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TEACHING WRITING NARRATIVE TEXT BY COMBINING WORLDLESS PICTURES BOOK WITH THINK-TALK-WRITE (TTW) STRATEGIES
AT SENIOR HIGH SCHOOL
Oleh Retno Lestari*)
**) Riny Dwitya Sani, Pembimbing atau Pengajar Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat
ABSTRAK
Menulis merupakan salah satu kegiatan untuk menyatakan pikiran dan gagasan dalam bentuk tulisan yang diharapkan dapat dipahami oleh pembaca dan berfungsi sebagai alat komunikasi secara tidak langsung. Melalui menulis siswa dapat memperbaiki cara menulis dan memperbaiki kosa kata dalam membuat sebuah kalimat atau paragraf. Jadi, siswa harus mempunyai keterampilan menulis yang baik agar dapat menciptakan suatu ide penulisan dan memperkaya pengetahuan tentang menulis.
Namun, banyak siswa yang hanya sekedar menulis tanpa tahu atau mengerti apa yang mereka tulis, dan terkadang mereka hanya membuat sebuah paragraf tanpa mengetahui isi dari penulisan mereka tersebut. Dalam makalah ini penulis membahas bagaimana mengajarkan writing dengan menggunakan dua strategi. Pertama, Worldless Pictures Book Strategy adalah strategi yang mengembangkan kemampuan siswa dalam menganalisa sebuah gambar dan menuangkan ide-ide atau kata kunci dari gambar yang telah mereka analisa atau mereka lihat. Dalam strategi ini siswa dapat dengan mudah membuat sebuah paragraf dengan kata-kata kunci yang mereka dapatkan dari gambar tersebut. Kedua, Think Talk Write Strategy adalah strategi yang mengembangkan kemampuan berpikir, berbicara, dan menulis siswa. Dengan strategi ini siswa dapat menuangkan ide mereka tanpa harus bekerja sendiri, mereka dapat bekerja sama dalam mengumpulkan suatu gagasan dan ide pokok secara bersama-sama. Strategi ini dapat membatu siswa dalam bekerja sama antar kelompok. Melalui kombinasi Worldless Pictures Book dan Think Talk Write pada pengajaran menulis, dapat meningkatkan motivasi dan keinginan siswa untuk belajar menulis. Kemudian melalui kombinasi ini siswa dapat menikmati pelajaran dan dapat belajar menulis secara bersama-sama dan tidak takut untuk menunjukan argumen atau pendapat mereka melalui menulis.
*Penulis
** Pembimbing Introduction
Writing is one of language skill that should know and learn by teacher and students. Writing is one way to extend the idea and message in our mind then make a form like short story and paragraph. Through writing people can communicate with other people by expressing their idea such as make a letter or journal that can receive and understand by the reader.
Teaching writing in Senior High School is not easy, because some of the
students do not interest to write. Based on Kurikulum Satuan Pendidikan (2006), the students should be able in writing skill. Many kinds of text learn by the students. They are narrative text, descriptive, recount, procedures and report text. In Senior High School, the students should be understand the kind of text and they should know what is the purpose of texts. It’s important for the teachers to develop in students writing skill. The teachers should be sure to select the sources of materials and make it simple for the students.
It is not only aid them in teaching writing but
2 that also be the most effectively in help the students learn to write.
In learning writing some of students can’t develop their writing teaching practice, because in process of writing most of the teachers just ask the students to make the summary about text that give by the teachers or the students just make a simple paragraph based on their own experience. They just focus on one object or material and they can’t develop and express their own idea because they just work alone and they can’t get more inspiration for their idea in writing.
The teachers should make creative strategy, chose a good material to teach the students. The students can make a good paragraph grounded on the writing process.
