menulis siswa.
*) Penulis
**)Pembimbing
3 INTRODUCTION
Writing is one of the four intregrated skills in English teaching that is learned by the students. It is an important subject which we have been learning since primary and secondary school up to university. In each level of education, it has target that will be reached by the students In junior high school. There are some texts that students learn at such as narrative text, procedure text, descriptive text and recount text.
Descriptive text is a kind of the text that is intended to describe some one, something, or place by introducing it based one the characteristic and description of the object in order to make the reader sense and imaganation about something. Writing has complex processes that are begun by finding the main idea, the supporting details and the constructing them into an essay. In writing the students learn how to include and arrange sentence by sentence become a good paragraph and composing the ideas become an essay.
Based on the writer’s experience in teaching writing when the writer did teaching practice at school, many factors that can cause the students failed in writing text, especially in writing descriptive text. First,the students do not have ideas and understand what will be written. Second, when teaching writing the students get difficulties’ to describe their ideas in sentence by sentence. Third, the students have lack of knowledge and vocabulary, so that they do not know what will be written. Finally, the teacher used inappropriate strategy in learning process, so that they are difficult to understand. The teacher just explain about definition and generic structure of descriptive text and after that show the picture and asked the students to write the text. If the students finish doing their writing, the teacher asked them to college their task. As the result, the students did not understand what they learned.
Based on the problem above, it is important to teacher to use the suitable strategy in teaching writing especially in descriptive text. The teacher should be find the good way in teaching writing with various strategy. They are You
Ought to be in Pictures strategy, 20 Question strategy, Think Pair Share Strategy and Outlining strategy. You Ought to be in Pictures is the a strategy that encourages students to imagine themselves within the context of a photograph until the students can express their ideas what they are filling in the photograph. 20 Questions is an excellent strategy for developing the strategies application of question skills. Think Pair Share Strategy is a cooperative discussion strategy where students talk about the content and discuss idea before sharing with a whole group. Outlining is strategy which allows students or any writers to quikly explore and organize idea as soon as they cross their minds. The writer will combine 20 Questions Strategy and You Ought to be in Pictures in teaching writing because this strategy will guide the students to create their new ideas in developing a sentence to paragraph , with the result this strategies can also increase motivation and enthusiasm for the students in writing. Especially, in writing descriptive text.
REVIEW OF RELATED LITERATURE Writing is a tool communication with other people in the written from.
There are some defenition of writing that was given by experts. According to Richards and willy (2002:303), writing is the most difficult for second language learners to master. The dfificulty lies not only in generating and organizing ideas, but also in translating these ideas into readable text. It means that for the students that used English language as second language, will have weak of vocabulary. So that it will bad effected for their not only in generating and organizing idea but also in improving their ideas into own words. Because of that, the teacher should be help the students to explore their vocabulary and ideas in sentence by sentence.
Teaching Writing
In writing, students well develop knowledge, imagination, experience,or ideas the into complete sentences. When students write some thing, they will arrange ideas as unity and convey a message that can be understood by reader. There are some definition about
teaching writing. According to Allaman at all (2000:36),teaching writing is a process rather than product, you equip your students with a terrific tool their own words to use at their command. It means that in this teaching writing focus on the process, because in the process the students can experss their feeling and ideas .In the process ,the teacher know that the students have ability in the writing.
Writing Process
Writing is very time consumsing activity, because one needs think while writing and before writing. Before teacher asks the students to make exercise, the teacher ask the student begin to develop what is now termed the process approach to writing instruction.
According Richards and Willy (2002:315), process writing as a classroom activity incorporates the four basic writing stages planing, drafting (writing), revising (redrafting), editing . It means that in the classroom activity the teacher should know the stages in teaching writing .The students should encourage editing what they know or have studied.
Descriptive Text
There are many kinds of the text that can be taught at junior high school.
One of them is descriptive text.
According Wahidi ( 2009:14), description text is to describe a practicular person, place,or thing. It means that descriptive text is a text that used to describe a vivid impression of person, place and object or event.
Morever, Jackson and Peter (2011:84) say that discourses and text with a descriptive function are used to explain what something is like,to give its dimension, its layout, its characteristic features, its uses and so on. It means that descriptive text is a text purposed to describe some one,something and gives an imagine of someone or something through the sentence that will be read by the teacher.
Furthermore, Setiadi at all (2012:39) say that description is a piece of writing that lists the characteristics of a person,place or thing. It describes living and non-living things such as animals,
towns, buildings,ect. It means that descriptive text is the part of writing that have function to give information and explains what something is like. The writer give an imagination of the object of the based on the explanation of that provide.
