TEACHING WRITING BY COMBINING DEFENDS WITH PENS STRATEGY AT SENIOR HIGH SCHOOL
Oleh Putri Fania*)
**) M. Khairi Ikhsan, M.Pd Pembimbing atau Pengajar Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat
ABSTRAK
Penulis makalah ini bertujuan untuk membantu mengatasi beberapa dari sekian banyak permasalah yang ada dalam pengajaran writing di sekolah Menengah Atas (SMA). Selain itu makalah ini juga dimaksudkan untuk menjadi masukan bagi guru-guru bahasa Inggris untuk mengajar writing yaitu dengan menggunakan kombinasi dari dua strategi yaitu DEFENDS dan PENS strategi.Kombinasi dari strategi ini saling mendukung satu sama lain. Dalam strategi DEFENDS ini siswa dapat menuangkan ide-ide mereka berbentuk tulisan sesuai dengan materi dan media yang telah disajikan dalam proses pembelajaran. Strategi ini dapat memancing siswa untuk mengeluarkan opini mereka dan juga dapat meningkatkan kepercayaan diri bagi mereka dalam proses belajar. Strategi PENS dapat mendorong siswa untuk aktif dalam mengeluarkan kata-kata yang akan mereka tulis dan mengembangkan kata- kata tersebut menjadi sebuah kalimat yang benar sesuai dengan tipe kalimat yang digunakan di dalam materi ajar itu sendiri. Dengan menggunakan kombinasi strategi ini akan membuat siswa lebih bersemangat dan percaya diri untuk meningkatkan kemampuan mereka dalam pembelajaran bahasa Inggris khususnya dalam menulis.
Keywords: Writng, Analytical text, DEFENDS, PENS strategies
*Penulis
** Pembimbing
INTRODUCTION
Writing is an important skill in English teaching to communicate in written form. It can make the students can express their idea, experience, and opinion. Thus, the students can arrange words and create good sentences to communicate that can be understood by the reader.
They can enrich their vocabulary unaware when they produce the sentence. In addition, help students to understand and share their perception about world arround them. Therefore, the students should master this skill, because that skill helps students to be able to communicate with others who are not presenting, not listening and not looking facial expression.
Teaching writing is a process where the teacher gives knowledge to the students in learning writing. The teacher has big influence, because they impart students how to write good sentence and complete paragraph. Furthermore, the students can improve their knowledge about grammar, punctuation, and sentence structure even they can enrich vocabulary. Those are neccessary, as correct spelling and formating. In addition, the students can express their ideas into written form with clearly. They can write those things in a paragraph becomes a story and give information about something.
Based on writer’s experience at on of the Senior High School in Padang, she found there were some problems that were faced by students in teaching writing. The first, the students had
difficult to find a topic, because the students did not have idea to write and usually was confuse to choose their topic, they were lazy to think something and much need teacher helps. The second, the students had difficult to express their ideas related to the topic and change them into good and complete sentences. Then, they produced the errors sentences and they made written language ungrammatically. As a result they did not produce coherent writing. The students can not provide good sentences in writing. So, they had difficulties in developing their idea to be paragraph.
Most of students think that writing was bored activity that spent much time and need more attention in vocabulary, grammar, punctuation, or arrangement of words. Most of them did not know how to present their ideas clearly in written language.
Based on phenomena above, the students have difficulties in writing. The writer is interested to choose the appropriate strategy to help teachers in teaching process especially writing in order the students easy to understand in learning writing.
There are many strategies that can be used by the teacher in teaching writing to help students develop their writing skill such as: First, The RAFT strategy is strategy that helps students to understand a topic from different sperspective.
Second, T-Chart strategy is a roadmap for student group to win the issue it has selected to work on.
Third, Probable Pessage strategy is to improve comprehension, develop an awareness of story structure, and increase vocabulary development.
Fourth, DEFENDS strategy is to assist students to think about content of writing. Then, PENS strategy is hepls students in writing sentence.
REVIEW OF RELATED LITERATURE Writing is a written symbol that can be used to express all kind of messages. The messages are like a stories, note, record history, imagine the future, and express of love. It can make students to access their knowledge. Thus, it can be good idea to write down their knowledge into paper. Then, the students can make a topic base on the history that had happened or imagine something in the future. Morever, they can rich their vocabulary and choose appropriate word that will be chosen. Thus, the students must practice in learning writing, in order they will be a good writer and make their essay readable.
