1
TEACHING WRITING BY COMBINING QUESTION INTO PARAGRAPH (QUIP) AND SEMANTIC IMPRESSION AT JUNIOR
HIGH SCHOOL
Oleh:
NOVA INDRA DENI *)
**) Dona Alicia, Pembimbing atau Pengajar Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat
ABSTRAK
Menulis merupakan salah satu keterampilan yang harus dikuasai oleh siswa dalam proses belajar mengajar selain keterampilan mendengar, berbicara, dan membaca oleh siswa dari tingkat Pertama ( SMP ) hingga tingkat Universitas. Dengan kemampuan menulis siswa dapat mengungkapkan ide atau gagasan untuk dapat menghasilkan sebuah tulisan yang baik. Namun banyak dari siswa mengalami kesulitan dalam menulis sebuah paragraf terutama kurangnya kemampuan siswa untuk mengembangkan ide menjadi sebuah paragraf. Untuk mengatasi masalah ini, ada beberapa strategi yang bisa digunakan dalam pemebelajaran menulis. Makalah ini ditulis bertujuan untuk membantu mengatasi permasalahan siswa dalam pengajaran menulis pada tingkat Sekolah Menengah Pertama (SMP). Masalah yang dihadapi siswa SMP diantaranya adalah siswa sulit membuat teks dengan baik karena mereka sulit menemukan ide ketika menulis. Kemudian, ide yang mereka tulis tidak tersusun dengan baik. Mereka jarang melakukan pengeditan dan revisi tulisan mereka sendiri sehingga mereka tidak bisa menghasilkan tulisan yang baik. Selain itu, makalah ini juga bertujuan sebagai masukan bagi guru-guru bahasa inggris dalam melaksanakan pengajaran menulis sehingga siswa tertarik dan termotivasi untuk belajar menulis khususnya descriptive text. Dalam makalah ini penulis membahas dua strategi yang dikombinasikan untuk membantu siswa menulis yaitu strategi QUIP dengan strategi Semantic Impression. Strategi ini mempunyai langkah-langkah yang sistematis dalam penerapannya. Di mulai dengan siswa memilih topik yang menarik dan sesuai yang nantinya akan dikembangkan menjadi sebuah teks.
Sebelum menyusun kalimat, siswa menggali informasi yang berkaitan dengan topik melalui pertanyaan dan mencari makna dari kata-kata yang didapat. Setelah itu siswa menyusun kata-kata itu menjadi sebuah kalimat lalu menjadi teks dilengkapi dengan kata penghubung yang sesuai.
Akhirnya teks dilakukan pengeditan dan revisi seperti penggunaan huruf kapital, kerapian, tanda baca, dan ejaan. Adapun kelebihan penggabungan strategi ini adalah siswa akan memiliki kemampuan menulis secara individual berdasarkan langkah-langkah yang jelas dan dibantu dengan diagram yang menarik dalam menulis sebuah teks yang benar.
Key Word: Writing, question into paragraph (QUIP) and semantic impression At The Eight Grade Junior High School.
* Penulis
* *Pembimbing INTRODUCTION
Writing is a tool of expressing ideas and information to someone in written form. Through writing, the students can convey their idea to others if it cannot be conveyed orally. Besides, in learning English, the students should be able to deliver their message whether in oral and written form. Therefore, the students should be master in writing skill in order to
help them deliver their ideas to other people. In the other words, the ideas can be delivered well when the reader gets what the writer means about. Thus, to make a good writing, the students have to consider some components of writing such as the choice of words, spelling, grammar, and punctuation.
In teaching writing, the teacher leads the students to explore their
2 knowledge and express it into a paragraph or text. Based on Kurikulum Tingkat Satuan Pendidikan (KTSP) 2006 for junior high school students that writing is one of skills that should be mastered by Students.
In writing skill, the students are expected to comprehend various kind of text. They are descriptive, narrative, recount, procedure, and report text. Each of the text has different purpose and features. It means that junior high school students should understand various kinds of the text.
In fact, the students have many problems in writing, it could be seen from the writer‟s experience on teaching practice in SMP 1 Pancung Soal Inderapura, Pesisir Selatan. First, some students had difficulty in getting started. It was difficult for some students to express the ideas, because they did not understand how to write well. Consequently, some students could not develop information, ideas, and argument in sequence. Second, some of the students were not interested and had low motivation in writing. They did not like to write especially in English.
