TEACHING WRITING BY COMBINING POWER (PLAN, ORGANIZE, WRITE, EDIT, REVISE) AND T-CHART STRATEGY
AT SENIOR HIGH SCHOOL
JOURNAL
WEWENG YULIANA NPM: 10040101
ENGLISH DEPARTMENT
COLLEGE OF TEACHER TRAINING AND EDUCATION (STKIP) PGRI WEST SUMATERA
PADANG 2015
TEACHING WRITING BY COMBINING
POWER (Plan, Organize, Write, Edit, Revise) AND T-Chart STRATEGY AT SENIOR HIGH SCHOOL
By:
Weweng Yuliana *)
**)Siska, M.Pd Staf Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera
ABSTRAK
Menulis merupakan sebuah skill yang kompleks dan dianggap sulit oleh sebagian siswa dibandingkan mendengarkan, membaca dan berbicara. Guru harus tahu bagaimana cara membuat siswa tertarik untuk menulis dan menemukan strategi yang sesuai dengan masalah yang dialami oleh para siswa dalam belajar menulis. Dalam makalah ini, penulis mengkombinasikan dua strategi untuk membantu siswa dalam menulis, yaitu POWER (Plan, Organize, Write, Edit, and Revise)dan T-Chart strategy. POWER strategi adalah sebuah strategi yang dapat digunakan untuk membantu siswa dalam belajar menulis dengan proses yang mudah dipahami, seperti meminta siswa untuk merencanakan topik yang akan dibahas, menentukan ide dan informasi yang sesuai dengan topik dengan menggunakan T-Chart, lalu siswa diminta untuk menuliskan topik dan ide tersebut sesuai dengan apa yang sudah direncanakan sebelumnya dan kemudian mereka harus mengedit tulisan mereka dengan bantuan guru. Setelah itu, siswa diminta menuliskan kembali dengan essai yang benar. Disamping itu, T-Chart strategi dapat digunakan untuk membandingkan dan memisahkan dua ide berbeda tentang sebuah topik yang akan dibahas dalam kolom yang ada pada T-Chart, sehingga siswa mudah untuk mengolah ide-ide tersebut menjadi sebuah essai tentunya dengan bimbingan guru.
Key word: POWER Strategy and T-chart Strategy
*) Penulis
**) Pembimbing
INTRODUCTION
Writing is one of the most important skill that should be learn by students in learning English besides speaking, listening, and reading. Students may have different levels in achievement that may affect their ability in writing. That is why teacher should be creative to find new strategies in teaching learning process so that the students can be enjoyable, comfortable and understand easily in learning writing.
Then, based on the writer’s experience in teaching practice, she found that the students had difficulties in writing a paragraph in class. Most of students still confused about what they wanted to write especially, in choosing topic. Some of them could not generate suitable information that is relevance with the topic. Students also had problems in spelling and grammar. The other problem was the students have limited vocabulary.
To solve this problem, the writer chooses to combine POWER and T-chart strategy in teaching writing because these strategies are appropriate with the problem that is writer wants to solve. By using POWER strategy, the teacher gives the students opportunity to organize the important ideas to make good essay. Then, through T-chart strategy, the students can generate and compare the ideas related with the topic individually or group.
REVIEW OF RELATED LITERATURE
Writing
Writing as one of activities for students, so it should be clear for them, in order they can understand how to make a good writing from the beginning until the end of writing process. Kane (2000:26) says that writing is a complex activity. As you think about a topic, you are already
beginning to select words and construct sentences, in other words, to draft.
Furthermore, Peha (2002:58) states that writing is the communication of content for a purpose to an audience. The content of piece is what the writer wants to say. The purpose of a piece is why the writer wrote it.
The audience for a piece is to whom the writer writes it. In addition, Johnson (2008:203) supports that writing is having ideas, organizing ideas, and communicating ideas.
Teaching Writing
Teaching writing is a teacher’s way to help the students to improve writing ability. Clark (2003:22) gives opinion that, writing is a recursive process and teaching writing means helping students develop a process that works effectively for them now constitutes a basis for writing curricula across the country. Furthermore, Coffin (2003:32) mentions that, teaching writing should be focused on the written product that students are meant to produce, and focusing on the creative process of writing, the role of the individual in the act of writing, and the social aspect of writing.
Wallace (2004:16) says that, teachers may not only conduct skillful lessons but also stimulate all students to become better writers, and identify talented writers for special encouragement and lessons. to Beale et al (2005:21), teaching writing is like teaching other skill: skiing, swimming, whatever. You start with some fundamentals and practice those until the student is able to put it all together in one fluid performance.
