teaching writing by combining questioning into paragraph

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TEACHING WRITING BY COMBINING QUESTIONING INTO PARAGRAPH WITH MAGNET SUMMARY STRATEGY AT SENIOR HIGH SCHOOL

JOURNAL

Submitted in Partial Fulfillment of Requirement for Strata One Degree (S1)

NOVIA RAHAYU NPM: 10040300

ENGLISH DEPARTMENT

COLLEGE OF TEACHER TRAINING AND EDUCATION (STKIP) PGRI SUMATERA BARAT

2015

1

TEACHING WRITING BY COMBINING QUESTIONING INTO PARAGRAPH WITH MAGNET SUMMARY STRATEGY

AT SENIOR HIGH SCHOOL

By:

Novia Rahayu*)

**) Imron Hadi Staff Pengajar Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat

ABSTRAK

Keterampilan menulis (writing) dalam Bahasa Inggris sangat penting yang harus dikuasai oleh siswa, disamping mendengar, berbicara dan membaca. Banyak berpendapat bahwa menulis adalah suatu kegiatan yang sangat membutuhkan waktu dan perlu berfikir yang lama untuk mengeluarkan suatu ide di dalam menulis. Hal ini mungkin disebabkan oleh cara guru yang kurang tepat di dalam menerapkan strategi pengajaran, terutama pada pengajaran menulis (writing). Untuk mencapai suatu tujuan tersebut guru harus punya strategi dalam pengajaran menulis (writing) strategi tersebut adalah QUIP dan Magnet Summaries. Dalam makalah ini membahas tentang bagaimana mengajar menulis (writing) melalui strategi QUIP dan Magnet Summaries strategi yang di contohkan pada teks recount. Strategi QUIP dan Magnet Summaries adalah suatu strategi yang lebih membantu siswa di dalam menulis karena strategi ini siswa dapat menuliskan ide-ide dan isi dari cerita setelah itu siswa bisa menuliskan ringkasan dari cerita. Strategi tersebut sangat berguna ketika siswa di dalam menulis ringkasan isi dari teks. Strategi ini menjelaskan bagaimana siswa bisa menuliskan ringkasan dari suatu isi cerita. Dalam pengaplikasiannya, guru meminta siswa untuk menulis dan mengembangkan suatu ringkasan dari isi teks di masa lampau (recount).

Key Word: Menulis, Quip strategi, Magnet Summaries strategi

*) Penulis

**) Pembimbing

INTRODUCTION

Writing is one of four skills that is important in learning English. The students should master this skill to help them to communicate with other people in the world. In teaching writing is the students able to express meaning in a sentence, functional text and essays in written form of simple materials such as recount, letters, procedure, and

others in the context of everyday life.

Another example student can share their opinions, ideas, and feeling in the form at letters or e-mails, writing journals, curriculum vitaes, poems, science fictions, diaries, brochures, memos, summary and others. By writing students are also demanded to be able to arrange words into sentences, sentences into paragraph and

2 paragraph into a passage. And then writing is a set of skills that involves making sentence and deriving meaning.

However, the writer assumes that writing is the difficult skill for the students to be mastered. Writing is considered as a complex skill, even in one own native language. One reason that writing is so difficult that related to the fact, it needs more concentrations to express ideas that must be presented clearly and organize. The purpose of writing is to communicate a message.

In writing, the should also know the correct word to use, and also the appropriate word group, so that it becomes a true sentence. The structural approach of English words are also grouped into nouns, verbs, adjective and adverbs. So, to make a phrase and sentence that really need to know the classification of the word to be used.

Based on the writers experience when teaching practice writing, most of the students think writing is a difficult skill. Their ability is still low.

There may be some factors that can cause the students’ difficult in writing.

First, the students got some difficulties to write of their topic or idea which the teacher had been to them. They also

had difficulty to develop and find some evidences of topic or idea. Second, students have little of the vocabulary and do not know use of the appropriate word when they write.

The third, for the teaching strategy the teachers still use the monotone strategy in writing class without trying to make sure whether students able to write the topic and develop it into text. Monotone strategy is only use one strategy in each teaching learning process. In the process of teaching learning process, teacher to use only one strategy, and the strategy be used repeatedly without using another strategy. Teacher do not use a new strategy that combines strategy or not the teacher in the teaching learning process. The teachers seldom check students writing achievement, they just give score on students activity globally. They need to ignore students problem in writing.