The last problem was the ability of the student‟s skill to translate Indonesia languange into English. They like to use
„calculator language‟ in writing. So that, the result of writing was not meaningful.
Based on the conditions above, in order to solve the problem in writing the teacher has to take responsibility to find the way to make writing is an interesting activity for the students. Teacher should apply appropriate strategy to help the students in writing. There are many strategies in teaching writing such as: QAR strategy, QuiP, and Semantic Impression Strategy. QAR is a strategy to be used after students have read. QAR teaches students how to decipher what types of questions they are being asked and where to find the answers to them. QuIP is strategy that provides a framework to initiate research and structure writing. It allows students to focus on a particular question or set of question and extract information that assist in overall comprehension of the material Semantic Impression Strategy is strategy
used where students internalize meanings by using words in acertain order to compose their own story before they read a published story. Semantic Impression Strategy is appropriate to be applied in teaching writing. Shortly, the good strategy is the main point to attract students‟
motivation in writing activity. In this paper the writer will combine both of two strategies there are QuIP and Semantic Impression Strategy.
REVIEW OF RELATED LITERATURE Writing is one of the skills in learning a language. Through writing, people can express their ideas in written form. Writing called as a tool to communicate, because by writing, people can share what they think and feel. There are some experts explain about the definition of writing.
Writing is a complex process that allows the writers to explore thought and ideas and share it with others.
It is supported by Sokolik in Nunan (2003: 88), he states that writing is both physical and mental act. Writing as physical act, it refers to committing words or ideas to some medium. While as mental act, it refers to work of inventing ideas, thinking about how to express them, and organizing them into statements and paragraphs that will be clear to a reader.
This sentence means the students can express something such as ideas or feeling by using their own word in written form.
Moreover, Linse (2009:2), witing is a combination of process and product. The product of writing is got from writing process itself. Writing here is an action of gathering ideas in order to communicate well in the written form and also gives information for the readers.
Meanwhile, Nation (2009:113) defines that writing is an activity that can usefully be prepared for by work in the other skills of listening, speaking and reading. This preparation can make it possible for words that have been used receptively to come into productive use.
3 Referring to the explanation above, to help students have ability in writing, teacher should teach the students how to write of the writing process. There are several necessary stages that students should follow to develop their writing skill.
According to Anderson (2002:30), there are four stages in writing process. They are discovering, drafting, revising, and polishing. Discovering includes everything that writer do in relation to a writing assignment or task that leads to their first draft. Drafting refers to getting the thoughts on paper in the form of sequenced sentences, paragraphs, and sections.
Revising involves reexamining the effectiveness of the whole paper in terms of the ideas presented and the ordering of those ideas. Then, polishing involves refining language for effect, proofreading for correctness, and checking manuscript format.
Furthermore, Nunan (2003:98), divide the writing process into three steps which includes
1) Drafting. After students have developed their topics and ideas, it is time for them to write their first draft.
Ample time should be given for the first draft, and students should be reminded that at this point, they need to focus on the development of perfect grammar, punctuation, or spelling.
After the draft is handed in, the instructor can make comments, but only in keeping with the instructions given to students; make comments more on the ideas and organization than on the grammar and spelling.
2) The instructor can also utilize peer feedback. Students exchange papers and provide each other with comments on the paper‟s contents. If peer commentary is used, it is best to use some kind of structured feedback form.
3) After students have received feedback, they then begin the process of revising their papers. Note that students often mistake the idea of revision with
“correcting mistake”, so you should spend time talking about the process of
reorganization, developing ideas, and so forth as separate form editing for grammar or spelling.
In short, according to the experts above, the process of writing has roughly three steps. The first step is the writer time for them to write their first draft. The second step is the instructor can also utilize peer feedback. In the final step, the writers begin the process of revising their papers.
Meanwhile, Nation (2009:114), adds that there are six sub processes which are crucial to make effective writing. The process such as considering the goals of the writer having a model of the reader, gathering ideas, organizing ideas, ideas into text, reviewing, and editing. It explains that the writer must know goals of writing and model of the reader. After that the writer gathers and organizes the ideas.
Next, the writer develops the ideas from subheading become writing text. Then, reviewing is defined as an activity that involves a change, such as correcting a spelling error, changing a verb form, or substituting one word for another.