Process of writing
In writing, the students as writers should know about every stage in process of writing, in order students can write correctly. According to Kane (2000:17),
writing in it is broad sense, as distinct from simply putting words on paper, has three steps: thinking about it (choosing topic), doing it (drafting), and doing it again(revise). Danielson (2000) explains about the trait support the writing process such as prewriting, drafting, revising, editing and publishing. Then, Peha (2002) describes seven stages of writing process. 1) Pre- writing, 2) Drafting, 3) Sharing, 4) Revising, 5) Editing, 6) Publishing, 7) assessing.
Analytical Exposition Text
Analytical exposition text can be said as a text that is to persuade the reader to believe that the idea and information about a case is important. According to Lapae (2009:10), Analytical exposition is a text that elaborates the writer’s idea about phenomenon surrounding. It is social function is to persuade the reader that something is the case. Then, Djuharie (2009:161) says that, Analytical exposition gives view, idea, opinion that the topic, phenomenon, or case need attention, review, explanation or described with data to support it without attend to try influence the reader to have pro-contrast about something.
Last, Adip et al (2014:337) states that, analytical exposition is kind of a text which is about the writer’s detail thought about a case or event around that is happening. It is to persuade the reader that the topic is important to be discussed by giving the writer’s arguments or opinions to support main idea.
POWER Strategy
POWER (Plan, Organize, Write, Edit, and Rewrite/revise) strategy is one of strategy that can be used by teacher to guide students in teaching writing. Englert et al (1988) state that, POWER strategy is a writing strategy that organizes all steps in the writing process. It teaches students for
different organizational structures for writing papers: stories, comparison-contrast, explanation, and problem/solution.
According to Fielding (2006), POWER writing is a strategy that can give students power in writing by following the sequential stages; Prepare, Organize, Write, Edit and Rewrite in writing sentence, paragraph, text and essay. Moreover, Fazio and Gallagher (2009) say that, the mnemonic acronym,
“P.O.W.E.R” is a tool that teachers can offer to students to be used in any expository writing context, and is of particular interest is that it can be used by students when doing a scientific inquiry activity.
Procedure of POWER Strategy
Before using this strategy, the teacher should explain the procedures of POWER strategy to students start from planning step until the end step that is revising. However, the writer chooses one of the procedures. Welkes (2008:46) states five steps of the POWER strategy: 1) Planning, involves brainstorming background knowledge students about the topic. 2) Organization, the students return to the original essay topic and determine to generate suitable information during planning stage by listing it. 3) Writing, the students write the essay related to the planning and organization before. 4) Editing, the students edit their essay with using two aspects there are; editing for content and editing for mechanics. In editing for content, the students check the match between content of paragraph with the topic. Whereas editing for mechanics is students doing check for the punctuation, spelling, grammar, usage, agreement, vocabulary and check the appearance of the essay. 5) Revision, the students reread his or her essay with a view toward correcting the problems found.
Advantages of POWER Strategy
It is one of strategy in writing skill that can improve students’ writing ability.
According to Englert et al (1992), POWER can be used as a mnemonic and writing strategy to help students remember the main steps of the writing process. As a strategy, POWER can be applied generically to any genre. Whereas, Graham and Harris (2005:3) state that POWER helps the writer revises sentences to clarity, intention, interest, and believability. In addition, Fazio and Gallagher (2009) say that POWER can guide students through the steps of writing a meaningful exposition of their inquiry activity. The step of POWER is useful to students in writing process especially for exposition text.
T-Chart Strategy
T-chart strategy can help the students to generate and organize their ideas by listing it into two columns in T-chart strategy. Rees (2005:127) says that a T-chart is simple tool to organize material into two columns. A “T” shaped bar is drawn, with room for two headings at the top, and material is sorted into the columns. The T- chart can be created while the group is coming up with ideas. According to Belew (2008), the T-chart is an organizational tool that is designed to place information into two separate columns. The purpose of the two columns is to enable group participants to better compare various ideas and, in the end, make better decisions. Furthermore, Pete and Fogarty (2010:86) state that the T- chart is a well-known and well-worn graphic organizer that is used to delineate two related ideas. The T-chart is used in a number of ways: pros and cons listing, a looks like and sounds like description, or comparing or contrasting activity.
Procedure of T-Chart Strategy
Procedure of T-chart strategy is step by step about to use this strategy correctly, in order the students will not confuse to use T-chart strategy. In this case, The writer is expected to choose procedure from Belew (2008). Firstly, in this statement, the teacher writes the topic that will be discussed.
