TEACHING WRITING RECOUNT TEXT BY COMBINING GUIDED WRITING AND HAMBURGER STRATEGY
AT SENIOR HIGH SCHOOL
JOURNAL
Submitted in Partial Fulfillment of Requirement for Getting Strata One (S1) Degree
RIZA FADIAH AMIR NPM. 09040513
ENGLISH DEPARTMENT
COLLEGE OF TEACHER TRAINING AND EDUCATION PGRI WEST SUMATERA
PADANG
2015
TEACHING WRITING RECOUNT TEXT BY COMBINING GUIDED WRITING AND HAMBURGER STRATEGY
AT SENIOR HIGH SCHOOL Oleh :
Riza Fadiah Amir
Di bimbing oleh : Herfyna Asty, M.Pd
English Department
College of Teacher training and Education (STKIP) PGRI West Sumatera
ABSTRAK
Riza Fadiah Amir. 09040513.Pengajaran menulis dengan menggunakan strategi Guided Writing Strategy dan Hamburger strategy pada tingkat SMA.Makalah.Program sarjana.
STKIP PGRI Sumatera Barat. 2015.
Bahasa Inggris adalah mata pelajaran yang harus dipelajari di Indonesia sejak sekolah dasar sampai perguruan tinggi. Walaupun telah dipelajari bertahun-tahun, tapi para siswa masih memiliki kesulitan khususnya dalam writing. Dalam makalah ini penulis membahas bagaimana mengajarkan writing dengan menggunakan dua strategi yaitu Guided Writing and Hamburger Strategy. Guided Writing strategi digunakan untuk membimbing siswa dalam menulis essay melalui langkah-angkah proses menulis seperti prewriting ( menulis bebas), out lining ( membuat garis- garis besar paragraph), drafting ( draft), revising ( revisi), editing (perbaikan), final copy ( salinan akhir). Tujuan dari langkah-langkah proses menulis ini adalah agar siswa bisa dengan mudah mengembangkan idenya sehingga paragraf yang dibuatnya saling berhubungan dan berkesenambungan antara paragraf yang satu dengan yang lainnya . Hamburger strategi adalah sebuah strategi yang menjelaskan apa saja bagian-bagian atau unsur-unsur yang terdapat dalam paragraf dengan cara menjelaskan unsur-unsur paragraf tersebut. Tujuan dari HamburgerStrategi adalah agar siswa dapat mengetahui bagian-bagian dari paragraf dengan mudah karena pada strategi ini di jelaskan bagian-bagian dari paragraph tersebut. Sebagai kesimpulan, melalui kombinasi dua strategi ini siswa diharapkan dapat memiliki ketertarikan dalam menulis, dan mudah mengenal bagian-bagian terpenting dari sebuah essay. Sehingga siswa mampu menciptakan paragraph yang bagus dan saling berkesenambungan antara paragraf yang satu dengan yang lainnya.
Key word : Writng, Recount Text, Guided Writng Strategy and Hamburger Strategy
INTRODUCTION
Writing is one of productive skill besides speaking in English. This subject should be mastered by the students to help them in communication. In communication, thestudents do not just master verbal language (speaking) but they should be able to communicate through written language (writing).
Moreover, writing becomes one of indicators whether the students have good Engslish or not. Whenever they have good ability in writing they are able to share their idea based on their experiences or events that happened in the past time.
Furthermore, this fact is also supported by the phenomenon which was found by the writer since she did practice teaching in SMA N 1 Sungai Limau.
She found somecomplicated problems that were faced by the students in learning writing. The problem might come from students’ side and also teacher’s side.
For the problem came from the students’
side are the first problem came from the students. In doing writing activity, some of them often got difficulties in developing ideas. They could not express the ideas that their thought to be conveyed in written form. They did not know what they were going to write. Second, the students less of the attention during process of teaching and learning in the class. While the teacher explained the material, some of the students do not give the attention and do not know the procedures or steps that explained by the teacher. Meanwhile, the problem came from teachers’ side are teachers’ strategy is not effective.
Teacher asked students to write a certain kinds of text, gave topic, and let them write without guiding them.
Based on the problem above, the teacher should search inspiring to apply good teaching strategies in teaching writing. It is hoped the teaching strategies are able to assist the students to write better. There are many strategies that teacher can use in teaching writing such as: Quick write strategy is that this strategy leads the students to construct ideas and thought to organize them in the form of writing draft. Mystery Strategy is a strategy in teaching writing to solve students’ problem in finding idea in writing process. Guided writing strategy is one of important strategies that is used by the teacher to support the students during the different stages the writing process. Hamburger Strategy is a writing organizer strategy that visually outlines the key components of a paragraph or an essay.
Guided Writing Strategy
Guided writing is an alternative strategy that is used by teacher to guide the students in writing subject in order to the students easier in writing skill.