It means that the six sub processes are useful for teacher to make students know how to improve production in writing. It is not enough to look only from the process but how it was produced also. In conclusion, the process of writing consist some activities in various stages. Students should be drilled to work sequentially according to each stage, so they can build, increase, and develop their writing skill and produce a good text as well.
A teacher should know how to make the writing activities to be interesting in the class. In addition, the teacher has to make the students understand the materials and also able to produce a good written text from their ideas. According to Branvic and McKnight (2011), there are variety of successful approaches to help the teaching writing and the suggestions offered here are intended to help every teacher of writing, to help reduce your paper load, and to help to encourage your students to become active participants in their own
4 writing in learning as well as the writing and learning of their classmates. In shortly, teaching writing is useful for the teacher in teach the students, for us in making paper and also for the students in learning writing.
Moreover, Nunan (2003:92), there are some principles of teaching writing, namely:
a. Understand your students‟ reasons for writing. In this activity, teacher should consider to match writing instruction to the goal of writing to be achieved by students.
b. Provide many opportunities for students to write. Teacher should provide available time which is effective for writing assignment.
c. Make feedback helpful and meaningful. Teacher should provide valuable correction for improving the quality of students‟ writing assignment.
d. Clarify for your self, and for your students, how their writing will be evaluated. Teacher should explain reason and argumentation which are used by teacher for correcting the writing assignment clearly.
Teacher should follow four principles of teaching writing above. It is important for teacher to understand the goals of writing that is to be done in the class.
Then, students as writer should be given enough time to do practice writing. After that, teacher revises and evaluates the writing of students objectively.
Meanwhile, Caswell and Mahler (2004:3), claim that teaching writing provides opportunities for the students to develop clear thinking skills. This sentence means the students are given time to write and process their thoughts, they can develop a way to analyze their thinking.
The students should be ready to think clearly to get the chance to write. If they could not think clearly, they will not be able to develop their ideas to write and analyze their writing.
There are many kind of genres for example: narrative, descriptive, recount etc. But, the writer only chooses the descriptive text. Descriptive text can be said as a text that describe about thing, or person. Usually descriptive text purposes to describe object or person in which the writer interested. Therefore the writer should know well what he or she wants to describe, starts by observing objects carefully to take the significant details and brings clear picture to the readers and avoid the ambiguities. Some experts explain definition of descriptive text.
Moreover, descriptive text is text that told about describing something like living and non-living things. pardiyono (2007:33) states that descriptive text is a text which consist of description about living or non- living things for the readers. In descriptive text, the writer can describe about all things, such as: a person, a place, or anything else. Therefore, in a descriptive text, the writer should think over about what they want to describe and the description must give the detail information about the object explained.
Before the students make descriptive paragraph, they should know what they want to describe. According to Yudantoro (2010:7) descriptive text is the text that has function to describe a particular person, place and thing. It can be said that, the writer can describe something in doing their writing and also the writers should know well what they want to describe.
They describe their ideas and thought clearly based on what they see, hear, taste, smell, or touch and it is different from information reports because they described a specific subject rather than general group.
Besides, if the student makes some descriptive paragraph, they should search the example to support their topic.
According to Burton (2010: 229) descriptive text is the main idea is started or listed and supported by examples. When the writer will make a descriptive text, it better for them to add the example after the
5 main idea because the example will give strong understanding for the reader.
From the opinion above, the writer conclude that descriptive text is a kind of the text that contains a description about thing, object or person. In descriptive text, the object should be described clearly. So, in descriptive text, the writer can share their ideas or words through object or thing that he or she interested to be described.
From the definition above, descriptive text also has some generic structure.
Mulyono (2008:22) states that the generic structure of a descriptive text is consist of identification to identify phenomenon to be described and description to describe parts, qualities, and characteristics. Therefore, the writer should consider the generic structure of descriptive text in order to make the readers comprehend the text easily.
In addition, there are two important point in making descriptive text such as;
identification and description. It support by Pardiyono (2009:33) describes that generic structures of descriptive text are:
identification and description. The identification contains about the identification of a person or thing which will be described. Next, description, it is some paragraph to develop the ideas from the identification.
