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TEACHING WRITING RECOUNT TEXT BY COMBINING STOP WITH CUBING STRATEGY AT SENIOR HIGH SCHOOL STUDENTS
Oleh Dona Diyen Putri*)
**) Syayid Sandi Sukndi, S.S, M.A Pembimbing atau Pengajar Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat
ABSTRAK
Menulis merupakan satu keterampilan yang harus dikuasai oleh siswa selain keterampilan mendengar, keterampilan berbicara, keterampilan membaca. Namun, kebanyakan dari siswa mengalami kesulitan dalam menulis. Hal tersebut disebabkan oleh kurangnya minat siswa dalam belajar menulis, kurangnya kosakata yang dimiliki, pemahaman terhadap latar belakang topik yang mereka tulis dan keterbatasan kemampuan siswa dalam membentuk pola kalimat. Oleh karena itu, diperlukan beberapa strategi yang bisa digunakan dalam pengajaran bahasa Inggris khususnya dalam pengajaran menulis. Dua diantaranya yaitu STOP strategi dan Cubing stretegi.
Strategi STOP adalah strategi pertama yang bagus untuk meningkatkan motivasi dan kreativitas siswa dalam menulis teks. Dalam strategi ini guru meminta siswa menemukan ide dalam sebuah topik yaitu pengalaman pribadi siswa yang tidak terlupakan yeng terkait dengan jenis teks Recount. Kemudian guru membimbing siswa untuk menentukan pilihan dari beberapa topik yang telah ditemukan dan membimbing siswa untuk mengembangkan ide dari topik tersebut. Selanjutnya, guru membimbing siswa untuk mengembangkan ide tersebut menjadi sebuah teks dengan menggunakan media berbentuk kubus yang telah diberi label. Secara garis besar dapat disimpulkan bahwa dengan menggunakan strategi-strategi tersebut dapat meningkatkan kemampuan siswa dalam menulis. Semua siswa harus terlibat aktif dan harus menulis teks sesuai dengan tujuan serta susunan teks yang tepat dan dapat menjelaskan apa hasil tulisan mereka didepan kelas.
Key word: Teaching Writing, STOP, Cubing, Recount text
*) Penulis
**)Pembimbing
2 INTRODUCTION
Furthermore, writing have some indicators must be followed by students in delivering idea into a good sentences. The indicators have function as guiding the component in writing, the indicator also can mesure students ability in understanding of writing which to There are several indicators that have to be knowed by students in writing, such as:
students vocabulay, student spelling, students grammar, and student punctuation. Then, student ability in delivering and organizing te ideas correctly to make student writing easy to understand. In a large classroom, it is difficult for the teacher to give feedback for individual student writing task direcly. When the feedback is given, some students do not pay attention carefully in order to make their writing better.
Based on writer interview one of student in Senior High School 1 Batang Anai, most of students have many problems for study English especially in writing. There are several factors that make the students have problem with writing skill.
Firstly, the student are lazy to make a text because many students have not ideas in writing, and also the students cannot create and axpress their idea.
Secondly, the students cannot write a good writing in a text. Thirdly, there is an image of the students that writing is a very difficult skill. Finally, the students cannot write words correctly. In other words, they were lazy to write a text. Sometimes, the students stopped to write in the middle because they lost idea. It’s caused the students did not have planning and organizing their ideas before writing.
In order to solve the problem above, it is important for English teacher to find out some solutions, especially in teaching writing. The english teacher can apply many strategies in teaching writing but the writer choose combining STOP with Cubing Strategy in teaching learning English especially in teaching writing.
REVIEW OF RELATED LITERATURE In the process of teaching activity, the teacher must prepare students’ knowledge about the subject which will student to do. The student should know everything related to the process of teaching activity. In case, many student have problem about english subject expecially in writing. The student will faced about fell hurt to get idea, choose idea, and write a text based on idea that they have
Writing is a process in which the students should consider the choice of words and sentences, the ideas to be expressed, structure and sequence of word. It is one of important skills that should be mastered by the students beside speaking, listening, and reading. The students may not to master one skill only beacuse each skills in english has realtionship in other. This state is support by Nasution (2009:113) writing is an activity that
influence in other skills of listening, speaking and reading to preparation make possible for words that use into productive use. It means that writing is important skill to prepare. Writing will be easy if learners write from a strong knowledge base.