Contrive a good paragraph is not easy for students in Senior high school, especially in the first class, because the students will find some difficulty into paragraph. So that, it is important to students to open their mind and develop their idea in learn writing first. After that, the students can accept the subject well, and they need extra knowledge because they will involve their mind to make a good text into a paragraph. It is effectively for allowing the students to cooperate, so that they can develop their ideas. The writer find exact strategy to solve the problem in teaching English in writing.
Review of Related Literature
Writing is an activity for the students to get a good write and can develop idea on writing in the future. Writing can improve students’ language and also simulates the students cognitive in learning English.
According to Nunan (2003:88) writing is the mental work of inventing ideas, thinking about how to express them, and organizing them into statements and paragraphs that will be clear to a reader. It means that writing is the activity to give the information and knowledge and readers can understand what is the content or meaning from the written.
In addition, Harmer (2004:4) says writing is used for a wide variety of purposes it is produced in many different forms. It means that writing is a process that use to expressing idea with different method in the world, although with different method the meaning about writing itself is same, to make a good written to our process of writing.
Meanwhile, Leo (2007:1) defines writing as a process of expressing ideas or thoughts in words should be done at our leisure. It means that writing is an activity to involve idea in one sentence or more, make a good sentence and have a good time to write.
It can produce a good paragraph that can read by readers.
Based on the explanation of some experts above, the writer can conclude that writing is an activity on communication process between writers and readers to find the information and increase the knowledge in read the paragraph that develop from written.Written a complex or good paragraph need a background knowlegde and idea so that the writer can express and cast into good written, so the reader can understand and read easily.
Teaching Writing
There are many explanation of teaching writing. In this part the writer quote three definition of teaching writing.
According to Coffin (2003:21) teaching writing is a specific features of academic text including text types, rhetorical purpose, register and linguistic accuracy. It means that in teaching writing is not to teach how to make the paragraph and the generic structure the writing itself, but in teaching writing the writer should know the application or method in make a text or sentences and the meaning that achieved by writer.
In addition, Harmer (2003:79) mentions that teaching writing to students of English as foreign language include reinforcement, language development, learning style and most importantly, writing as a skill in its own right. It means that teaching writing is not only study about how to teach. The teachers should teach about language arragement, and how to make a structure sentences.
Meanwhile, Hedge (2007:4) says that produce whole pieces of communication, to link and develop information, ideas, or arguments for a particular reader or group of reader. It means that writing is one way to carry out communication and increase the insight in express their argument or opinion trough a write or scientific activity with partner or own self.
Based on the explanation above, the writer conclude that in teaching writing is
3 not only how to manner a good write, but in teaching writing the writer should extend the meaning and purpose about text that they make. In the application the writer should explain what is information and knowledge that they make in each paragraph of the text.
The writer should gather new ideas, so that the information can get by the reader.
Narrative Text
In teaching English is important to know about kind of text. Texts is use by teacher to teach well in the classroom as material of teaching. The teacher can choose one of the text to teach writing.
According to Mcquillan (2000: 85) a narrative text is a story that is told in language; that is, it is converted into language signs. It means that narrative text is real or imaginary story and the events that led to a crisis in the past, that has finally found a solution.
In addition, Danesi (2004:142) explains narrative text is a text that has been constructed in such a way as to represent a sequence of events or actions that are felt to be logically connected to each other or intertwined in some way. It means that narrative text is genres that sequence of events or stories from time to time and described in the order beginning, middle and end. So it should be chronological, meaning it is told in a coherent chronological and should not be jumping.
Furthermore, Anwar (2010:5) that is to tell a story, to entertain, to gain and hold a readers’ interest. It means that text that tells about something that did not really happen, but only in the reef by the writer.
In conclusion, narrative text is a text that tells the events of the past. The events may be related to the real experience, the experience of others, even imaginary. As well, all the stories intended to entertain the reader.
Generic Structure of Narrative Text
The characteristic of narrative text can be seen from generic structure and language features. According to Anderson (1999:4) there are at least four stages in a narrative. Frequently these some steps are repeated increasing the suspense of the story.