Secondly, draw two columns shape T to place two things that will be compared suitable with the topic. Thirdly, the teacher brainstorms the topic with some groups of students. Fourthly, each group jots down the ideas into both sides of T-chart.
Advantages of T-Chart Strategy
T-chart strategy is useful for everything that what we want to compare and contrast such as pros and cons, advantages and disadvantages, fact and opinion, etc. Rees (2005:128) says that, a T- chart strategy helps the group be more focused and organized about an issue. It helps people think in two dimensions. T- chart is also useful in comparing and contrasting information and presenting the information in visually clear way. Another advantage is the T-chart is convenient way to organize two dimensional material as people come up with it. Furthermore, Pete and Fogarty (2010:86) state that, using the T-chart to compare and contrast two comprehension strategies or two different problem solving strategies is an effective way to unpack the two ideas for further scrutiny. In addition, according to Mach et al (2008) T-chart useful for cause and effect, compare and contrast, important dates and what happened, words and definition, advantages and disadvantages.
Combining POWER and T-Chart Strategy
the writer chooses to combine POWER and T-chart strategy in teaching writing because these strategies are
appropriate with the problem in background of problem that is writer wants to solve.
Then, through T-chart strategy, the students can generate and compare the ideas related with the topic individually or group. Besides that, POWER and T-chart strategy are strategies that have connecting each other.
For example, in organizing step of POWER strategy, the students organize their ideas and generate information by listing it, which is appropriate with the topic. In listing ideas and information, the students can use T- chart strategy to list the students’ ideas and information into two columns of T-chart. 1) On a chalkboard, whiteboard or sheet of flip chart paper, write the topic to be discussed across the top. (T-chart), 2) Draw two columns and label each side. (T-chart), 3) Planning: invite students into some groups to brainstorm background knowledge students about both sides of the topic.
(POWER and T-chart), 4) Organization:
student as group participants return to the original essay topic and determine to generate suitable ideas and information, then jot down them in the both sides of topic.
(POWER and T-chart), 5) Writing, the students write the essay related to the planning and organization before.
(POWER), 6) Editing, the students edit their essay with using two aspects there are;
editing for content and editing for mechanics. In editing for content, the students check the match between content of paragraph with the topic. Whereas editing for mechanics is students doing check for the punctuation, spelling, grammar, usage, agreement, vocabulary and check the appearance of the essay. (POWER), 7) Revision, the students reread his or her essay with a view toward correcting the problems found. (POWER).
DISCUSSION Preparation
Before starting teaching and learning process, the teacher should make some preparations. 1) Teaching goal, 2) Selecting and choosing material. Material is analytical exposition text with topic “advantages and disadvantages of Facebook for students.” 3) Time allocation, 4) Media. The teacher will use picture and chart as media in teaching and learning process.
Implementation
In pre-teaching activities the teacher should do some steps such as: greeting the students, checks attendance list, and review the material last week. In whilst-teaching activities the teacher should do some steps such as: First, The teacher brainstorms the topic that related to material that will be discussed. Second, the teacher writes the topic to be discussed on whiteboard across the top. Third, the teacher draws T-chart and label each side column. Fourth, the teacher invites students into some groups to brainstorm background knowledge students about both sides of the topic. Fifth, The students in each group discuss to determine and jot down information into T-chart that they have searched about each side of topic that has been ordered by teacher before making an essay. Sixth, The teacher guides students to write an essay about the topic.
Next, Editing. The teacher asks the students to correct their essay, exactly about their content and their mechanics. For content, the students check the match between content of paragraph with the topic. Whereas, editing for mechanics is students doing check for the punctuation, spelling, grammar, usage, vocabulary and check the appearance of the essay. After that, revision. The students reread their essay with a view toward
correcting the problem found. Then, teacher persuades students to make resume based on their own understanding. Last, Teacher gives feedback for the students achievement and then correct the students’ writing and closes the lesson.
CONCLUSION
The writer can make conclusion that writing is one of skill that should be learned by students. The sentences in writing should connect each other and it is should be creatively and communicatively, so that the reader can understand about the writer’s ideas and information that is conveyed and the reader is interested to read it.
In this paper, the writer focuses on teaching writing by combining two strategies. POWER is strategy that is useful to help students in improving their writing.
In addition, this strategy can be used to any genre in writing text. Beside, T-chart strategy is strategy to guide the students to generate their ideas individually and group by comparing two ideas into two columns of T-chart related with the topic at the top of header T-chart.
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