TEACHING WRITING BY COMBINING BRAIN WRITING AND THINK WRITE PAIR SHARE STRATEGY STRATEGY
AT SENIOR HIGH SCHOOL By:
Sintia Kufita Sari*)
**) Hevriani Sevrika Staff Pengajar Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat
Abstrak
Penulisan makalah ini bertujuan untuk membantu Guru-guru dalam mengatasi permasalahan siswa-siswi Sekolah Menengah Atas dalam pengajaran menulis disekolah. Selain itu, penulisan makalah ini juga dimaksudkan sebagai masukan bagi guru-guru bahasa Inggris dalam pengajaran menulis, agar menjadi daya tarik tersendiri dan menyenangkan bagi siswa-siswi dalam memahami tulisan yang berbahasa Inggris. Kemudian diharapkan mereka juga bisa memahami dan mengerti nama benda yang terdapat di dalam gambar. Sehingga mereka dapat menemukan ide baru dan mempermudah mereka menulis teks dalam bahasa Inggris.
Dalam makalah ini penulis akan menerangkan tentang Brain Writing and Think Write Pair Share Strategy untuk SMA sebagai strategi dalam pembelajaran writing. Didalam strategi ini, diharapkan siswa dapat termotivasi untuk menulis kreatif dalam bentuk paragraf Descriptive Text.
Serta menjawab pertanyaan dalam bentuk paragraf.
Key words : Writing, Brain Writing and Write Think Pair Share Strategy
*) Penulis
**) Pembimbing
INTRODUCTION
Writing is an important skill in English besides speaking, reading and listening. Writing skill is used to communicate indirectly and must be learned by the students in the school. There are some genres in writing. They are Narrative, Recount, Spoof, Report, Procedure, News item, Description,Discussion, Explanation, Review, and so on. Its application, are by the
students to express their ideas, and opinion in written form. If the students want to share information to the other people and they cannot speak directly with them. They can share the information in written form, and it is one of way to make the students to be attractive in writing.
In writing activity, the students are expected to be good in writing. It means that the students should understand all of element
in writing likes: Grammar, Vocabulary, and Punctuation. Because it was, an important element in writing skill and the students have to understand about the element in writing. In Senior high school at the third year, the teacher should teach the students about descriptive text, Narrative text, Fiction, Non-Fiction, Expository Text and report text. In learning activity, the teachers have to prepare everything before teaching writing, like strategies, kind of text and self confidence, to make the students understand and to continue the next material in the next meeting.
However, in teaching writing there are some problems, based on the writer’s experience. There are some problems in writing. First, the students are hard to connect ideas and categories of information, had problems in grammar. It means that the students were hard to differentiate simple present tense, simple past tense, and simple continuous tense and so on. It always be the big problems to the students. The next problem was the students had lack of vocabulary especially in choosing words in making a good sentence. Because of that, the students could not express their ideas and opinions in making a good sentence. After that, the problems were not only from the students, sometimes from media, when teacher used laptop or in focus, there was some troubles, the file could not open because the electricity is off, and it made the teacher got confused and students out of control in the class. Because of that, the teacher should prepare everything before
teaching in the class, if there are some troubles teacher can solve it with the other way.
Based on the problems above, the writer can conclude that the students who have low achievement in writing. However, the teacher needs some strategies in writing comprehension. To make a good atmosphere in the class, the students should understand about the writing well. Then, the teacher is as a counselor in the school, if the students did not understand about the materials of writing the students could give some questions to the teacher in the class. Then, the teacher will know the strategies were running well or not.
From the background above, the writer has some strategies that can be used by the teacher to improve student’s ability in writing. Those strategies are POW + tree strategy, Cohesion links strategy, Brain Writing strategy, and Think Write Pair Share strategy. First, POW + tree are a strategy that helps students to convey their opinion in their essay. By using these strategies, students can create their ideas to write analytical exposition text. Second, Cohesion links strategy is the property of text to connect sentences, by focusing cohesion as much as cohesion aspect. Third, Brain Writing strategy is a strategy that gives opportunity for the students to share their ideas without afraid to make a mistake. At last, Think write Pair Share Strategy is a strategy that leads the students to pair what they have written and discuss it for reparation.
REVIEW OF RELATED LITERATURE Writing is power full instrument for people to be used and expressed their thought, feelings, and judgment about what they have read, seen, or experienced. There are some experts who defined writing.
According to Sokolik in 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.
Teaching writing is a way that teacher uses to present about the concepts of writing to students. In teaching writing, teacher should have a good skill to lead the students in learning. according to Harmer (2003:79) the reason of teaching writing for students of English as foreign language included reinforment, language development, learning style and most important. It means that in teaching writing, the teacher should give knowledge for the students to know how to write letter, how to put written report together, how to reply advertising and any form of writing. The students also need to know some of writing special convention in punctuation and paragraph constructing in writing.
Process writing is a natural set of steps that writers take to create finished piece of work. It is a process of organizing ideas and creativity though text. Cameron in Nunan (2005:101) the writing process approach involves the process-steps necessary to produce a good quality final piece of writing. As a teacher of writing, the writer needs to balance the role of the process and the importance of the product.
The process begins by thinking about what is going to be written (choosing a topic) and collecting ideas both formally an informally.