A simple narrative will have: orientation, complication, series of events, resolution, and
reorientation. It means that generic structure is the configuration of the paragraph that the author use the ideas and though in written discourse.
In addition, Anwar (2010:6) the specify the generic structure of narrative text into three parts. First, orientation it sets the scene and introduces the participans or characters. Second, complication it explores the conflict in the story. It will show the crisis, rising crisis and climax of the story.
And third, resolution it shows the situations which the problem have been resolved. It means that to make a narrative paragraph should know what is the parts of the text, and explain clearly.
Furthermore, Riyadi (2014:1) narrative text has three elements, as follow : First, orientation it is about the opening paragraph where the characters of the story are introduced. Second, complication it explore the problems in the story developed.
And last, resolution it shows the problems in the story is solved. It means that the writer should know the elements of narrative text, because this text will tell about story in the past or in the future, and this text just to entertain the reader, so the writer should prepare a good paragraph with refers to this element.
In summary generic structure of narrative text can be conclude into three parts, such as : Orientation, complication and resolution. First, orientation It is about the opening paragraph where the characters of the story are introduced. Second, complication it is about where the problems in the story developed. Third, resolution that problem can be solved. In narrative text, any problems that appear to be no solution, can be closed with a happy ending (happy ending) or not slightly ended tragically, the sad (sad ending).
Worldless Pictures Book
Worldless Pictures Book is strategy that can use in teaching writing, in application this strategy can improve students ability to write a good paragraph, with give a Worldless Picture Books and make or write a correct sentence and develop in a paragraph.
According to Orlando (2001:37) that a picture book unit organized around a particular topic or theme, such as interpendence, enables students to build knowledge and language skill in an integrated
4 way. It means that the students can learn use the book, but this book does not contain about reading but also a pictures book. So the students can develop their own ideas in writing.
Meanwhile, Forney (2001:42) adds that worldless pictures book, the storyline and structure are already in place, as are the illustration. The only thing missing, of course, is the words. By studying the pictures and verbalizing in story structure, characterization, dialogue, and exercising their imaginations. It means that the students can use their imagination to describe pictures as the material. They just look and explain structure and make in their own explanation from the clue.
In addition, Fulton (2006:4) said that are just what they sound like-books without words (or sometimes with minimal words) that tell a story trough pictures. Because they don’t rely on words to express their stories, worldless pictures book can be used to develop important literacy skills. It means that this strategy not use the sentences or text for the students can undersatnd the meaning of this subject. The students can develop their idea pass trough pictures and find the characteristic of the pictures with their own idea.
In summary, Worldless Pictures Book is strategy that use by the teachers to teach the students to be easier to teach. This strategy use the pictures and the students just take attention and focus on the pictures. The students can involve their knowledge with look the pictures and make their own words grounded on their idea. Then they can develop the words become a good paragraph.
Procedures of Worldless Pictures Book Strategy
the writer choose the procedures that involve by Kellaher (2002:41), the steps are : first, Have students study and enjoy the illustration and take notes on what is happening in the story. Invite them to assign names to the characters pictured in the book.
Second, As a first draft, have students simply write the story down by frame by frame. Note that students will have different interpretations of the pictures. It will make each written story unique. Third, Have the students revise their stories, adding descriptive words, dialogue, and names. The
last, After students have edited and revised their stories, the students read aloud several stories each day for a week. Or arrange for students to read their stories to the students in a kindergarten or first-grade.
It means that the students take attention into a pictures and brainstorm their own idea about this pictures. They need to collect words that relation on the pictures and make on note book. After they get the clue and finished collect the words, they can make a simple paragraph about narrative text with their own self or they can make together with partner
Advantages Worldless pictures Book There are some advantages using Worldless Pictures Book strategy. According to Orlando (2001:37) placing pictures book at the centre of the language curriculum can enchance the reading and writing connection.