In addition, Pardiyono (2012:5) describes what an object is like. It means that descriptive text provide all of information to other people about the picture one of subject. The subject is like a person, place, or thinks.
Characteristic of Descriptive Text In descriptive text also there are some generic structure that can be tought at junior high school. Anwar (2010:15) says that there are two part genereic structure of the descriptive text. First part is called by identification. Identification has the function to identifying the phenomenon to be describe. Second part is description. Description has function to describing the phenomenon in parts,qualities,or/and characteristics.
20 Questions Strategy
20 Questions Strategy is one some strategies that can be used by teacher in teaching writing. Harris (2011:64)states that 20 questions strategy is requires students to ask question to the teacher in an effort to figure out the concept , term, detail, or fact that the teacher is considering. It mens that in this teaching the teacher ask the students to give 20 questions to the teacher about what the teacher means in term that the teacher is considering and then the teacher just answer yes or no. This process continues until a student guesses what the teacher is thinking or the class has reached 20 questions without correctly determining the word or idea.
Procedure of 20 Questions Strategy In applying 20 Questions strategy of teaching writing, the teacher should know the procedure firsly. Harris (2011:64) says that there are some step in using this strategy. This strategy involves the following steps:
a. Provide students with an overview of the object(s) of the lesson or unit and if necessary,time to review any material, handouts, or resources they have about the content .
5 The teacher select the material
b. Instruct students that will play activity 20 questions where they have to figure what words,ideas,or concepts the teacher is thinking about.
The teacher give instruction for students to guess word or idea the teacher thinking.
c. Remind students of the rules of the game of 20 questions. Each studentend, when called upon, will ask one question of the teacher. The question must be able to be responded to with either a “ yes” or
“no” answer. If the students ask a question that is answered with a “no”
, another student has a chance to ask a question .
In this section, if the teacher’s answer is no,this team need to chage the question
d. Provide students with sample question they could ask in order to help determine the word or term.
Before strat to study the teacher prepare some question as a sample.
e. Play 20 Questiosn remembering to provide feedback to students about their quetions and guesses . If appropriate,respond wich such statements as, “you’re getting hotter”
The teacher will give the good statement as for the students that can give the true question or as the winner
f. Examples of student question include “Is it an idea you talked about yesterday?”
“Have you given an example of it “Have we read about it in our textbook”
The teacher gives sample of question to help the students in the next activity.
You Ought To Be In Pictures Strategy Many of the stuidents lazy in writing because they have not idea to write sentence into their on words.
Because of that, the teachers should be know ability of students in writing in order to strategy that will be used appropriated in teaching writing.
According Buehl (2001:3) You Ought to be in Pictures encourages
students to imagine themselves within the context of a phogaraph and to personalize their perception. It means that, the students asked to make personal connect with the picture and students percieve in the picture.
Procedure of You Ought To Be In Pictures Strategy
There are many procedures you ought to be in procedure that can be use for the teacher in teaching writing. Roberta and Sharon (2001:147) says that there are four procedure for you ought to be in pictures :
a. Collect photographs that are related the curricullum, unit,or lesson you are teaching
The teacher select the photograph that is connect with curriculum b. Show the studentss one of the
photographs, and guide them through a mental imagery exercise by introducing the topic of the photo and then asking them to look closely at the picture and use all of their sense to imagine what the picture tells them about the topic you are teaching. They should especially focus on any people in the picture.
The teacher use one photograph and suggest the students to look closely at the picture and focus on any people in a photograph.
c. Next, ask the students to prented either that they are in the picture or that they took the picture. Then ask them to imagine that they are showing this picture to someone.
What would they say? What memories do they have? how did they feel? What made them take the picture?
The teacher ask the students to make personal connection with those picture and ask them to imagine that they are showing this picture to someone.
d. Finally, ask the students to record these thoughts and feelings in a journal or an essay.
In this situation the teacher the students, to share what their
thought and feeling in a journal and an essay.
DISCUSSION
Combination You Ought To Be In Pictures and 20 questions
In this paper the writer choose the combination procedures suggested by Harris (2011:64) and Roberta & Sharon (2001:147) The combination of those two strategies can be seen as follow:
1. Provide students with an overview of the objective of the lesson.
The teacher explains about overview of the aim of this activity. (20 Q)
2. Instruct students that will be playing a game of 20 questions where they have to figure what words,ideas,or concepts the teacher is thinking about.
The teacher gives instruction to students to do this activity where the students have ideas. (20 Q)
3. Remind students of the rules of the activity of 20 questions and each student will ask one question to the teacher (20 Q).