According to Richard (2003:3) writing is seen as product constructed from the writer’s command of grammatical and lexical knowledge, and writing development is considered to be the result of imitating and manipulating models provided by the teacher. It means that, writing is a sentence is generated by the writer that uses proper grammar. Here, the teacher gives an example of
essay to the students how to write correctly and well. In the essay, the teacher chooses appropriate words and use proper grammar based on the essay form. Based on the example is provided by the teacher, the students can imitate and change of the example that had given by the teacher.
Moreover, Richard (2003:9) states that writing is a way of sharing personal meanings and writing course emphasize the power of individual to construct his or her own views on a topic. In other word, writing is an activity where the students can share their own written. They can express their topic base on their view. The teacher can attracts students write something with their ideas without imitate another essay. The teacher should show some pictures and asks students choose and identify the picture base on their views.
It can make the students are confident in learning writing.
Furthermore, Schulze (2004:4) says that writing isas a building “building-up process” and a great complement to the “breaking-down process”
of reading’s visual analysis. In other word, Writing is a process to develop students that are not capable in learning writing. They will be taught how to develop their idea and arrange their word to be a paragraph with correct sentences. Besides that, the students must read more in order they can improve their idea in writing and do not find difficulty.
Moreover, Leo (2007:1) argues that writing is a process of expressing ideas thoughts in words should be done at our leisure. On other hand, writing is a process helps students to create and develop their ideas. The students can express what their think into paper. They can make topic by record history or imagine the future, that simple thing to attract students to start their writing.
Based on theories above, it can be concluded that writing is a part of skill that students must learn. At the basic, it can invite ideas, thinking how to express the ideas and organizing them into sentences that will be clear to reader. To improve this skill the students need more exercise.
The examples: imitating, rewrite a story using the clues given, combining sentence, completing sentence, and arrange sentence. Those of thing will improve writing skill of students and make them easy to share their opinion in written form.
1. Teaching of Writing
Teaching writing is a process of interaction between the teacher and the students where the teacher gives explanation about technical in writing. There are some technical that should be taught by the teacher are choosing a topic, expressing idea, and editing. All of steps in writing, the teacher should explain those of thing clearly and must give more exercise to the students because writing skill is not easy. Furthermore, learning writing correctly makes the students
mastered and easy when they start to write something.
According to Browne (1999:2) teaching writing as follow:
a) Use writing implements
An object used to produce writing. Here, the students need instruments to do writing such as: technical of writing.
b) Write legibly
Here, the students should writing clearly. On other hand, the essay that has been made by students can be read by the reader. The student should attention a basic of writing, such as: grammar and punctuation, both of them to produce well formed sentences and easy to understand by reader.
c) Spell correctly
The students spell word clearly. In order to, when the students start writing word by word, they do not leave a letter of word that can make different meaning.
d) Use punctuation
Punctuation is a symbol that is used when makes a sentence should be read and have the meaning clear. The examples of punctuations are comma (,), stop (.), mark (!) and etcetera. The students must use it when write essay. Thus, their written is readable.
e) Satisfy grammatical rules
Grammar is one of component in writing.
The students should be mastered about this one. It is important thing when they start their writing. It allow the students to get their message or story in a clear and understandable way.
f) Construct and organize texts
Before write an essay, the students should make a draft firstly. It can helps student easy to organize information and ideas into sentences and paragraphs.
Then, Allman et al. (2000:36) propose that teaching writing is a process rather than product, you equip your students with a terrific-tool-their own words- to use at their command. On other hand, the teacher is an important thing in learning process. Especially in writing, they can teach their students what the components of the writing. They can give an example of an essay to the students, and ask them imitate example that is given by the teacher. In addition, teachers should guide students to get a good writing and make it with their own language
Moreover, Richard (2003:3) states that fours stages in teaching writing process are:
a) Familiarization
The familiarization stage aims to make the students aware of certain features of a particular text. It can guide and control students in writing section. The example,
when they are ready for the free writing, in the easy text they can describe something. They describe “a house”, they can write a part of house with simple sentence
b) Controlled writing
The teacher guides the students in sentence writing activity and controll establishing grammatical patterns, sentence structure, punctuation and word other. It can help students easy to make essay correctly.
c) Guided writing
The teacher gives an example of essay to the students, and asks them imitate models of the essay.
d) Free writing
The students use the patterns they have developed to write an essay, letter, and so forth.