As readers interact with such as literature, they engage with authors in ways that can inspire them to produce their own works in fiction. Pictures book, like other narratives, provide young people with models for they own writing. Trade book and the students literature collection organized arround a particular theme can be use to teach the students in the writer’s craft. Examining the technique authors use to compose literary elements can serve as framework for students when writing and publishing their own pictures book.
Moreover, Marron (2010:10) Worldless Pictures Book encourage students to use language an communication skills. The students are given opportunity to decate a whole story. Worldless pictures book can help the students to inferance skill, because they are creating a story.
Referring from expert explanation above the writer concludes that learning worldless pictures book can help the students to have imagination in analysis of pictures that the teachers show to the students. They can involve their idea about the pictures and make a story related to the pictures. The students can easy to cast their inspiring in writing.
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Think Talk Write Strategy
This strategy can help the students to develop their ideas though structures conversation.
5 According to Silver & Smith (1996:21) the role and duties of teacher in an effort to make effective use of strategy Think Talk Write if field and provides tasks that allow students oraly and in writing. It means that the students can learn to write with individually without having to ask for help to the friends or the teachers.
In addition, Huinker and Laughlin (2011:52) state that Think Talk Write strategy builds in time for trough and reflection and for the organization of ideas and the testing of those ideas before students are expected to write. It means that learning Think Talk Write, asks the students to thinking and test the idea before the students start writing. The students are asked to think and develop his own ideas, and then discuss with friends in groups until get other ideas before writing.
Furthermore, Gawron (2014:131) says that Think Talk Write by having them work with partners. Working with partners and reading/talking about what we are learning or what they have written about helps students retain information and helps them learn how to get better in communicating their knowledge. It means that this strategy ask the students to work together in groups to complete tasks assigned by the teachers by the learning in the form of discussion. The students can develop ideas and opinions from information that they had.
Reffering on explanation above, it can be said that Think Talk Write basically asks the students to thinking, speaking and writing.
The students will thinking what the clue or key answer from the material that give by the teachers, and then they will discuss with their partner, share ideas and find the problem solving. Finally, they will write what is the key answer they get from discussion.
Procedure of Think Talk Write Strategy The writer choose procedure by Silver and Smith (1996:21), there are a series that should be followed in setting up Think Talk Write Strategy. First, The teachers devides classroom into several groups. In group consist of 4-6 students. Second, Teacher explain about generic structure and language features of the text. Third, The teachers distribute the pictures relating to the students daily life. Fourth, Students describe the pictures in their imagination and make notes individually small (think). Each
students in group describe the pictures of task with individually, what they think about the task that they learn, this activity is intended for students to distinguish or bring together the ideas contained in the readings for later translated into the language itself. Fifth, Students discuss with friends in groups to discuss the contents of the note they made (talk). In this activity, the students discuss the result of a collection of ideas that they make in individually about the task. Sixth, After the students collect and discuss the result of any ideas. The students concluded the result of their ideas into a paragraph and then they determine where the generic structure of the paragraph that they make (write). And last, The final activity the students write down the paragraph that they make in a paper.
Advantages of Think talk Write Strategy There are some advantages of teaching writing trough Think Talk Write strategy. Such as :
According to Apripudin (2012:6) the advantages of Think Talk Write strategy such as : first, giving students opportunities to interact and collaborate to talk about the investigation or little notes with their member of groups. Next, the students are directly involved in the study, they are motivated to learn. Last, provides the opportunity for the students and the teachers as mediators learning environment. the teachers be monitoring and appraise the students participation, especially in discussion.
In addition, Rosihan (2013) says that learning in this strategy starts by thinking through reading material (listening, critiquing, and alternative solution). The result of reading communicated to the presentation, discussion and then make a report of presentation.
Based on expert’s explanation above, the writer concludes that Think Talk Write strategy ask the students to more active in group teaching. They should dispart and give the information to other members. The students should have solidarity in finish off the task, so that they can build their idea together to make a good discussion and presentations.