In this section, the teacher expalains to the students about the rule of the activity that will be doing by the students and each students will ask one question to the teacher.
4. Provide students with sample question they could ask in order to help determine the word or term.
The teacher give example of the question to help the students determine the word that will be given to the teacher (20 Q)
5. Play 20 questions remembering to provide feedback to students about their quetions and guesses .
The questions that are given by the students will give feedback toward students’ understanding (20 Q)
6. Look for vivid photographs that connect with your curriculum. that will intoduce or extend important ideas or concepts for a unit of study ( YOP).
The teacher look for vivid photograph and select one of the photograps that connect with curriculum and the teacher explains every single about descriptive text before the teacher gives example of descriptive text.
7. Guide the students in their viewing of the phothograph by stimulating their
mental imagery and suggesting a personal conection to events portrayed in the picture as follow: Frist, examine the location of the photograph and note as many details as posible. Now, focus closely on each person in the photograph Next, choose one individual in the photograph and imagine that you are this person (YOP)
In this section, The teacher ask the students to observe the location in photograph, focus closely on each person in the photograph. After that ,the teacher ask the students to choose one of person or individual in the photograph then, the students imagine themselves as an actor in the photograph.
8. Guide imagery using Photograph provides an excellent opportunity for students to record their observation and thoughts in writing (YOP)
The teacher ask the student to record students obervation and thoughts in writing.
Preparation
In doing teaching learning process, the teacher should make some preparation. The preparation is not only help the teacher during teaching in classroom but also make the process of teaching learning more effective and efficient:
1. Selecting the material
The teacher should be able to find the appropriate topic based on the students’ level in order to create positive atsmosphere in teaching learning process. In this paper, the writer uses descriptive text.
2. Preparation Lesson plan
Lesson plan is important preparation that has to be prepared by the teacher.Teacher has to prepare lesson plan to consider all process in teaching writing.
3 Selecting media
The teacher should select media before coming into the class in order to help students understanding the topic easily. The media not only can help the students to be more interested but also can be use to do in pre- activity. In this paper, the writter uses picture as media.
7 4. Time Allocation
The teacher should be predict time and limit the material for long or many meetings. In this paper, the writer uses 2x45 minutes. It can be devide 20 minute for pre teaching activities, 55 minutes for whilst teaching activities, and 15 minutes for post teaching activiev.
Pre- teaching activities
Pre- teaching activities are the activities which are done in the beginning of the class . Itt is done in order to give students background knowledge and to build their self confidence. These activities will give some new information,stimulte curiously and also increase student’s concentration. Then, pre-teaching activities can make the students understand or gain quickly what they are going study. There are several steps of pre-teaching activities are described as follows:
a. The teacher greets the students by saying good morning
For example:
“Good morning my students”
b. The teacher checks the students’
attendance list to know who are absent on that day to make the teacher recognize his or her students more.
c. The teacher reviews the Descriptive text.
Teacher : Hello every body
Do you know, what is the Descriptive text?
Raise your hand
Teacher : Now what is the generic structure of descriptive text?
Please, raise your hand.
Example of the descriptive text:
Earthquake In 2006, there was an earthquak in Batul Yokyakarta.
Five thousand people died. Many building broke and the students lost their school.
The victim was
precdicted more than that if it happened at night or at noon, not at the morning. Many countries such as USA, Australia, Kuwait and japan helped the victim they supported the victim during the recorvery. It was terrible disaster.
Adopted from : soal bahasa inggris untuk SMP
1. Whilst- Teaching activities
Whilst teaching activities is the main activity in teaching learning process. In whilst teaching activities, the teacher expalains about the topic by doing this strategy. The teacher has to motivate their students to participate actively and give them a chance to develop their independent and creativity based on their interest. This activity can be describe as follow:
Exploration
a. Provide students with an overview of the objective of the lesson.
The teacher explains about overview of the aim of this activity.
b. Instruct students that they will be play activity 20 questions where they have to figure what words, ideas, or concepts the teacher is thinking about.
“ well class now you will have the activity where you have to guess what Iam thinking about word, ideas or concept.”
Identifi cation
Descripti on
c. Remind students of the rules of
the activity of 20 questions and each student will ask one question to the teacher.
“The question only answered by saying”
yes” or “no” answer. If you asks a question that is answered with a “no”
another student has a chance to ask the question. this process continius until students guesses what the teacher is thinking or this class reached 20 questions without correctly determining the word or idea”.
d. Provide students with sample question they could ask in order to help determine the word or term.