In the teaching procedure, the writer will discuss about the use of Brain Writing and Think Write Pair Share strategy in teaching writing. It consists of three main parts. They are pre-teaching activities, whilts-teaching activities, and post-teaching activities.
a. Pre-Teaching Activities
Pre-teaching activities are done at beginning of the teaching process. It is used for building the students’ background knowledge and develop their confidence. In other words, pre-teaching activities have several functions. They are building students’ knowledge, increasing students’
concentration, and stimulating their curiousity. Besides, the students can understand about what they are going to do in their learning process.
b. Whilst-Teaching Activities
Peha (2002:3) state that drafting is
“ just start writing and don’t stop until you get the end”. In this phase, he also explains the writer can use the notes that the writer
created during pre-writing for inspiration and the important thing to keep in mind first is only drafting. The writer still has a long way and time to continue, to change, to review and revise, and modify and make corrections. He also adds, the writer should be sharing the job with other people to getting some feedback about how are they doing.
c. Post-writing Activities
in post writing activity, the students edit for conventions and make correction; have someone proofread. Edit for conventions means check in carefully; of spell correctly, focus on grammar, word choice, verb forms, write legibly and proper punctuation. Then, the students read the paper more than once to make correction. This is one task where a computer can be helpful. The last, copy it over or print it again with all corrections.
Brain writing is a strategy that can be used by the teacher in teaching the students to be able to write. The definition of Brain Writing is proposed by several experts. According to Berninger and Richard (2002:248) Brain Writing is a strategy that has purpose to develop the students’ ability and willingness in that order to express their ideas in writing. Thus, based on the definition it can be said that the strategy is purposed to make the students build their intention to do writing. It can be conclude that Brain Writing strategy is also can be done to activate the student’s brain to write actively. It is beneficial to make the students are able to write.
According to Harris (2000:2), there are some procedures of Brain Writing strategy is, Take the ideas and write them on a new page of the flip chart. Think about the items to write and ideas for implementation in their writing. Organize the ideas into sequence of execution. Write a simple idea and the supporting ideas for it. Write more complex ideas, which require a series of ideas. It can be conclude that the writer adapts the procedure of Brain Writing strategy based on the condition in the classroomm.
Spark (2012:3) said that Think Write Pair Share strategy is designed to differentiate instruction by providing students with time and structure for thinking about a given topic, enabling them to formulate individual ideas and share these ideas with a peer. In this modified strategy, a problem is posed, students have time to think about it individually, write their thoughts, work in pair to solve the problem, and then share the ideas with the class.
Spark (2012:3) clasifyies that some procedure of Think Write Pair Share strategy such as, Pair: pair each student with a partner either by choice or assignment. Have them discuss their thinking with their partner partners for a given amount of time (usually 2-5 minutes). Remember to be sensitive to learners’ needs (reading skills, attention skills, language skills) when creating pairs.
Share: Once partners have had ample time to share their thoughts and have a discussion, expand the “share” to a whole class discussion. After the class share, you may
choose to have pairs reconvene to talk about how their thinking perhaps changed as a result of the “share” element.
DISCUSSION
The combining of Brain Writing and Think Write Pair Share strategy can help students understand more and focus in writing. Brain Writing and Think Write Pair Share strategy can be used in exploration part while Brain Writing is used elaboration.
The writer make combining between Brain Writing and Think Write Pair Share strategy in teaching writing. Now, the writer would like to describe the teaching writing activity in the classroom with uses two strategies.
That are Brain Writing and Think Write Pair Share strategy. In here, they writer will show procedure that will be implemented in teaching writing process. This process is discuss explicitly Brain Writing and Think Write Pair Share strategy process step by step. Take the ideas and write them on a new page of the flip chart. (BW). Think about the items to write and ideas for implementation in their writing. (BW). Organize the ideas into sequence of execution. (BW). Write a simple idea and the supporting ideas for it.
(BW). Write more complex ideas, which require a series of ideas. (BW). Pair: pair each student with a partner either by choice or assignment. Have them discuss their thinking with their partner partners for a given amount of time (usually 2-5 minutes).
Remember to be sensitive to learners’ needs (reading skills, attention skills, language skills) when creating pairs. (TWPS). Share:
Once partners have had ample time to share
their thoughts and have a discussion, expand the “share” to a whole class discussion.
After the class share, you may choose to have pairs reconvene to talk about how their thinking perhaps changed as a result of the
“share” element. (TWPS).
Conclusions
There are some types in writing namely: sentences, paragraph, essays, letters, and etc. In the other case, te students should learn about kinds of paragraph. Next, the students also learn how to write paragraph.
Then, the students read of the text, and then students answer the questions based on the text. In here the writer found interesting strategy that help students to write paragragp through step by step, these strategies are combine of Brain Writing and Think Write Pair Share strategy is really advantageous to the teaching writing process because of several reasons. Firstly, it helps student to increase their skill in writing, second, student more creative in construct ideas or thoughts that they will write, at last, student more enjoyable in learning writing because the strategies make the student develop their ability in writing.
REFERENCES
Berniger, Lyons and Richard Hasley. 2010.
Study Writing: A Course in Writing Skills for Academic Purposes.
Cambridge: Cambridge University Press.
Harmer, Jeremy. 2003. How to Teach English: An Introduction to The Practice of English Language
Teaching. London: Pearson Education Limited.
Harris, Caswell. 2000. Strategies for Teaching Writing. New York:
North Beauregard.
Nunan, David. 2005, Practical
English Language Teaching: young learners. New York: MC Graw- Hill Companies. Inc.]
Peha, steve.2002. the writing process notebook. Teaching that make
sense, inc, E-Mail
Steveeha@Ttms,Org Or Web.
www. Ttms.org. Retrieved On 12st January 2012
Spark. 2012. Soacial Studies Strategies for Active Learning. New York: Shell Education.