Furthermore, Nunan (2003:92) says that principles in teaching writing as follow:
a) Understand your students’ reasons for writing This step, the teacher gives explanation to the students what they will write. Then, let them to think their plan. Next, lets the student think words in their mind that will they write on their paper.
b) Provide many opportunities for student to write
The teacher gives times for students to write their writing. This step, the student can write their plan into note. They can express their words to be a good sentence and develop their idea based on the topic that have been chosen by them.
c) Make feedback helpful and meaningful The teacher and students make feedback.
In this case, the teacher asks about topic that has been chosen by students. Then, they tell what the topic that have been chosen by them.
d) Clarify for yourself and your students, how their writing will be evaluated.
This activity, the teacher asks students to share their writing to their friends and let them to discuss about their writing.
Based on theories above, it can be summarized that teaching writing is a process the teacher and students have interaction in learning process. There many process in teaching writing, such as: the first the students have equipment to do writing and have plan to do it. The second, the students know what they will write and develop their opinion into paper. The third, the teacher and students have feedback in teaching writing. The teacher asking about topic that has been chosen by students, and the students give explanation about their topic.
Then, the students can check their writing, check sentence structure, punctuation, spelling and word choice in writing. The last, the teacher asks student
to share their writing to their friends and discuss it together.
2. Process of Writing
Writing process is the activity that will be done by the students in teaching writing. Many activities that will be done in writing process such as:
prewriting, drafting, revising, and editing. All of steps are very important, because the first step until the last step have connected. Those things help students easy to choose a topic until develop their idea to be an essay. Thus, the students must do all the steps of writing process in order make easy to make paragraph.
In process writing, Hammer (2001:4) steps in writing process writing as follow:
a. Planning
In this case, before the students to write the text, firstly they try and decide what it is they are going to write. The example they may make detailed note and write the words. They may write down preliminary notes and they may do all their planning in their mind.
b. Drafting
Drafting is the part of writing process which are the students arrange sentence in paragraph form to produce an essay. Thus, the students can develop their ideas to be good paragraph.
c. Editing (reflecting and revising)
Editing is one of the most important steps in writing an essay. Furthermore, the students can correct their writing, adding more detail of their writing, and making other changes that will help students on the best way. They can check the problem in their writing and correcting it.
d. Final version
The final version the students have edited their draft. Thus, the students are now ready to share their own writing to others.
The second, according to Hatcher and Goddard (2005:12) steps in writing process are:
a. Step one: Establish your purpose and identify your reader.
This step, it is one of the most important for the students and it is very important often overlooked. Thus, they start by thinking that is going to read an essay and what they want it to comply. Then, write a short and simple statement of their purpose.
b. Step two: Get organized.
Second step, the students think, choose a topic and share the ideas on their paper.
c. Step three: Write a draft
Writing draft is one most important step. The students write their ideas to be draft. Then, write down all their ideas and organize their ideas to be an essay.
d. Step five: Reread the draft
The students check the draft before arrange them into the sentence or paragraph. The student should read it from beginning to end.
Then, after the students read it, they can check it on the organization. It purposes to evaluate the overall structure of their draft.
e. Step six: Revise
This step the students can check about spelling, punctuation, or niceties of word choice in their writing.
f. Step seven: Edit
At this stage, the students have re-written the better paragraph than before. It revise what they find on the previous paragraph. Because, it is detailed work, the students already check all of the sentences. In this part, the students may to find someone else who judgments to read and comment their writing.
g. Step eight: Proofread
The last step, the students check and correct the paragraph that had edited.It makes sure the paragraph have coherently, those come from grammar, punctuation, spelling and word choice.
The third, Connelly (2010:11) states that steps of process writing are:
a. Prewritten: Explore ideas
To be successful in writing, the students should explore their topic, ask questions, collect facts, and avoid making snap decisions. Thus, in prewritten the students can share more than facts, explore their ideas and analyze people and even.
b. Plan: Determine the content, develop a thesis, and outline ideas.
In this case, the students can choose which one of the topics will use to make a paragraph.
The students may write it on their note.
c. Cool: Put your writing aside.
After finish writing, the students may to review their writing for errors.
d. Revise: Review and rewrite your paper.
The students recheck their writing, they check sentence structure, punctuation, choice word, and spelling in their essay. Then, they edit and make it to be good essay.
Based on experts above, it can be stated that writing process is a series of steps that should be known by the students to get idea from the first stage through the finish. Many steps that should be down by students such as: the first, the students make a plan before they do their writing. This helps students easy to make words and write it into their note. The second, making a draft. The students write the topic and write ideas to support the topic to be a good sentence. Third, revision is review and revise writing. The students check their writing, they revise their sentence structure, punctuation, spelling, and word choice. They revise wrong sentence to be a good sentence and others. Last
presenting or publishing, this is stage the students can share their writing to others. Then, they can discuss about their own writing with their friend.