Besides that, writing is a way for expressing feelings, thought and ideas into written form.
Writing help the student to prepare the work in other skills of listening, speaking and reading. The students can develop idas, opinion and listening, speaking and reading. The students can develop idas, opinion and feelings to the experience in last time by written form and needs learn and practice much to succeed in a good writing.
PROCESS OF WRITING
As it is known that writing is a difficult skill for some of the students. Because they should have ideas about topic and choose the word or sentences and develop it into a good paragraph or a good text.
The student also should have much vocabularies in writing. So, to help the students in writing, the teacher should tell the srudent process of writing.
By learning process of writing as private activity, it can be helped the student to develope English language writing skill well. It consist of some stages. According to Oshima and Hongue (1991:3) the process of writing are:
1. Pre-writing stage
This stage is activities to help generate ideas for writing assigments by using choosing and narrowing a topic and brainstorming.
2. Planning stage
This stage is organize the ideas which generated by brainstorming use listing, grouping, writing the topic sentence, and simple outlining.
3. Writing and revising drafts stage
This stages are writing process to write and revising several drafts until have produce a final copy to hand in by using writing the first rough draft, revising content and organization, proffread the second draft for grammar and mechanics, and writing the final copy.
In conclusion, the writer can concludes that process of writing is important to know how far the student knowledge to write in the classroom. In writing process, the student should follow the stage in writing such as prewriting techniques, writing composition, editing your work, letter writing, rewrites, and the last is sharing and publishing your work.
TEACHING WRITING
Teaching Writing is one way to communacate by distribute ideas to other people about feel and experience. In addition, Campbell and Dickinson (2004:21) said that writing cannot segregated from
3 other language acts. It is reinforced by speaking , listening, and reading. Fully incorporating language arts activities into all content areas helps students communicate more effectively and learn more throughly. As in speech, writing carries ideas from one person to another with distict purpose and meanings. It can be conclude that, in teaching writing, the teacher does not only teach about how to produce a written text but also pay attention to the coherence of writing result.
RECOUNT TEXT
In learning writing, the student study about recount text. They should know how to write recount text as well and they must create their ideas before write the text. Recount text is a text that retell someone experience and event in the past through chronological order. Chronological order from recount text are about orientation, events, and reorientation. Recount text is one of genre that is studied by the students in senior high school.
According to Keir (2009:9), recount text is the text type tells the reader what happened in an informative or intertaining way. In recount text, the writer tells and share about their experience or someone else. It is important that students understand that recount describe past events in order in which they occurred. The chronological order of the recount assists the reader to understand the time sequence of the event.
THE STOP (Suspend Judgment, Take A Side, Organize Idea, Plan More As You Write) STRATEGY
STOP strategy is a strategy can be used in writing class. It leads the student to arrange their idea in writing essay. This strategy start from suspend judgment, take a side, organize idea, and plan more as you write. The teacher should explain about the procedures of this strategy to help the students write the text and rimind some important thing that should imvolved in writing recount text.
Then, this strategy help the student to be crative in creating a short experience related to the concept and improving students skill in writing especially in writing recount text. STOP strategy is a simple strategy that guide the student to write their ideas step by step. According to Paterson (2009:13) STOP strategy is a quick strategy to help refocus wandering minds. STOP strategy will be invite the student to be focus and creative in teaching learninng Englis, especially in writing. It means that STOP strategy is very usefull to writing.
Because STOP startegy guide the student to memorize student’s experience before writing.
PROCEDURES OF STOP STRATEGY
STOP strategy will be efective to practice in the class if the teacher help the student to follow some steps of STOP strategy. The teacher guide the
student during learning activity from find purpose of writing, describe the strategy, review all of steps, guide the student by a model, practice essay together, guide the student to show their work, and evaluate student’s work. It support by Boyle and Scanlon (2010:251) stated that steps of STOP strategy are:
1. The teacher discusses with students purpose of the strategy and how it helps during the planing stages of writing. The disscusion should include the benefit of the strategy and the goal of learning to write better essay.
2. After obtaining a commitment to learn to learn, the teacher describe the strategy steps and inform students that the STOP strategy to have them stop, reflect, and plan before writing.
3. The teacher review all of the steps (Suspend judgment ideas, take a side, orginize ideas, and plan more as you write). The teacher following the review, model all of the steps to STOP for the students. Students will slowly become involved in this demonstrations and contribute ideas and formulate sentences during the writing portion.