According to Graham et al (2007), Guided writing is a component of balanced writing curriculum, provides an additional supported step towards independent writing. It means through guided writing students are supported during the different stages of the writing process. The different stages of writing process are prewriting, out lining, drafting, Revising, editing and final copy. So, the teacher always gives guided for the students during teaching learning process in writing skill.
Furthermore, Crown (2007: 6) states that Guided Writing is an essential component of a balanced writing curriculum, providing an additional supported step towards independent writing. It means that Guided Writing is one of important strategy that is used by the teacher to support the children during the different stages of the writingprocesses. In here, the teacher and the students work together in writing process. There are feedback between teacher and students in this strategy. On the other hand, the students do their writing and the teacher does to revise their students written.
In addition, Oczkus (2007) says that guided writing is an essential tool in a balanced writing curriculum, providing an additional supported step towards independent writing. It means guided writing is one of essential tool to support the children during the different stages of the writing processes. The students encourage to be active participant in discussion about writing. In Guided Writing, the students further apply this skill in piece of genre – specific writing supported by the teacher.
It can be concluded that Guide writing is an alternative strategy of teaching and learning that involves the students reaching a predetermined mastery before being allowed to progress the next unit. In Guided Writing, the students demand to be able independent writing. As the result, the students quickly understand how to develop their ideas in paragraph. By guided writing strategy, the students will know about the element of paragraph and the students also understand about parts of paragraph, so that, the paragraph will link to each other. Then, the students can create a good writing with unity and coherence.
Procedure of Guided Writing
There are some experts that express procedures of Guided Writing strategy. First,
according to Maggle and Chan (2004:36) Guided Writing strategy has seven procedures :
a. The students brainstorm (prewriting) to generate ideas for writing. It means, the students make the prewriting first before making the good writing.
In here, they use chart, graphic organizer and list to help develop their idea in writing. The function of prewriting is to make the students focused with their topic.
b. The students make rough draft. In here, the students put their ideas on the paper without think about grammar, capitalization, punctuation or paragraph structure.
c. The students do peer editing. It means the students share their rough drafts and make suggestion to each other for improvement. In here, they demanded to help each other understand the story by asking who, what, when, where, why and how question. They look for better word to express ideas and discuss among themselves how to make the writing clearer.
d. The teacher and the students do revising, it means the students revise their writing after get suggestion from their classmates and make addition or clarify details. And then, the teacher gives revise and feedback to students.
e. The teacher and the students do editing together, it means the students work with the teacher correct all mistakes in grammar and spelling.
f. The students do final draft, it means the students produces a copy of their writing with all correction made from the editing stage and then discusses the final draft with the teacher. And the teacher offers the last suggestion for improvement at this point.
g. The students publishing their writing, it means the writing process is final and the students publish their writing.
Second, Crown (2007: 19) explains that Guided Writing strategy has seven procedures:
a.
The teacher explains the purpose of the session.It means the teacher explains purpose of the topic that will they learn.
b.
The teacher shows an example of writing. In here, the teacher shows an example of writing, for example recount text. The teacher shows an example of recount text to students.c.
The teacher has provided a selection of possible sentence openings. It means the teacher and students discuss about sentence opening and what sentences should they use in sentences opening.d.
The students work in pairs on whiteboard and choose two pictures to each write a sentence. It means the students choose two pictures to writesentence. For example pictures are scenery picture and tourism place picture. And then, the students write the sentence based on the picture.
e.
The students apply the new knowledge to their own work. It means the students practice the new knowledge to learn new topic or the new materials such as: recount text, so, the students apply their knowledge in recount text.f.
The teacher guides, support and advises individuals students. It means the teacher guides, support and gives advice or correction student’s writing.g.
The teacher draws on example from the group and summarizes the learning. The teacher discusses on example from the each group and asks students summarize the learning.Third, Oczkus (2007:75) states that there are five procedures in Guided Writing strategy:
a. The teacher meets table groups. It means the teacher visit table of each groups.
b. The teacher asks to rotate table’s student’s work on their individuals. It means, the teacher asks the students to arrange the class like circle.
c. Each student at the table read piece aloud. It means the teacher asks one by one to read text loudly. For example text is recount text.
d. The teacher asks the other group members to give complements and offer suggestion. It means after the students read the text and then, the teacher asks the other group to give comment, suggestion and addition.
e. Invite a student volunteer in each table group read her or his piece and tells what else she or he is going to write. It means the teacher invite a student volunteer to read and tell what he / she is going to write.
The writer concludes that there are many procedures that can be used in Guided Writing strategy. Each procedure has the same purpose. In this case, the writer chooses the procedure from Maggle and Chan (2004) because this procedure has clear instruction and more details that make the students be easier to understand in writing paragraph.
And then, the students know about steps in writing until can be a good paragraph.