This may include reading aloud in class or public forum to evaluate for them. Thus, it is one of important part that must be down by students, because of writing process make them have own process to write a paragraph.
A. Analytical Exposition Text
1. Definition of Analytical ExpositionText Analytical exposition text is a text that elaboretes the writer’s idea about the phenomenon surrounding. It has a function to persuade that there is something that needs to get attention and persuade the reader that opinion is correct and supported by arguments. Thus, it can be found journals, magazine, newspaper article, and research report. Moreover, the writer needs arguments as the fundamental reasons of the given idea. In other words, this kind of text can be called as argumentation.
According to Roberston and Nunn (2006:297) Analytical exposition is a text try to persuade people that the status quo is OK nothing needs to be changed. In other hand, It is a text where the writer gives opinion to the reader to do something or avoid something that made in their text, but the writer does not force the reader to do what they write. Thus, the writer just give the reader information about the case on the text that have made by the writer.
Furthermore, Bruce (2008:85) argues that analytical exposition is a text more impersonal language and make greater use of nominalization. It means that, the writer makes an essay only give arguments and opinions about the topic without attract the reader to do what their write. The writer just give information about something to the reader.
hen, Goutsos (1997:37) states that analytical exposition is a text persuade that the thesis is well formulated. In other hand, it has social function to persuade, propose, suggest the reader to agree to the writer’s opinion about something in the case.
Thus, the writer gives some her opinion to attract the readers.
Based on theories above, it can be summarized that analytical exposition is a text that shows an opinionor argument about something. It is text argumentation including the type, in which the text describes in detail the author thinking about an event or events that are around. Thus, it is an important topic for discussion or attention by providing arguments or opinion that support the main idea or topic.
B. DEFENDS Strategy
1. Definition of DEFENDS Strategy
The DEFENDS strategy is one of the writing strategies that can be applied by the teacher in teaching writing because by using this strategy students can improve their ability in learning writing. The writer gives explanation that comes from some authors’ opinions. According toJohnsen and Kendrick (2005:175) DEFENDS strategy is a strategy particularly useful for gifted/learning- disabled students because it improves the organizational flow of students writing. In order words, the students learn writing with team partner or team work. They can express their idea to each other one. This strategy makes students understand in writing process.
Therefore, Weis (2014:236) porposes that DEFENDS strategy is a strategy useful in expository writing, when children must defend a thesis statement. In here, it helps the students to create their opinion into paragraph. They also will be taugh how to creat main idea or theme to make good paragraph.
Moreover, Wendling and Mather (2009:2) argue that DEFENDS strategy is a strategy for planning another type of expository writing persuasive or opinion writing. It means that, the students explore their opinion or information relates something into their writing. They can improve some ideas based on their description.
From the theories above, it can be stated that DEFENDS strategy is a strategy guides students through the writing process, began by plan and progress through organize ideas and proofreading.
The students discuss their idea with their friends in the class and make students understand in writing process. There are steps in teaching process that uses this strategy. The first step the students choose theme what they will choose. The second, they think main ideas that will be made based on theme.
The third, they can explain their main idea. They make different main idea for each of sentence.The fourth, they express their main ideas. Moreover, the students summarize all their ideas and last they check their writing. They review and check sentence or problems in their writing.
2. Procedure of DEFENDS Strategy
All of the teaching strategy has specific procedure. It includes DEFENDS strategy. The first is according Johnsen and Kendrick (2005:174) state that using the DEFENDS strategy has some steps as follows:
a. Decide on goals and theme.
First step, the students decide who will write in paper. Students are encouraged to record these goals on paper. This step, they find what kind information what they need, decide theme that will be written and note theme based on their planning.
b. Estimate main ideas and details.
The second step, the students think about main ideas at least two or three main ideas.
They make sure make different main ideas.
After that, the students begin to explain their theme that has been chosen.
c. Figure best order of main ideas and details.
The third steps, after the students decide main ideas. They will change what type of essay that they are going to be writing. Next, for each main idea, the students note the best order for presenting the details on the planning form.
d. Express the theme in the first sentence.
Then, in the first sentence of the essay should state what the essay. The students should be controlling idea of essay. The students can share their theme in the first paragraph or section.
e. Note each main idea and supporting points.
The students note the first main idea using complete sentence and explain this main idea using the details. They can write positive statements and tell more in their writing.