4. The teacher following the review, model all of steps to STOP for the students.
5. Collaborative practice
The students and the teacher practice to write essay together
6. Indenpendent performance
In the last steps, the student able to use the strategy with feedback which begin working independently.
7. Consideration and evaluation
The teacher give student work to evaluate student ability in writing
Based on explanation above, writer can apply STOP strategy to guide the student in learning process by inform the strategy, review another model of strategy as well as student practice. And the last, teacher guide to performance and considerate their work or give evaluation.
THE CUBING STRATEGY
Cubing strategy as a strategy that can help the student to make a text by using some steps which consist of describe, compare, associate, analyze, apply and argue. This state support by Chapman and King (2003) cubing is a learning strategy that provides opportunities for student to use and share their thinking in relation to a topic, subject, or unit of study. Each side of the cube is labeled with a direction that uses the information gained from reading the text or related materials.
This strategy will train the student to be active one to channel the idea as a topic in writing. It means that cubing is very useful strategy in writing.
Because cubing activities will add novelty to processing information.
4 PROCEDURES OF CUBING STRATEGY
Learning process activity can be affective if the student be active lerner in classroom. The teacher must get student enjoy to accept learning by using apropriate strategy during learning process that must follow by student. Forget (2004:126) stated that teaching the cubing procedure are:
1. Explain to student that using higher order thinking about a topic, they can understand it better and remember it more easily.
2. Show students the “Thinking Cube” either by using a transparency or by having an actual six- sides figure to manipulate in the classroom.
3. Have each the student prepare to write by obtaining clean paper and a wtriting implement.
4. Each of the six sides should be explained carefully and the teacher should model the thinking involved:
a. Describe it
The teacher consider/visualize the subject in detail and describe what you see, like: color, shapes, size, memories
b. Compare it is a stage which consider or visual the subject in detail and describe what you see, example: color, shapes, sizes, memories, and what does it look like.
The teacher explain how it, like To what is it smilar? From what is it different?
c. Associate it is a stage which explain about similar or different both experiences.
Example: what does it make you think of?
Student might associate it with simular things, or you can think of different things, times, places, people, etc. Just let student’s mind go and see what associations their have for this subject.
d. Analyze it is stage to tell how it is made or how it functions.
The teacher tell how it is made or how if function. If you do not know, made it up!
(used in prereading activities, students are making prediction)
e. Apply it is tell what student can do with it.
The teacher tell what you can do with it f. Argue for or againsts it
The teacher support the student to go ahead and take a stand. The teacher be sure the student able to substantiate their stand with reason why their think so through reference to the text or to their prior knowledge or both.
5. Once the topic is agreed upon (usually the main idea of the lesson you have just completed, but it could be any aspect of what was learned today or in the past) have each student write individually on each level of thinking as student either rotate a pre-made cube or refer to the various levels from a tranparancy or wall poster of the six levels of thinking.
6. Be sure that each student understand the meaning of each of the labels from each side of the cube.
7. Have the student share by reading aloud each of their six writings of the cube process in small group to compare notes and improve their understandings of the topic.
8. Use the cube in student hands to work through the six level, randomly selecting a cooperative learning group for each level of thinking.
9. Ask the student to report on their use of the skill.
COMBINING OF CUBING AND STOP STRATEGIES IN TEACHING WRITING
Writing is one of important skill that can share information, knowledge and experience. Teacher should use effective strategy to guide student and make students interest to write. One of them is combine strategy. This strategy can help teacher essay in teaching learning process.
The writer combines STOP and Cubing stretegies because they have same purpose to develop students’ ideas in writing. Then, writer concludes the procedures of combination between them must be applied by teacher in teaching learning process. The implementation by combining those strategies such as bellow:
1. Teacher tells to the students about a topic, for example: unforgettable experience.
2. Then, teacher asks the students to write two or three their’ unforgettable experience in past time. For individually task, Teacher asks the students to write it one in left side their paper and others in the right side their paper.
3. Next, teacher asks the students to choose one best students’ unforgettable experience.
Students have to choose one of their unforgettable experiences, for example: Holiday in Kuta Beach Bali.
4. After students choose their ideas, they should organize their ideas. They have to write brainstorming of their ideas such as when did happen, where did happen, what happen in travel, with whom and how do you feel, etc.