Hamburger Strategy
There are some definitions given by some different experts about hamburger strategy.According to Foy (2006:1), hamburger strategy is a successful strategy for teaching third graders about writing paragraphs. It can be said that, hamburger strategy introduce the part of an essay through the pieces of hamburger. There are three important parts of an
essay; introduction paragraph, body paragraph, and conclusion. Hamburger there is a top bun. For the body of paragraph will be seen in condiments and meats of the hamburger. The last, conclusion paragraph will be seen as bottom bun of hamburger.
Moreover, Hannell (2008:23) states that hamburger strategy is writing organizer strategy that visually outlines the key components of paragraph.
Fact, before writing an essay, the students will be introduced to the parts of an essay. In this case, hamburger strategy is one of many strategies that can be more effective to be used in teaching essay in writing.
In addition, Dorian (2009:1) states that Hamburger strategy is a strategy that outline they key components of a paragraph. Topic sentence, detail sentences, and a closing sentence are the main elements of a good paragraph. It means that hamburger strategy have three parts, there are introduction paragraph, body paragraph, and conclusion paragraph. And then, hamburger strategy can help the students know easily to determine a thesis statement, supporting details, and conclusion of a topic.
Based on the opinion above, the writer concludes that hamburger strategy can be effective strategy to be used in teaching writing essay. In hamburger strategy the students know part of paragraph, introduction paragraph, body paragraph, and conclusion paragraph. And then, Hamburger strategy is a strategy which helps the students to determine thesis statement, supporting details, and conclusion of paragraph or an essay.
Procedure of Hamburger Strategy
Some experts give their point of views about the procedures of teaching writing by using Hamburger strategy. Hannell (2008:23) explains that Hamburger strategy can be applied through following steps:
1. Discuss the three main components of a paragraph or story, like the introduction (top bun), the internal or supporting information (the filling), the conclusion (bottom bun).
2. Ask students to write a topic sentence that clearly indicates what the whole paragraph is going to be about.
3. Have students compose several supporting sentences that give more information about the topic.
4. Instruct students on ways to write a concluding sentence that restates the topic sentence.
Moreover, Zwiers (2008:6) notes that the procedures of Hamburger strategy are: The teacher will pass out a copy of the Hamburger Writing to each student.
1. The teacher will give the students an expository writing prompt. For example, what is the best candy in the world?
2. The students will vote on one type of candy to use as an example such as, Peanut M&M’s. The topic will go on the top bun.
3. The class will brainstorm reasons why peanut M&M’s are the best type of candy.
4. As a class, the students will come up with three top reasons for choosing Peanut M&M’s as the best candy. These three reasons will also be written on the top bun.
5. The students will write one of their three reasons for choosing Peanut M&M’s on each of the middle sections of the Hamburger. The students will also write three minor details for each reason.
6. Finally, the students will write their conclusion on the bottom bun. The students will restate their main ideas, mention major details, and draw some conclusions.
In addition, Lantz and Smaroff (2009:17) assume that the following procedures are appropriate steps in applying Hamburger strategy.
They are:
1. Introduce each component of the writing piece (the top bun, the meat and fixings, and the bottom bun) using the Hamburger strategy.
2. Together the class will analyze the question/problem to develop an appropriate thesis statement by:
a. Circling the question word or request word (question word – a word that signals a question such as who, what, where, why, when, how, in what ways; request word – a word that tells you to do something such as describe, explain, locate/find, compare, contrast, identify).
b. Boxing the limiters which are a word that names a specific person, group of people, country, place, date, time, colour, direction or a number.
c. Underlining the key words which are the other important words that are left in the question/problem.
d. Restate the question in your own words using the analysis outlined above to develop a thesis statement.
3. When initially introducing the strategy, the teacher will first give a sample writing piece for students to model work from while formulating a thesis statement and the general topic areas that students will use to support their position.
4. Students will complete the teacher generated hamburger strategy to plan piece to ensure that all elements are included.
5. Student writes the essay using the completed hamburger strategy.
6. Students will have conferences with the teacher as need to monitor progress.
Based on explanation above, many experts to explain the hamburger procedure, but the writer chooses the procedure by Hannell (2008:23). Because the procedure of Hannell clearly to practice for the teacher in teaching process. That procedure can to show for the students and make the student more understand about the part of paragraph. The procedures are: first, teacher and students discuss about the structure of the text. For example; the introduction (top bun), the internal or supporting information (the filling), and the conclusion (bottom bun).after that, teacher asks the students to find the topic, supporting sentences the topic. Finally, the teacher instruct students to write conclusion sentences related from topic.
The Combining Guided Writing and Hamburger Strategy in Teaching Writing
In teaching learning process, the teacher will use two strategies to guide students or to help the students during the teaching learning process. This strategy will help the teacher to give material and construct the students based on the procedure of the strategy that the teacher used. Strategy includes the activity that teacher gives to their students in teaching learning process.