Then, the students can repeat for each of the other main ideas.
f. Drive home the message in the last sentence.
Next step of it, the students can conclude their writing from the first main idea until in the last sentence of main idea. They are sure to use different wordings when repeating their theme.
g. Search for error and correct.
The last step, the students look for different kinds of error in their essay and correct them.
The point of this guides them as a self editor.
Thus, they can search the different type of errors or problem in their essay.
The second, Wendling and Mather (2009:122) say the steps of DEFENDS as follow:
a. Decide on goals and themes.
The students find goals and themes. Then, they make plan based on theme that have chosen.
b. Estimate main ideas and details.
The students think about their ideas that will write. They create main ideas at least two main ideas.
c. Figure best order for main ideas and details.
The students identify main ideas and details.
They can explain their main ideas.
d. Express the theme in the first sentence The students write the first sentence based on them. They express their opinion based on their main ideas.
e. Note each main idea and supporting details The students write all of the main ideas and develop them to paragraph. They develop one by one of their main ideas.
f. Drive home the message in the last statement.
The teacher asks the students conclude their idea in the last paragraph. They conclude their main ideas that will share to others.
g. Search for error and correct.
The teacher asks student to check their own writing. They check errors sentence and problems on their writing.
The third, Greg (2009:92) says that the steps of DEFENDS strategy as follow:
a. Decide on your exact positition.
The students determine their topics that will application on their writing.
b. Examine the reasons for your position
The teacher asks students to make a topic that have been chosen. They make topics at least two topics.
c. Form a list of points that explain each reason.
The students make draft based on the topic that has been chosen. They explain their topic word by word.
d. Expose your position in the first sentence The students develop their ideas. They can express their idea and write it.
e. Note each reason and supporting points.
The students express their idea to be a paragraph. They must make sentence have relation each other.
f. Drive home to position in the last sentence The teacher leads the students conclude their idea. They make message or summarize of their explanation of their theme.
g. Search for error and correct
The teacher asks students correction their own writing. They can correct anything in their writing. They correct errors sentences, punctuation, spelling, and word choice. Then, they change to be better.
Based on theories above, it can be concluded that effective procedure of DEFENDS. The writer combines expert opinions above into the teaching procedures. The first, the teacher asks students to think about what the goals and theme will be chosen by students. The second, the students think their idea based on theme that has been chosen by them. The third, the students identify main ideas and details. The fourth, the students write the first sentence based on theme. Then, the students write main idea and supporting details based on their own opinion. Next, the teacher asks the students conclude their idea in the last paragraph. The last, the teacher asks student to check their own writing.
3. Advantages of DEFENDS Strategy
There are some advantages of DEFENDS strategy in teaching writing. According to Johnsen and Kendrick (2005:176) advantage of DEFENDS strategy is gifted the students with learning disabilities opportunities for enrichment and tools to compensate for their disability, and also to reach their full academic potential. It means that, this
strategy gives motivation to the students in learning writing with team. This strategy so help student in writing process:
a) Help student easy to find a topic in process writing
This strategy helps students to find topic or theme in process writing. Because this strategy has many procedures that make students easy find theme and develop their theme into paragraph.
b) This strategy gives simple instruction. Thus, the students easy to follow every step in this strategy.
c) Help the students improve their creativity to create their idea. Because, every steps have benefit to the students and make easier in process writing.
C. PENS Strategy
1. Definition of PENS Strategy
PENS strategy is strategy in writing can help students to improve their writing skill. According to Wong (2004:231) PENS strategy is a strategy to assist students in writing topic sentence, detail sentences, a clincher sentence to form a paragraph and students learn how to write well-organized, complete paragraphs by making an outline of ideas, selecting a perspective and tense, sequencing ideas, and checking their paragraph. In other word, this strategy helps students make complete paragraph and also learn how the way to combine each sentence being coherent sentences.
Furthermore, Boyle and Scanlon (2010:245) argue that PENS strategy is assist students in writing a variety of sentence type. It means that, this strategy helps students to know formula and type of sentence in writing process. Therefore, the students understand and easy to make a good sentence.
Then, Collier (2010:221) states that PENS strategy is a strategy assists the students to write different types of sentences following formulas for sentences construction. Acronym PENS helps children remember the steps in writing a sentence.
It means that, this strategy assist students to make a good sentence and know what procedure in writing activity.