5. After students write their brainstorming, teacher will guide to plan their brainstorming be a good text by using a CUBE.
6. Teacher show a Cube to all students in front class.
7. Teacher gives label at the each side of cube.
There six sides of a cube, so there are six labels that should be shown by teacher to the students.
the labels are:
a. descript it, b. compare it, c. associate it, d. analyze it, e. apply it, and f. argue it.
5 8. Teacher introduces to the students how to use
“Thinking Cube” to develop their brainstorming at six levels.
9. Teacher guide students to explore their ideas by using each label of a cube one by one. Let’s students use critical thinking to develop their ideas.
10. Teacher monitor and move round the classroom to see students’ ideas based their thinking.
11. When students have finished their writing or ideas for each label, asks them to write a paragraph about a topic.
12. Have students reread their paragraphs and make any necessary changes or correction
13. The last, teacher asks students share their paragraphs by reading them out loud in front of class.
DISCUSSION
In teaching writing , there are many strategy that can be applied by the teacher. But in this paper, the writer only states a few of them. The writer would like to discuss teaching writing through combining STOP and Cubing strategies for Senior High School. Teaching writing throught combining STOP and Cubing strategies will make the students have ability to write a text or an essay in writing class and do discussion about some ideas from others. Then, the student know how to explore their thought in writing. Besides that, the student will be boring in learning writing because they are given opportunity by the teacher to find new information about a topic in group discussion. To get a good result in teaching writing through combining STOP Cubing strategy, the teacher must have a plan teacher gives a lesson to the students.
PREPARATION
There are many preparations for teacher before comes to the class of teaching writing. The goal is to run the process of teaching learning well.
1. Media
Before class begin, the teacher has to prepare appropriate media in order to make the students interested and help the students understand the material lesson of recount text. In this case, the teacher gives a picture and a cube.
2. Meterial
Material is one of important preparations in teaching learning process. If teacher do not prepare the material, so they won’t know what they will teach. In preparing the material, the teacher uses the syllabus as guider and then should choose the topic which is interesting and familiar for students. If the topic which is taught by the teacher is not interesting, it will make the students get bored in following the lesson.
Thus, the writer chooses the topic of the story about Unforgetable holidayis one of example recount text.
3. Lesson plan
Actually, the teacher has to make a lesson plan in every meeting because lesson plan is very needed for teacher to organize teaching learning process in the classroom. Lesson plan consist of standard competence, basic competence, indicators, learning goals and step of learning activities which are related to curriculum. It will help teacher easier to teach in the class. Lesson plan as guider for teacher to deliver material well to the students.
4. Time Allocation
A good teachers must be able to manage and limit the time as best as thay can. The students learn writing 2 X 45 minutes at Senior High School. In this paper, the writer uses 15 minutes for pre-teaching activties, 60 minutes for whilst- teaching activities and 15 minutes for post- teaching activities.
TEACHING PROCEDURE 1. PRE-TEACHING ACTIVITIES
Teacher uses time about 15 minutes for pre- teaching activities, the procedure of pre- teaching activities are:
1. The teacher greet the class
2. Teacher checks students’ attendence 3. Teacher gives motivation for the students 4. Teacher reviews the last material in last
meeting.
5. Teacher brainsorm the students related to new material (teacher show some pictures) 2. WHILST-TEACHING ACTIVITY
Whilst-teaching activity is applications of the procedure combining STOP and Cubing strategies. The procedure of whilst teaching are devided into three parts, there are: exploration, elaboration and confirmation.
a. EXPLORATION
The teacher allocates time around 60 minutes for these activities. The procedures of whilst teaching activities are :
1. Teacher tells a topic to the students.
2. Teacher asks to students to write some their unforgettable experiences on the paper.
3. Next, teacher asks the students to choose one best of their’ unforgettable experiences.
4. Teacher guides the students to organize their ideas by using some simple questions.
Question : A. Where did happen?
B. When did happen?
C. With whom you……?
D. What happen………..?
E. How did you feel……?
6 b. ELABORATION (Using Cubing strategy)
In this part, the teacher applies Cubing strategy that has some procedures:
1. Teacher guides student to develop student’s brainstorming by using a cube 2. Teacher shows a cube to students 3. Teacher gives labels at the each side of
cube.
