TEACHING WRITING BY COMBINING DRAW LABLE CAPTION (DLC) WITH FLOWER STRATEGIES FOR SECOND GRADE
OF SENIOR HIGH SCHOOL
Oleh
*) Hanyva Fitri (Mahasiswa Program Studi Bahasa Inggris)
**) M. Khairi Ikhsan (Staf Pengajar Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat)
ABSTRAK
Penulisan makalah ini bertujuan untuk menjelaskan kepada pembaca cara mengaplikasikan dua strategi yaitu Draw- Lable- Caption (DLC) dan Flower strategy dalam pengajaran keterampilan menulis. Selain itu, makalah ini juga diharapkan dapat membantu dan menjadi pedoman bagi guru-guru dalam mengajar sehingga muncul minat dan ketertarikan siswa dalm belajar. Pada strategi ini guru memberikan gambar dan meminta siswa membuat sketsa dari pengalamannya tersebut. Setelah itu siswa diminta untuk merangkai kata menjadi sebuah kalimat dari sketsa tersebut hingga terciptalah sebuah paragraph singkat. Kedua strategi ini berfungsi untuk mempermudah siswa dalam mengembangkan gagasan dan ide-ide. Dalam hal ini siswa dikondisikan aktif dalam berfikir dan menulis sehingga pembelajaran lebih mudah dipahami oleh siswa. Guru dapat menerapkan strategi ini dengan bantuan gambar atau video yang berhubungan langsung dengan apa yang akan diajarkan kepada siswa. Strategi ini akan membantu siswa meningkatkan kemampuan dalam mengembangkan ide.
Key word : Teaching writing combining Draw Lable Caption (DLC) and Flower Strategy
*) Penulis
**) Pembimbing
Introduction
Writing is one of the important skills in learning English. In writing there are many aspects to make a good paragraph. Such as; vocabulary, grammatical, spelling, punctuation, and connection mark. In vocabulary, the writer can express their ideas by choosing an appropriate word. Then grammatical is needed in making paragraph. By using correct grammatical, the reader will understand what the writer means. After that, good spelling, punctuation, and connection mark also need in written to support the writer concept.
As stated in Senior high school Curriculum or known as Content Based Curriculum
(Kurikulum Tingkat Satuan Pendidikan) (KTSP) (2006)The students are demanded to study about texts. Such as;
descriptive, narrative, report, news item, recount, etc.
Based on writer’s teaching practice in Senior high school, there were many problems that faced by the students in writing. First, they do not understand how to write in English language, the factor is they have lack of vocabulary.
To solve the problem above, teacher needs an appropriate strategy to make them easier and interest in studying English, especially in writing.
Copy change aimed Students use another author’s pattern as a framework for their own writing, DLC is a great strategy for writers of all ability levels.
Helps students capture a scene and focus on important details and flower strategy is great and simple writing strategies for helping students explain their thinking process and creativity in order to make support logical argument in making a complete paragraph.
Review of Related Literature 1. Definition of Writing
Writing is a process of stating ideas into printed form in order to convey some information to the readers. There are several opinions from the expert about definition of writing. According to Hyland (2000:8), writing is an act of discovering meaning, a willingness to engage with students assertions is crucial and response is a central means to initiate and guide ideas.
Futhermore, Hyland (2003:8) defines that writing is a way of sharing personal meaning and writing courses emphasize the power of the individual to construct his or her own view on a topic.
Moreover, Linse (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.
The writer concludes Writing is a process to express feeling, ideas,
though, information in written form.
In writing, the writer should use correct words, true punctuation, and considering the capitalizing in sentence.
2. Proses of Writing
In writing process involve planning what students are going to write, pre-writing, writing, sharing, responding, revising, and editing what we have written and the producing a final. According to Lima (2011 : 17)
1. Preparation
The first step in writing process is preparation.
2. Research
The second step is research.
3. Organization
Organization is the writer should develop data into logical writing, After that, have an outline and write it down into document.
4. Writing
Write an outline and expand it into sentence and paragraph, then check the spelling and grammatical used.
5. Revision
Reread the writing from beginning to the end.
It means that, the writing process have the purpose to make the writer easier in writing. By following all steps, it hopes the students can expand and express their thought by doing all steps like prewriting is
process of collecting data which needed in writing.
3. Teaching Writing
In teaching writing the student must consider two separate areas of development. According to Nunan (2000: 87) states that writing classes therefore should be devoted in the first instance to sentence formation and grammar exercise.
Furthermore, Hyland (2003:4) states that, teaching writing predominantly involves developing learners’ skill in producing fixed patterns, and responding to writing means identifying and correcting problems in the students’ control of language system.Moreover, Caswell (2004:3) mentions, teaching writing provide opportunities for students’ to develop clear thinking skills.
The conclusion of all, writing is as tool to express and expand their idea in writing. By writing, it can accustom the students to focus on the idea that what they write and also they can apply the theory of grammar, concept of the text, and following the writing process.
4. Recont Text
Recount text is telling the experience or even in the past.
According to article of Blake Education (2000:8) explains, recount text recalls and deconstructs event, experience and achievements from the past in a logical sequence. In addition, Warner (2009:25) states that recount tells the reader about something that happened.
The writer concludes that recount text is telling the reader about the past story. It may be own or someone story. In this text the writer can share his or her experience to others.