Moreover, in making descriptive text, should pay attention to the phenomenon that will be discuss and describe more about the phenomenon above. Lapae (2009:29) asserts that there are two generic structure of descriptive text are identification and description. In Identification, the writer identifies the phenomenon that will be discussed. The next is description; the writer should describe more about qualities and characteristics of the text.
Question into paragraph (QuIP) is one of more writing strategy. It is a strategy which helps students to organize and explore their ideas quickly as soon as it comes to their mind. It presents several
stages to lead students to manage their ideas. It will help students in arranging paragraphs, and can be developed into texts or essays. There are some explanation about this strategy. According to McLaughlin and Allen (2009: 43) Question into paragraph (QuIP) is students ask questions related to a chosen topic and use two or more sources to find answers to each question. The information is recorded on a QuIP research Grid and then used to write a summary paragraph or to organize research for a Press Conference. It means that, students choose the topic in the board.
They try findings question related with topic. And then, the students to search answer from question.
Moreover, Sadler (2011: 27) QuIP is a strategy that provides a framework to initiate research and structure writing. It allows students to focus on a particular question or set of questions and extract information that assists in overall comprehension of the material. This sentence means,the students to make list of question and then the students to search answer from question. They focus on the question and answer to develop it into a new paragraph.
Furthermore, Wiesendanger (2001 : 155) QUIP is helps students learn techniques to analyze texts. It involves three main steps that are organized and stuctured enough to make writing easier.
This strategy can be used with intermediate grade students in both classroom and remedial situations. It means that, the students found techniques to analyze texts and they improve their ability to develop and process to make writing easier.
1.
In using this strategy, there are some procedures that can be used by the teacher along teaching process in writing class.
According to McLaughlin and Allen (2009: 227) steps of QUIP strategy as follow :
1. Invite students to choose a topic to explore and write the topic at the top of the QuIP grid
6 2. Ask students to generate three broad
questions related to the topic
3. Students should locate and two sources to find the answers to their Questions.
4. Students record answers to the questions in the spaces provided on the grid
5. Students synthesize information into a paragraph (Demonstrating synthesizing and paragraph writing facilitates this process)
6. Students share their paragraphs in pairs or small groups
in short,the students ask to work with a group. They determine the topic and generate question from topic. The students to search the answer from some books and they synthesize information into a paragraph.
it is supported by Sadler (2011:27) state that in the planning strategy, Assign or have students choose a topic to explore.
Show the layout of the QuIP grid and have them write their topic at the top. Have students come up with three questions related to their topic and write them in the grid. Students should choose two sources to research their question. These may be student selected or from a list of sources you have approved-depending on the topic and reading ability of the student. As students research, they record answer in the grid. After the grid has been completed, students write informational paragraph that they share with a partner or in a small groups. It means that, the students ask to work group and choose a topic. After that, they to make a paragraph from topic that choose.
Futhermore, Wiesendanger (2001 : 157) there are three processes of QUIP strategy, they are describe as follow:
1. Interview grid. Instruct students to begin by determining their overall topic. Instruct them to develop three open-ended questions elevant to the topic. Place the questions in the left- hand column of the grid and have the students seek answers o their questions.
2. Outline. Use the complete gid to provide a smooth transition to the
creation of outlines. Place the overall topics as the heading of the outline.
Use inquiry questions for the subheadings and the responses for supporting details.
3. Paragraphs. Model for students the prosess of creating an overall topic sentence by reviewing their questions and renponses.
Each heading becomes the main idea statement of a paragraph, followed by the supporting information.
In short, the students to begin their overall topic and the students have answer to their question. then, place the overall topic as heading of the outline and each heading becomes the paragraph.
Based on explanation above, The procedures of QuIP strategy shows that is systematic strategy that can improve student‟s ability in writing. It will help students to manage and compose their ideas. It also can contribute student‟s communicative competence in written form. From some procedures QuIP strategy above, the writer wants to use procedures by McLaughlin and Allen because their explanation of QuIP strategy more clearly and can be applied in teaching writing process.
In teaching writing, there are many strategies that can be applied by teacher.
One of them is semantic impression.
Semantic impression can help the teacher to improve the students‟ ability in writing.
Wagar (2008: 18) says that “semantic impression is strategy used where students internalize meanings by using words in a certain order to compose their own story before they read a published story”. It means that, the students can make a store by using some words that given by the teacher with their own word before they knew what the story the teacher have.