Based on statements above, the writer conclude that strategy is helps students in writing topic sentence, detail sentences, and easier to choose type or formula in writing process. This strategy helps students make complete paragraph and also learn how the way to combine each sentence being coherent sentences. Then, the students understand and easy to make a good sentence.
2. Procedure of PENS Strategy
There are some procedures of sentences PENS strategy which are proposed by the experts. The first is according to Wong (2004:23) the steps of PENS strategy as follow:
a.P = Pick a sentence type and formula.
The students choose appropriate type to make sentence. They can choose the sentence structure based on type of essay.
b. E = Explore words to fit the formula.
The students develop their words based on appropriate type. They can develop words to be sentence their essay based on structure of essay.
c.N = Note the words.
The students write sentence. They make complete sentence into their note and develop it.
d. S = Search for verb and subject and check.
The students correct their sentence. They can correct their structure of sentence and word choice of it.
According to Alberta (2005:77), there is some each of its letters they are:
a.Preview ideas
Teacher asks student observe their opinion to make a theme. They make plan of their theme.
b. Explore words
They can arrange the words based on their plan.
c.Note words in complete sentence
The teacher asks students to write sentence based on their opinion. They can make their writing into paper. Then, develop them to be complete sentence.
d. See if sentence is okay
The students correct their own writing. They recheck sentence structure, spelling and word choice by the own writing.
The second, according to Conderman, Bresnahan, and Pedersen (2009:91) the steps of PENS strategy are:
a.Pick a sentence type (simple, compound, complex, or compound-complex sentence).
The students choose a formula. They choose a formula based on their essay.
b. Explore (think of) words to fit the sentence type.
The students choose words that suitable of the formula. Next, develop them to be a good sentence.
c.Note (write) the words.
The next step, the students write down the sentence into their note. Then, they can create many sentences and write them to be paragraph.
d. Search (look for verbs and subjects) and check.
In the last step, students examine the sentence to make sure that is complete sentence. They check their own writing that haves errors sentences and problems.
Then, According to Boyle and Scanlon (2010:245) steps of PENS strategy are:
a.Pick a sentence type and formula.
The students choose sentence type.
b. Explore words to fit the formula.
The students develop their words to be sentence.
c.Note the words.
The students write down their sentence into paper.
d. Search for verb and subject and check.
The last step, the students examine their sentence.
From the theories above, the writer concludes procedures of PENS strategy, they are the first, and the students choose a formula and type. The second, the students explore words that fit the formula. In the next step, note, students write down the sentence from the formula that they choose. In the last step, search and check, students examine the sentence to make sure that it is a complete sentence, indentify the subject and verb, determine whether the sentence has proper capitalization and punctuation, and read it to determine whether it makes sense.
3. Advantages of PENS Strategy
PENS strategy is the good strategy in teaching writing. This strategy has some advantages. The advantage of this strategy according to Wong (2004:230) is help students to learn the basic principles of sentence construction and expression.
It means that, PENS strategy can be used for teacher to make easy teach writing. The students easy to understand how learn process writing simply. Thus, many advantages that have in PENS strategy are:
a) Make students easy when they arrange the words, because this strategy helps students to pick a sentence type appropriate with theme.
b) Help students in writing topic sentence, detail sentence, and a clincher sentence to form a paragraph.
c) This strategy also helps students learn how to write well organized, complete paragraphs in learning writing process.
d) This strategy teaches students learn about various kinds of paragraphs. Thus, the students can write and know all kind of paragraphs that should be learned.
D. Teaching Writing by Combining DEFENDS and PENS strategies
Teaching writing at junior high school students, the writer tries to combine between DEFENDS and PENS strategies, because of those thing are appropriate to the students need and level in learning process. By combining these strategies will make students more understand and have spirit in writing process. Using DEFENDS strategy teacher gives opportunity to think good theme to make an essay. Then through PENS strategy the students try to choose sentence structure that makes complete and easy their writing. Based on all
procedures of DEFENDS and PENDS strategies above, the writer will combine between DEFENDS strategy from Johnsen and Kendrick (2005:174) and Alberta (2005:77).
1. Decide on goals and theme (DS)
The teacher guide students think what theme that will be chosen
2. Explore words (PS)
The teacher guides student to explore the words based on object.
3. Note words in complete sentence (PS) The teacher guides students make a simple sentence based on their words.
4. Express the theme in the first sentence (DS)
After teacher guides students to explore words and make simple sentence, the teacher invites students decide theme based on object.
5. Estimste main ideas and supporting points (DS)
The teacher asks students to think main idea and supporting details that will be written.