The writer combines the strategies to help teacher in teaching writing process especially for recount text. Those strategies are guided writing strategy and hamburger strategy. Guided writing strategy is used in exploration part while hamburger is used in elaboration part. That strategy is appropriate to be combined because the procedures match one of them. Beside that by combining two strategy above the problem that appear in teaching writing can be solved by using procedure in the strategy. The procedures are:
1. Teacher asks the students do pre-writing.
It means, the students make the prewriting first before make the good writing. In here, they use chart, graphic organizer and list to help develop their idea in writing. The function of prewriting is to make the students focused with their topic.
2. The students make rough draft.
In here, the students put their ideas on the paper without think about grammar, capitalization, punctuation or paragraph structure.
3. Teacher and students discuss about the structure of the paragraph, such as:
a. The introduction (top bun).
b. The internal or supporting information (the filling).
c. The conclusion (bottom bun).
4. Teacher asks students to write topic sentences.
In this step the students write a topic sentence that clearly indicates what the whole paragraph is going to be about
5. Teacher asks students to compose several supporting sentences.
Have the students compose several supporting sentences that give more information about the topic.
6. Teacher instructs the students to make concluding sentences.
This stage, students on ways to write a concluding sentence that restates the topic sentence
7. The students do peer editing.
It means the students share their rough drafts and make suggestion to each other for improvement.
In here, they demanded to help each other understand the story by asking who, what, when, where, why and how question. They look for better word to express ideas and discuss among themselves how to make the writing clearer.
8. Teacher guide the students do revising.
It means the students revise their writing after get suggestion from their classmates and make addition or clarify details. And then, the teacher gives revise and feedback to students.
9. The students and the teacher do editing.
In this step the students work with the teacher correct all mistakes in grammar and spelling.
10. The students make final draft.
The students’ produces a copy of their writing with all correction made from the editing stage and then discusses the final draft with the teacher. And the teacher offers the last suggestion for improvement at this point.
11. The students publishing the text.
The writing process is final and the students publish their writing.
DISCUS SION
In the process of teaching, the teacher must practice the ways to present the lesson to the students properly. For reaching the successful in teaching, teacher will face many cases in the teaching. Related to this reason the things needed must be fulfilled by the teachers. They should know everything related to the process of teaching activity. It can be helped if the teachers are able to apply appropriate strategy, approach, method, or technique in their teaching. As a result, it is suggested for the teachers so that they have a good way in doing their teaching for making the students are interested in learning.
In this chapter, the writer will describe about the procedure of teaching writing by combining guided writing and hamburger strategy at Senior High School. In combining those strategies, the teacher will lead the students to get the best situations to put the students are interested in written form.
Then hamburger strategy is make understanding about part of paragraph. The procedure will consist of three main parts, they are: preparation,
implementation and evaluation. Firstly, preparation is important for the teacher before starting their teaching. The teacher prepares all of things related to their teaching activity so that it eases the teacher in teaching and learning process. Secondly is implementation, it consists of three parts, they are:
pre-teaching activity, whilst-teaching activity and post-teaching activity. Finally is evaluation. The teacher
evalutes the achievement of students’ result in writing.
CONCLUSIONS
Writing is one of the four language skills which are used to communicate indirectly. By writing, writer can express their ideas, feeling and opinions. There are some requirements to make the students to be able to put their ideas or feeling in written form. Some requirements are the quality of the students, quality teacher, supporting books and many others. If the students make a good writing or composition, they should involve their ability to write their ideas.
However, all requirement of writing skill are still far from what is hoped. It may be caused some related factors such as teacher and students’
motivations. Actually, the way the teacher teaches can motivate students in learning. The teacher’s way can be approached through the strategy used in the classroom. There are two strategies that can help the teachers and also the students in improving writing ability. Because, these two strategies are complement and supporting one to another strategy. It is combining Guided Writing strategy and Hamburger strategy.
Guided Writing strategy is one of important strategy that is used by the teacher to support the students during the different stages of the writing processes. The different stages of writing process are prewriting, out lining, drafting, Revising, editing and final copy. The teacher has to tell the students about stages of writing process. It is hoped that it can be stimulated student’s in develop their idea. By guided writing strategy the students will know about the element of paragraph and the students also understand about parts of paragraph, so that, the paragraph will link to each other. And then, the students can create a good writing with unity and coherence.
Hamburger strategy the teacher and students discuss about structure of paragraph, they are: the introduction (top bun), supporting information (the filling), and conclusion (bottom bun). In hamburger, the teacher also guides the students to find the topic, supporting, and conclusion. These strategies can
provide students to critical thinking about their write.
Then, these strategies help the students know about all components of the paragraph, and also produces the writing.
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