Combination of Worldless Pictures Book and Think Talk Write Strategies
There are several steps in combination Worldless Pictures Book and
6 Think Talk Write strategies. The steps are : first, The teachers devides classroom into several groups. In group consist of 4-6 students. Second, The teachers distributes the pictures relating to the students in daily life.
Third, The teachers ask the students to take notes and invite them to assign names to the characters pictures in the book. Fourth, The teachers ask to the students make the story about material that give by the teachers. They will make into a note and they will have different interpretations of the pictures. It will make each written story unique. (WPB). The teachers ask the students to describe pictures with their imagination and make notes individually in small group (think). Each students in group describe the picture of Malin Kundang individually, what they think about Malin Kundang. This activity is intended for students to distinguish or bring together the ideas contained in the readings for later translated into the language itself.
(TTW). Fifth, The teachers ask the students to discuss their words in groups and the contents of the note they made (talk). In this activity, students discuss the result of a collection of ideas that they make in individually in the note about what they know of Malin Kundang. Sixth, The teachers ask the students to revise their stories, adding descriptive words, dialogue, and names.
(WPB). The teachers ask the students to collect and discuss the result of any ideas.
Students concluded the result of their ideas into a narrative paragraph (write). (TTW). In the final activity, the teachers ask the student to write their narrative paragraph on the piece of paper. Finally, the students make a complete narrative paragraph in piece of paper. Last, the teacher explains aboutgeneric stucture and langage features of text.
DISCUSSION Preparation
In this paper the teacher prepared the lesson plan willhelp the teacher in teaching.
Second, prepare a material or topic, the teacher should select a suitable topic for the students level. In teaching writing, the teachers can give a material grounded on descriptive, narrative, recount and report text.
Third, time allocation, the teachers teach in classroom around 2x45 minutes. And last, media, in teaching this strategy it’s important for the teachers prepare the pictures, because
the students will explain and find the key word by using the pictures to make a simple narrative paragraph.
Pre-teaching activity
The first, the teacher greets the students. Second, the teachers checks the attendance list. Last the teachers reviews the last material.
Whilst-teaching Activity Exploration
Select an appropriate material which is related to lesson at the day.
Elaboration
First, the teachers will use some pictures to brainstoarming the students knowledge (Worldless Pictures Book).
Second, the teachers ask the students to make a simple draft from the pictures, find the character of the pictures or the story (Think Talk Write). After that, the students make a simple paragraph by using the pictures and draft.
Confirmation
For the first, students make a simple draft from the pictures that give by the teachers. And last, the students will make a narrative paragraph by using draft and that pictures.
Post-teaching Activity Evaluation
First, the teachers asks the students to write about the narrative text by using Worldless Pictures Book based on their own understanding. Second, the teachers gives feedback for the students achivement. Last, the teachers clooses the teaching and learning process.
Conclusion
Based on the discussion on the previous chapter, the writers conclude that writing should be able by students to produce a good writing, and share their idea. In teaching writing, the teachers should know the principle and purpose of teaching writing that should learned by the students, especially for students at Senior High School. However, some students still have problem in learned writing. The students still find same difficulties while learned writing, make a short paragraph or find the key ideas. They
7 can’t making up sentences in paragraph form.
Then, the teachers do not know how to apply the appropriate strategy for the students conditions.
To solve this problem, the teachers should apply a good strategy for teaching writing, the teacher not only can used one strategy, but also can combine two strategy, such as: Worldless pictures Book and Think Talk Write strategies in Narrative Text.
Worldless Pictures Book is a strategy that will brainstrom the students brain to find the keys ideas or words, because this strategies help the students to express the idea in pictures. So that, the students can make their own paragraph. Besides, Think Talk Write strategies can help the students work together in groups to complete task assigned by the teacher and learning in the form of discussion.
The writer believes that Worldless Pictures Book and Think Talk Write strategies can increase students ability in writing. The students will learned how to share their own idea and work in groups to discussion together.
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