6. Figure best order main ideas and details The teacher lets the students to choose the best main ideas and details that have considered by students.
7. Note each main ideas and details
The teacher asks students to write main ideas and details that have been chosen by the students
8. Drive home message in the last sentence This part, the teacher asks students to make a conclution in the last sentence.
9. Search for error and correct (DS)
This step, the teacher and students check together about student’s writing. They check all of error sentences and problems that have in student’s writing.
10. See the sentence is okay (PS)
The last step, the students revise the error sentences that have been checked before.
DISCUSSION
In teaching writing there are many strategies and activities that are suggested. In this paper, the writer would like to discuss one of them. It is about teaching writing by combining DEFENDS and PENS strategies at Junior High School. Teaching writing by combining DEFENDS and PENS strategies makes the students easy to find a good topic to be developed then make the students easy to organize the idea into a cohesive paragraph.
These strategies give many advantages for students in writing paragraphs. The main purpose of these strategies are to teach students with learning disabilities how to write good paragraph, to assist students planning, and writing composition until revising the paragraph by modifying a highly structured step-by-step procedure. Actually, these
strategies can be applied in many kind of paragraph such as narrative, descriptive, recount, and expository. But in here, the writer interest to take the descriptive text use in teaching writing. To apply these strategies the writer will describe all preparation as follow:
A. Preparation
Preparation is very important for the teacher in teaching writing process. There are some important aspects that should be considered by teacher before starting the teaching activities. The goal is to run the process of teaching learning well.
1. Media
Media is an object that can be used by the teacher in teaching writing process. Before class is started, the teacher has to prepare the appropriate media in order to make the students interested and help the students understand about the material. In this case, to apply the combining of DEFENDS with PENS strategies the teacher uses picture, chart and text as a media in teaching learning process.
2. Material
Material is something important that should be prepared by teacher. The teacher should select what the topic is appropriate for students. The material should support teacher using this strategies. In choosing material, the writer choose analytical exposition text to be applied in teaching writing proces. It appropriate with DEFENDS with PENS strategies that will used by the teacher.
3. Lesson Plan
Lesson plan is the instruction of the lesson of what the students need and how it will done effectively. Before the teacher explains the material in teaching learning process, the teacher should make a lesson plan. It caused that the lesson plan the guides and role of the teacher to teach the material for teaching learning process.
4. Time Allocation
Time allocation is the allocation of time to different task and activities. There are 80 minutes for English subject and it will be divided into three parts; pre-teaching 10 minutes, whilst-teaching 60 minutes, and post-teaching 10 minutes.
B. Classroom Procedures
The combining DEFENDS with PENS strategies can be implemented in three phases:
there are pre-teaching activity, whilst-teaching activity and post-teaching activity. In pre-teaching activity, the teacher brainstorm through showing pictures about descriptive text. Then, whilst- teaching activity the teacher leads the students to develop their ideas. The last is post-teaching
activity, the teacher asks the students identify the text by using DEFENDS with PENS strategies to make them more understand about the ideas that they developed.
1. Pre Teaching Activity
Pre teaching is the important part to start the lesson. It aims to make the students get full concentration and ready to start the lesson as well as to introduce new topic/material. The are some activities that will be done by the teacher before entering to whilst teaching activity. The activity are described as follow:
a. The teacher greets the students b. The teacher checks the attendance list
c. The teachersbrainstorms the students by using picture and give some questions.
2. Whilst Teaching Activity
Whilst teaching activity are the activities where the teacher presents the material. The activities as follow:
a. Exploration
1) The teacher guides the students decide on goals and theme based on the picture.
2) The teacher guides the students to explore words based on the picture.
3) The teacher guides the students to write the words based on the picture.
4) The teacher guides the students to make word to be sentence related words that had been explored by them.
5) The teachers checks and correct the student’s sentence.
6) The teacher explains languange feature.
7) The teacher guides the students express theme in the first sentence related the picture.
8) The teacher shows a complete text to the students
9) The teacher explain generic structure of the text
b. Elaboration
1) The teacher shows other pictures to students.
2) The teacher asks the students choose the theme related the picture
3) The teacher asks the students to estimate main idea and details.
4) The teacher gives chance the students to figure best order main ideas and details.
5) The teacher asks students note main ideas and details.
6) The teacher asks the students drive home message in the last sentence.
Teacher c. Confirmation
1) The teacher and students search and correct 2) The teacher ask students revise the paragraph
better and and see the sentence clearly.
3. Post Teaching Activity
Post teaching activity is the end of the lesson. the teacher gives excercise and discuss it with students. The purpose is to know how far the students understand about the lesson.