The last impact of those problems is the students could not reach the certain standard competency in writing. All cases above made the goal of teaching writing did not run well.

Some of students get difficult in writing, especially for the take key

3 words of the text, and students get problem in summarize of the text, and then students difficult to get the word in develop the word into sentences.

The students cannot combine that writing into a good sentences. Students cannot make the word are related from the text that have they read.

To solve the problem above there are several strategies that can be used in teaching writing to develop students writing ability these strategies are leveled questions, questioning into paragraph and answer cite explain summarize strategy. Leveled questions are used when teachers adapt the way they ask questions so that students can answer or respond to them according to their language acquisition. Then, questioning into paragraph is a writing strategy that improve comprehension of expository or informational texts to answer questions and then that answer into a summary. In fact, answer cite explain summarize is a strategy to help students when answering question, then helps students with a mnemonic and a framework for responding to questions. Those are strategies which can be used and combined in teaching

writing, because to increase the students writing be effective.

REVIEW OF RELATED LITERATURE

Writing

Writing skill is a language skill that needs to be taught to the students because it is the important component in learning language. The students should always consider the choice of words, the sentence structure, and the sequence of words. Leo (2007:1) adds writing is as a process of expressing ideas or thoughts in words should be done at our leisure. It means that writing can be very enjoyable as long as have the ideas and the means to achieve it. Writing is the process of thinking and how to express ideas in written form. If the students want to express their ideas about something, they can write in a paper and share it to the others. And then, writing about experience can be easy, if we have much vocabulary. But if we have lack of vocabulary, writing can be difficult for us. If we want to have a good skill in writing, so we should practice and practice writing every day. So that, there will be different ideas, and form

4 of each writing result from different writers.

Teaching Writing

Teaching writing is not easy, because in teaching writing the students are required to know about ideas that will they write. If they do not have idea and much vocabulary so, they can not write well. Linse (2005:99) mentions that teaching writing is physical act of forming letter as well as the act of expressing oneself in written form are both challenging for young learners. Depending upon their development, learners may find it very frustrating to try to physically form letters, and they may not be able to put their thoughts together in coherent whole. Therefore as their teacher, the students face the considerable task of teaching them how to actually print letters, write words, and capture their ideas to put on paper.

Process of Writing

Writing process help the students make a writing. So, students can easy to write about something. The students have outlining of writing, and students understand about the writing.

Moreover Harmer ( 2004:85 ) discusses that the process of writing has four

steps. As a teacher of writing, we must know the process begins by thinking about what is going to be written and collecting some ideas . He says that writing teacher do not only focus on the final product but also focus on the process of writing to develop of writing skill. In process of writing, consists of four steps: First is planning. When planning, writers have to think about three main issues. Second is drafting.We can refer to the first version of a piece of writing as a draft.

Third is editing (reflecting and revising). Once writers have produced a draft they then, usually read through what they have written to see where it works and where it does not. Finally is final version.Once writers have edited their draft, making the changes they consider to be necessary, they produce their final version.

Teaching Writing Procedure

By the explanation above, writing is a process in conveying ideas in the written form. It means that there are some activities in the writing process.

Those activities are separated into three phases such as; pre-writing, whilst writing and post writing activities.

a. Pre- writing Activities

5 Pre-writing is any writing that the writer do before they start writing. In pre-writing the writer has a time that can use to experiment, to jot down a few quick ideas, to try out something new without having to try very hard and to take a little time to gather the writer’s thoughts and choose a direction before start drafting. In this phase, the writers do the important activity; choose something to write about and make some note (Peha, 2002:1).

b. Whilst – Writing Activities Peha (2002:3) states 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 per- 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

corrections; have someone proofread.

Edit for conventions means check in carefully; of spell correctly, focus on grammar, words 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.

Questions Into Paragraph (QUIP) Strategy

Questions Into Paragraph is a strategy used before reading because before students answer the questions students read the text then answer questions and the last summarize the answer. Contrary McLaughlin, (2009:97) explains that quip is the strategy as a way to summarize what we have read. It means that quip strategy how to help students make summary about what he/she read. The student answer the question first and then make summary based on the students answer. It can be conclude that Quip strategy is that improve the students read, and also the students make summary the information. The students should pay attention to the

6 structure of the sentence which students write.