Beside definition above, recount text also have some generic structure. Kistonol (2007:28) states that generic structures of recount text are:
orientation, even and re- orientation. Orientation is provides the setting and introduce the participant. Events tell what happen, and in what sequences.
The last, re-orientation; optional and closure of events. Orientation, events and re-orientation are the content of recount text. The writer concludes the generic structure of recount text is easy to understand.
Nature of DLC Strategy
Strategy is very important in the teaching and learning process.
According to Peha (2003) DLC is a great strategy for writers of all ability levels.In addition, Bumgardner (2003) states that DLC strategy is simple strategy that consist of three steps are ; draw, label and caption. Futhermore, Spring (2013) states that, DLC is drawing picture before writing allows for focusing and time to think of more details that can be turn into writing.
It means that, DLC as explain by some expert before, the writer conclude that DLC is strategy it can be used at any level.
Procedure of DLC
There are some procedure of DLC strategy. According to Peha
(2003:47) there are several steps in writing DLC strategy. First, Draw. Make a quick pencil sketch of your scene. This is a rough sketch: use outlines only. Try to include as many little details as you can. You can’t have too many details.
Don’t forget to include yourself in the picture if it’s appropriate. Second, Label. Create a one- or two-word text label for each item in your drawing.
Label everything you can think of, even different parts of things. Third, Caption.
Write a single sentence underneath the picture that tells what is happening. This can be a very simple sentence or something more complicated if you are up for it.
In conclusion, the procedures of Peha, DLC strategy consist of some steps. There are drawing, label, and caption. In drawing, the teacher asks students to make quick detail sketch related to their idea.
Nature of Flower Strategy
Beside DLC strategy, teacher can use flower strategy in teaching writing.
According to Holmes (2007:3) states that Flower writing is a writing strategy to create the creativity and sense of student in taking a writing section by finding the main ideas from the text and determine the supporting details that is related to the topic aimed to construct a good paragraph.
Furthermore, Jones (2011) explains, flower is a simple strategy make students construct a complete
paragraph or essay by following the step provided.
Flower strategy also explain by Julie (2011:93) states that, paragraph flower is a great simple writing strategy for helping student explain their thinking process and creativity in order to make support logical argument in making a complete paragraph. It is mean, this strategy help the students to express their idea and ability to create details in building good paragraph.
Procedure of Flower Strategy
There are some procedures that should be followed by teacher in applying this strategy in writing.According to Burton (2006:52) there are several steps that teacher should do in this strategy :
1. Introduce the flower strategy before begin the lesson.
2. Select the main idea/ topic that will be discussed.
3. Find the supporting details which is related to the topic.
4. Construct a good paragraph by combine the topic and detail to be an essay.
Meanwhile, Holmes (2007:3) explains as follow:
1. Ask the students to find the appropriate and interesting topic that will be written.
2. Introduce the flower writing graphic to the students that they use in writing process.
3. Find down the supporting detail that is related to the topic at the center of the graph.
4. Recognize the transition words that will put over in writing the text. At the end of the step, arrange the sentence into a good paragraph.
In conclusion, the procedure theories of flower strategy above is the teacher introduce the flower strategy before begin the lesson. After that, teachers introduce each component of writing piece using flower graphic. Then the students select an appropriate and interesting topic and analyze the problem structure of the text. Next, recognize the transition words that will put over in writing the text. The last construct a good paragraph by combine the topic and detail to be an essay.
Combination of DLC and flower Strategy
In DLC Strategy the writer choose the procedure from Peha (2003 :47) whereas in Flower Strategy, the writer chooses one of the some experts which proposed by Holmes (2007:3).
These are some steps to implement in writing:
1. Ask students to pick the appropriate and interesting topic that will be written.
2. Introduce the flower writing graphic to the students that they use in writing procedure.
3. Draw. Make a quick pencil sketch of your scan. This is a rough sketch:
use outlines only, stick people are
encouraged. Try to include as many little details as you can. You cannot have too many details. Do not forget to include yourself in the picture if it is appropriate.
4. Label. Create a one or two text label for each item in your drawing. Label Everything you can think of, even different parts of things.
5. Find down the supporting detail that is related to the topic at the center of the graph.
6. Caption. Write single sentence underneath the picture that tells what is happening.
7. Recognize the transition words that will put over in writing the text. At the end of the step, arrange the sentences into a good paragraph.
The conclusion of this combination is by using this strategy, the students and teacher get easy in teaching learning English. By following all procedure it can help the students to develop and organize the ideas into writing.
Conclusions
Dealing with the discussion above, it can be concluded that in teaching English the teachers must use interesting strategies. This is a goal of teaching and learning. In this paper, the writer gives some strategies that can be used for the English teacher in teaching writing. The writer chooses these strategies because these strategies explain how to undestand more details about a text and how the students develop their idea.
Teaching writing by combining DLC and Flower strategies help the students to remind some important things that should be involved in writing recount text.
Based on conclusions of the paper above, it is suggested to use these strategies for the Senior high school students to be interested in writing because writing is the ways to express our feelings, ideas, and thought in a good sentence. The English teachers are suggested to use DLC and Flower strategies in teaching writing. Because it can help the teachers to improves students
writing skill.
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