“ I will give you example : now Iam thinking About about animal “ and you have to guess what animal Iam thinking? to the teacher what animal is that by giving question”
- Is it mamalia -Is that karnivora Elaboration
e. Play 20 questions remembering to provide feedback to students about their quetions and guesses .
“now we will start the activity. Iam thinking about one phenomenon that happen in this earth and you have to deliver the question to guess what phenomenon that I thinking about.
Guess it now!
Student : Is it natural phenomenon?
Student: Does the phenomenon happen in many times?
Student : Does the phenomenon happen happen to the earth?
Student : Is it kind of disaster?
Student : Does it happen because of human?
Student : Does it happen naturally?
Student : Does it belong to big disaster?
Students: Does the phenomenon ever happen in padang?
Student: Has it any cause or effect of rain?
Student : Does it destroy the earth?
Student : Does it kin the of flood?
Student : Has it any cause or effect from mountain?
Student : Can be it predicted?
Student : Does it destroy the earth?
Student : Does it make the earth shake?
Student : Does it cause a death?
Student : Does it destroy the building?
Student : Does it destroy the land and sea
Student : is it the earthquake?
f. The teacher Collect photographs that are related the curricullum, unit, or lesson you are teaching.
g. Teacher show the students one of the photographs, and guide them through a mental imagery exercise by introducing the topic of the photo and then asking them to look closely at the picture and use all of their sense to imagine what the picture tells them about the topic you are teaching. They should especially focus on any people in the picture.
Teacher : Students look at the picture!
Teacher : Now, focus closely on each person
h. Teacher ask the students to prented either that they are in the picture or that they took the picture .
Teacher : Now, please to imagine that you are showing this picture to someone . Teacher : Do you know about the
Picture?
What happenend in the picture?
When the picture happened?
How many people in the picture?
What are they do in that picture?
How is the situation in picture?
9 What cause of that event happen?
And Please,focus closely on each person in the photograph.Next, choose one individual in the photograph and imagine that yuo are this a person.
1) Confirmation
i. The teacher ask the students to record these thoughts and feelings in a journal or an essay.
Teacher : Now please write done one or more paragraph.
Then, you can use 20 questions, that you ask to me to develop your paragraph.
2. Post- teaching activities
Post-teaching activities are those activities conducted at the end of the teaching and learning process. The teacher review what the students have learned. The teacher ask the students to write they are observation in the picture.
These activities purpose to evaluate how far students understand about material a. The teacher conclude about the
material that has been tought to student
Teacher : ok students, the conclusion of our topic to day if we talk about descriptivetext, there are four important `
points that should be remembered. They are defenition of descriptive, generic structure, purpose and language feature of descriptive. Can you understand about the points
b. The teacher ask students difficulties in understanding and writing a descriptive text.
Teacher : Is there any question about about our topic today”
Teacher : is it clear for you?
Teacher : very good. If I give you picture again can you
describe it and write it in descriptive text
c. Teacher give students home work
Teacher : please write descriptive text based on your own topic and I will collect it next week
d. The teacher close the meeting Conclusion
Based on on the previous chapter ,it can be conclude that writing is one essential skills in learning English that should be mastered by students.
Meanwhile, it is a tool to communication between a writer and reader. In writing the students learn how to include and arrange sentence by sentence become a good paragraph and composing the ideas become an essay. It means that, the writer can share their ideas, thinking, and expression in writing essay, with the result that the reader interest and understand about inforamation that given.
Morever ,the result of 20 questioning strategy and you ought to be in picture that can be used by teaching writing, where the teacher ask the students active to do writing it self, the students can share their ideas, expression and what their thinking with the question that given by teacher. In this strategy, the teacher ask the students to make groups and discuss about what the students write. In discussion process, the students in teams are guess what the teacher thinking sebanyak 20 question . After that, the teacher share one pthograph that have been selected and the The teacher guide the students in their viewing of the phothograph by stimulating their mental imagery and suggesting a personal conection to events portrayed in the picture and the last, The teacher ask the group to record group obervation and thoughts in writing.
Suggestions
From the conclusion above, the writer hope the students in junior high school more motivated in studying English especially in writing subject, in other that there is no the difficult in teaching writing by students. The writing will be easier if the students keep motivation and optimist in share their ideas and expression. The main poin is the students can comprehend about the students ideas of the texts.
In additional, the writers wants to suggest for the english teacher as well as the leaner. First, english teacher have to select material, which is suitable with students’curriculum and the students to be more active and creative to share their ideas. Second, the material should be intersting and give motivating for the students to learn. The last, the writer hopes that English teachers will apply this strategy appropriately.
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