There are steps in post teaching activities.
1) The teacher gives homework to checks students’ understanding.
2) The teacher closes the lesson.
CONCLUSION
Based on the previous explanation these chapter, the writer conclude this paper. For the conclusion, the writer states that writing is an activity where the students learn how to express what their think, feel, and opinion into written form. In this paper the writer combine two strategies that help teacher to teach students in writing process. The combination of this strategy is DEFENDS and PENS strategies. The first is DEFENDS strategy is a strategy helps students to make an essay for another type of expository writing. PENS strategy is a strategy helps students to improve their writing skill.
In teaching writing, the teacher has to do some procedures based on combination of DEFENDS and PENS strategies. They are pre-teaching, whilst teaching, and post teaching activities. In pre- teaching activity the teacher do greeting and deliver material generally or brainstorming the students. In whilst teaching, the teacher and students do steps of procedure based on combination of strategies, here the teacher and students produce an essay. In the last process is post teaching, the teacher give students exercise based on material that be taught by the teacher.
A. Suggestions
Based on the conclusion above, the writer makes several suggestions. The first suggestion for the teacher, when the teacher do activities in such as: in pre-teaching the teacher can give some questions to brainstorms the students, as a purpose help the students to think a lot of ideas and express the goal of material. In whilst teaching the teacher can teach the process of writing to the students, with the result that the students can write an essay to be a good writing, and in post teaching the teacher can give the students exercise for the students, in order to the students can improve their writing and can express more ideas into paragraph.
REFFERENCES
Alberta. 2006. Focusing on Success. Edmonton:
The Minister of Education
Allman, Barbara. Freeman, Sara. 2000. Skill for Succesful Teaching. New York:
McGraw- Hill Children’s Publishing Boyle, Joseph. Scanlon, David. 2010. Method and
Strategies for Teaching Students with Mild Disabilities. Belmont: Nelson Education , Ltd.
Browne, Ann. 1999. Teaching Writing. London:
Martins the Orinters Ltd, Berwick upon Tweed
Bruce, Ian. 2007. Academic Writing and Genre.
London: Bloomsbury Publishing Collier, Chaterine. 2010. RTI for Diverse Learners.
London: Library of Congres Cataloging-in-Publication Data
Conderman, Greg. 2009. Purposeful Co-Teaching.
New York: The United States of America by Crowin Press
Connelly, Mark. 2010. Get Writing Sentences and Paragraph. New York: Cengage Learning Inc. All right reserved
Furgarty, Yj, Robin. 2010. From Staff Room to Classroom II. New York: Library of Congress Catalog in Publishing Data Goutsos, Dionysis. 1997. Modeling Discourse
Topic: Sequential Relations and Strategies in Expository Text. New Jersey: Ablex Publishing Corporation Harmer, Jeremy. 2004. How to Teach Writing.
London: Pearson Educational Limited Hatceher, David. Goddard, Lane. 2005. The writing
Process. New York: The United Stated of America by Landabooks
Johnsen, Susan. Kendrick, James. 2005. Teaching Gifted Students with Disabilities. New York: Library of Congress Cataloging- in-Publication Data
Jolly, David. 1990. Writing An Authentic Task Approach to Individually Need.
Melbourne: Cambridge University Press Kane.
Keir, June. 2009. Text Types Books 3 Information Text Recognizing or Creating Procedure Explanation Recount and Descriptive. Sidney: Ready Ed
Nunan, David. 2003. Practical English Languange Teaching. New York: Mc-Craw- Hill/Contemporary
Press, Crowin. 2009. Purposeful Co-Teaching.
New York: The United States of America by Crowin Press
Richard, Jack. 2003. Second Language Writing.
New York: The United States of America by Cambridge University Press New York
Roberston, Paul. 2006. The Study of Second Language Acquisition in the Asia Context. Seoul: A Devision of Time Taylor Internasional L.td
Schulze, Arlene. 2006. Helping Children Become Readers Through Writing. New Jersey:
Library of Congress Cataloging in- Publication Data
Weis, Robert. 2014. Abnormal Child and Adolescent Psychology. London:
Library of Congres Cataloging-in- Publication Data
Wendling, Barbara. Mather, Nancy. 2009. Essential of Evidence-Based Academic Interventions. New York: United States of America by John Wiley & Sons, Inc.
All right reserved
Wong, Bornice. 2004. Learning about Learning Disabilities. San Diego: Elsevier Academic Press