4. Teacher introduces the students how to use thinking cube to develop their brainstorming at six levels and teacher guide the student to develop their idea together about a topic, like: Holiday in Kuta Bali beach, Sanur and Padang Beach
5. When students have finished their writing or ideas for each label, teacher ask them to write a paragraph about a related to topic.
6. Have students reread their paragraphs and make any necessary changes or correction 7. The last, teacher asks students share their
paragraphs by reading them out loud in front of class.
3. POST- TEACHING ACTIVITY.
Post-teaching activities are final section activity; in this activity teacher evaluate students after pre and whilst teaching activities. In post-teaching activity, teacher will do some activities such as:
1. Teacher gives reward of students’
achievement
2. Teacher asks students’ difficulties that are found during teaching learning process.
3. Teacher and students conclude the material together
4. Teacher closes the meeting.
CONCLUSION
It is reasonable to say that writing is not easy activity. However, this skill must be learned by the students because of its difficulties, writing become a boring activity for the students and teaching writing become a hard task for the teachers to make students able to write well.
However, there are many strategies that can be used by teacher in teaching writing, two of them are STOP and Cubing strategy. The teacher asks the student to develop their ideas through these strategies.
First, teacher tells to the students about a topic, for example: unforgettable experience. Then, teacher asks the students to write two or three their’
unforgettable experience in past time. For individually task, Teacher asks the students to write it one in left side their paper and others in the right side their paper. Next, teacher asks the students to choose one best students’ unforgettable experience.
Students have to choose one of their unforgettable experience for example: Holiday in Kuta Beach Bali. After students choose their ideas, they should organize their ideas. They have to write brainstorming of their ideas such as when did happen, where did happen, what happen in travel, with whom and how do you feel, etc. After students write their brainstorming, teacher will guide to plan their brainstorming be a good text by using a CUBE. Teacher show a Cube to all students in front class. Teacher gives label at the each side of cube. There six sides of a cube, so there are six labels that should be shown by teacher to the students. The labels are: descript it, compare it, associate it, analyze it, apply it and argue it.
Teacher introduces to the students how to use
“Thinking Cube” to develop their brainstorming at six labels. Teacher guides students to explore their ideas by using each label of a cube one by one.
Let’s students use critical thinking to develop their Describe it: Kuta Bali beach and Sanur beach
are beautiful beach, pure water, clean sand, awesome waves, fresh air, many coconut trees, and many big corals. Our holiday in Bali Beach was very amazing.
Associate it: Kuta Bali beach and Sanur beach are one of popular beach in international, so many tourist from inside and outside countries get their holiday there. I like those beach because it has big waves so, I can surfing as possible as I want.
Analyze it: Kuta Bali Beach and Sanur Beach are natural views where it has blue water and very large. We can see so many ships on the beach and mercusuar in the middle of the beach. Beach is one of God’s greatness.
Apply it: It is used by communities and government as income. People around beach can get advantages from tourist for example: as guider, as seller and etc.
Argue it: Kuta Bali beach and Sanur beach are amazing and awesome beach that very popular in world. Many tourists enjoy their holiday there. They can surfing and play banana boat there.
7 ideas. When students have finished their writing or ideas for each label, teacher asks them to write a paragraph about a topic. Have students reread their paragraphs and make any necessary changes or correction .The last, teacher asks students share their paragraphs by reading them out loud in front of class.
Finally, the writer concluded that by using combing STOP and cubing strategies are suitable strategies in teaching writing, especially for writing paragraph or text. Through these strategies, students can explore their ideas by using critical thinking and improve their writing skill. This is very interesting strategy and comfortable for XII grade students at Senior High School.
SUGGESTION
The writer gives some suggestions for teachers and students, especially the teacher in teaching writing. First, for teacher; the teachers have to state teaching goal before coming to the class. Second, the teachers have to select material, which is suitable with students’ curriculum and she/he to be more creative in teaching writing.
Third, the teachers should prepare set of time allocation and interesting media, so that teaching and learning will run well. Fourth, the teachers should give more knowledge about how to write a good text or an essay. In addition, these strategies are useful for Senior High School students because they like to give argumentation and create ideas student write text by using group discussion. For the students, first, the students more creative and active to explore their ideas, especially in organizing sentences to be a paragraphs or text.
Second, the students can improve their skill in writing when they follow the stop and cubing strategy because these strategies can make students in organize and combine sentences to be a text or an essay.
REFFERENCES
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