Moreover, Glasgow and farrel in richer (2007 : 23) observed that studies show words must be processed deeply and repeatedly by students and are typically learned gradually, and the more deeply students process words, the better they learn them. It means that, the students
7 internalize meanings by using words in a certain order, to compose their own story before they read the printed story and the teacher should choose key words from a story or book chapter and list them in the order in which they appear.
Furthermore, Richek (2005: 415) say in this strategy, originally called Story Impressions, students internalize meanings by using words in a certain order to compose their own story before they read a published story. This sentence means,the teacher choose key words from a story and the students internalize meanings word that used in story.
Semantic impression strategy has many steps, these steps make teacher or reader can understand more about this strategy. This paper gives two kinds of steps to teacher or reader. According to Wagar (2008: 19), some steps the teacher does in the classroom. Those steps are:
1. The teachers create a list of vocabulary words found throughout the story, in chronological order, where known meaning is necessary for comprehension to occur. Before the teacher asks the student make a story, the teacher creates a list vocabulary word found throughout the story in board of the class.
2. After the teacher records the words vertically on the board, the class is probed to define the words.
3. The class, a whole group, generates one original story, including a beginning, middle, and end, by using the vocabulary words once and in order.
4. The word form may be altered if necessary to allow a sentence to make sense.
5. The teacher helps students stay on topic, promotes revisions, and models editing.
6. The class‟s story is read in its entirety aloud, thus giving them ownership of a well written story.
In shortly, the teacher makes vocabulary and record them on the board.
Then the students were asked to find the
meaning. After that, students are asked to change words into sentences and develop it into a different paragraph of the original story, including the beginning, middle and end, and then the teacher helps the student to remain on the cap and the resulting story read out in front of the class.
Furthermore, Glasgow and Farrell (2007: 24) says that “to make learning words fun, interactive, and empowering, using the semantic impressions teaching strategy”. The step of semantic impression strategy as follow :
1) Teachers choose between 5 and 20 words that are central to the plot of a narrative (story, book chapter)
2) They list these words, in order in which they appear in the story, on a chalkboard or overhead, and then ask the students, as a group, to compose a sensible story (with a beginning, middle, and end) using these words 3) The teachers can quickly go over each
word‟s meaning and students are told the following :
1. Words must be used in order 2. Once a word is used, it can be
reused
3. The form of words (plural, tenses, parts of speech) can be changed 4) As students contribute orally, teachers
write their semantic Impressions story on the chalkboard or overhead (Note that the word list, as well as the story, is displayed). When the story is finished, the class may choose to edit it. Have the students read, or listen to, the published narrative
In shortly, the teacher chose 5 and 20 important words write on the board.
Students are asked to work in groups to create a story based on a list on the board with the entire word should be used terms and words that have been used directly reuse. Once the story is finished, students can to change it again and then the students read the story and narrative ready published.
In addition, Richek (2005: 416) state that the steps in teaching writing trough Semantic impression as follow :
8 1. Choose between 5 and 20 words that
are central to the plot of a narrative (story, chapter book).
2. List these words, in the order they appear in the story, on a chalkboard or overhead. (The order of one or two may be changed if desired.)
3. Tell students that as a group they will compose a sensible story based on these words. Advise them that the story should have a beginning, middle, and end (or problem and resolution).
4. Briefly go over the meaning of each word on the list, encouraging student contributions.
5. Discuss three rules:
1. Words must be used in order.
2. Once a word is used, it can be reused.
3. The form of words (plurals, tenses, parts of speech) can be changed.
6. As students give oral contributions, write their Semantic Impressions story on the chalkboard or overhead. (Note that the word list, as well as the story, is displayed.)
7. As you take down oral student contributions, help students to formulate a cohesive narrative with a sensible flow. Student sentences may be combined.
8. When the story is finished, the class may choose to edit it.
9. Have the students read, or listen to, the published narrative.
This opinion is the same as Glasgow and Farrel opinion stating that the teacher chose 5 and 20 words to be written on the board as the main aspects of the plot, and then to list on the board. Students are asked to work in groups to create a story based on a list on the board with the entire word should be used terms and words that have been used directly reuse.
Later in the story, there must be a prefix, middle and ending. Once the story is finished, students may edit it again and then the students read the story.