Procedure of QUIP Strategy

Based on McLaughlin (1987) there are some procedue of Quip writing strategy is, choose a piece of text to summarize and demonstrate the strategy, display a Quip chart and explain to students that this strategy will help them break down the process of questioning, researching and summarizing, provide copies of a quip chart to students. Have students write the topic tittle at the top of the chart and then pick two questions and write them in the question column on the quip chart, discuss the concept of finding information using different sources, and the last explain to students that the next step is to summarizing the information

Magnet Summaries Strategy

Buehl (2001:111) said that magnet summaries is students identify key words from the passages read and then use them to develop a summary of the passage. Furthermore, since this strategy asks students to chunk their reading into small sections and summarize each before developing a full blown summary of the entire

assignment, it is an excellent way to begin the task of teaching students to summarize.

Procedure of Magnet Summarize Strategy

Buehl (2009:111) clasifyies that some procedure of magnet summarize strategy such as ,to summarize, a reader must identify the most important ideas and omit details of leeser significance, introduce the idea of magnet words to students by inquiring what effect a magnet has on certain metals, ask students to complete the reading of the entire passage, model for students how the information on one card can be organized and combined into sentence that sums up the passage, and the last direct students to arrange the sentences in the order they wish their summary read.

DISCUSSION

The combining of question into paragraph and magnet summaries strategy can help students understand more and focus in writing. QUIP with Magnet Summary strategy can be used in exploration part while QUIP is used in elaboration. The writer make combining between QUIP with Magnet Summary strategy in teaching writing.

7 Now, the writer would like to describe the teaching writing activity in the classroom with uses two strategies.

That are QUIP and Magnet Summary strategy. In here, they writer will show procedures that will be implemented in teaching writing process. This process is discuss explicitly Quip process step by step. Begin with a whole group topic that you have read about or are about to read about. (QUIP). Ask students to read the text and write key words or phrases on the appropriate cards. (Magnet Summaries). Discuss the concept of seeking information and what a “source” is. Remind students of what is available in your classroom for finding information. (QUIP). Model researching the two group questions by note taking or highlighting as you go.

(QUIP). Explain to your students that the next step is to summarize the information they have found. (QUIP).

Eventually, with practice in whole and small groups, the Quip activity can be done independently. (QUIP). Show students how they can combine on each card to write a summary sentence.

(Magnet Summaries). With the summary sentences showing instruct students to organize their cards in the

order that makes logical sense for a summary paragraph. (Magnet Summaries). When necessary, show students how to add transition words, adjust sentences ponents such as concluding sentences. (Magnet Summaries).

Conclusion

Based on previous chapter III, it can be concluded that writing is one of language skills that should be acquired by students especially is senior high school. Beside that, writing is a productive skill that requires student’s ability in producing a language to communicate. As a productive skill, writing becomes one of the focuses in teaching English. Through writing the students can convey the message, express the ideas, feeling and experience to other people.

There are some types in writing namely: sentences, paragraph, essays, letters, report and novels. In the other case, the students should learn about kinds of paragraph. Next, the students also learn how to write paragraph for example of recount paragraph. Then, the students read of the text, and then students answer the questions based on the text. After that, of all the answer the

8 students wrote back with the summary story based on the answers they have written. In here the writer found interesting strategy that help students to write paragraph through step-by-step.

These strategies are combine of QUIP with Magnet Summary Strategy is metacognitive learning strategy for improving the paragraph writing of student’s disability in writing paragraph through systematic process start from prewriting, planning, compossing and revising paragraph by using QUIP and Magnet Summary strategy.

REFERENCES

Buehl, Doug. 2009. Classroom Strategies For Intearctive Learning. at Chicago: University of Illionis.

Harmer, Jeremy. 2003. How To Teach Writing. Addison :Cambridge University Press.

Leo, Sutanto et al. 2007. English for Academic Purpose Essay Writing Yogyakarta: C.V Andi Offset.

Linse, T Caroline. 2005. Practical English Language Teaching: Young Learners. New York: McGraw Hill.

McLaughlin. 1987. Quip. “Questioning With Bloom And Summarizing”.

www.frichardson@nbss.ie

Peha, Steve. 2002. The Writing Process Notebook. Teaching That Make

Sense, Inc, E-Mail

Stevepeha@Ttms.Org. Or Web.

www.Ttms.org. Retrieved On 12st January 2012.