DISCUSSION
In teaching writing, there are many techniques that can be applied by the teacher. But, in this chapter the writer will
describe about the procedure of teaching writing by combining question into paragraph and semantic impression for junior high school. There are several points that can considered in teaching writing by combining question into paragraph and semantic impression for junior high school such as: preparation, implementation, and evaluation. Firstly, preparation is important for the teacher before starting their teaching. Secondly, implementation, it consist of three parts, they are: pre- teaching activity, whilst-teaching activity and post-teaching activity. Finally is evaluation. The teacher evaluates the achievement of student‟s comprhension of a certain material.
Pre-teaching activiities is an activity that will be done before teaching activity started. This activity make the students understand about what they are going to do in their learning process. The steps in pre-teaching activities as follow:
a. The teacher greets the students.
b. The teacher cheeck the students‟
attendence list.
c. The teacher reviews the previous lesson.
d. The teacher brainstrom the students related to the material that will be discussed through showing the picture and giving some question orrally.
Whilst-teaching activity is the activity that done by the teacher to explain the material that will be thought. In this step the teacher will use the combination of QuIP and Semantic impression strategy.
1. Invite students to choose a topic to explore and write the topic at the top of the QuIP grid
2. Ask students to generate broad questions related to the topic
3. Students should locate and two sources to find the answers to their Questions.
4. Students record answers to the questions in the spaces provided on the grid
5. The teachers create a list of difficult words found throughout the answers from the questions, in chronological order, where known meaning is necessary for comprehension to occur.
9 Before the teacher asks the student make a story, the teacher creates a list difficult word found throughout the answer in board of the class.
6. After the teacher records the difficult words vertically on the board, the class is probed to define the meaning words.
7. The class, a whole group, generates one original story, including a beginning, middle, and end, by using the difficult words once and in order.
8. The word form may be altered if necessary to allow a sentence to make sense.
9. The teacher helps students stay on topic, promotes revisions, and models editing.
10. Students synthesize sentences into a paragraph (Demonstrating synthesizing and paragraph writing facilitates this process)
11. Students share their paragraphs in pairs or small groups
12. The class‟s story is read in its entirety aloud, thus giving them ownership of a well written story.
Post teaching activities are the activities at the end of the lesson. In this part, teacher should make sure that students understand all the materials that have been studied. The teacher give a confirmation related to students understanding.
1. The teacher ask students to conclude the material today based on their own understanding.
2.
The teacher gives feedback for the students‟ achievement.
3. The teacher closes the teaching and learning process
CONLUSION AND SUGGESTION Based on previous chapter, it can be concluded that writing is not an easy activity for students. Sometimes the students get problems in expressing their ideas, opinion, and feeling. They do not know how to put their ideas into good writing. It is caused by limited grammatical, vocabulary, and background knowledge that they have. In teaching
writing, the teacher usually uses one strategy that has strength and weaknesses.
To cover up weaknesses, the writer combines two strategies that get better result they are QUIP (Question Into Paragraph) And Semantic Impression strategies. This strategy has many advantages for students. Through this strategy, the students will be easy to memorize all steps in making descriptive text. And also students will be able to concentrate their work through the instruction. After students complete it, they share their writing to other students.
Question Into Paragraph (QUIP) strategy is the strategy can provide the students how to selected topics and search for answers from some source book to be rearranged into a new paragraph with better instructions. It can also help them to remember all the steps of writing process by providing them a clue of each step. Also it can make the students increase or show their ability in writing well.
Meanwhile, Semantic Impression strategy is strategy that can be used by teacher to students for write the words vertically on the board. Students discuss if anyone knows it means or can use in a sentence. They can refining concepts and supplementing definitions. This strategy enjoy for student, the process of learning to read and write, reading and writing connection.
The writer will give some suggestions for English teacher to help the students in writing by using combination of Question Into Paragraph and Semantic Impression. First, as a good teacher, s/he should have an interesting and appropriate teaching model in teaching learning process to make learning activity more effective, effecient, and enjoyable so the aims of study can be achieved. The teacher is expected to be more creative in preparing material strategy and teaching media. Second, the teacher should give motivation to the students in teaching writing English, especially for low motivated students. Next, the teacher should give attention for all students to know what they want in learning writing.
10 Last, the writer also hopes the combination strategy of Question Into Paragraph and Semantic Impression Writing will be an alternative strategy in increasing students‟
competence in writing.
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