TEACHING WRITING STRATEGY BY USING DESCRIPTIVE PHENOMENAL ACTORS STRATEGY AT SENIOR HIGH SCHOOL
JOURNAL
WIDIYA ANGRAENI 09040234
ENGLISH DEPARTMENT
COLLEGE OF TEACHER TRAINING AND EDUCATION (STKIP) PGRI WEST SUMATERA
PADANG
2014
TEACHING WRITING STRATEGY BY USING DESCRIPTIVE PHENOMENAL ACTORS STRATEGY AT SENIOR HIGH SCHOOL
By:
Widiya Angraeni*)
**) Syayid Sandi Sukandi, S.S., MA Staff Pengajar Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat
ABSTRAK
Makalah ini ditulis bertujuan untuk menyelesaikan permasalahan yang ada dalam meningkatkan dan mengembangkan kemampuan menulis siswa dalam pembelajaran bahasa Inggris di sekolah. Makalah ini juga bermanfaat sebagai pedoman, alat dan bahan pembelajaran bagi guru-guru bahasa Inggris di kelas khususnya dalam belajar bahasa Inggris untuk mengembangkan ide menjadi tulisan yang menarik sehingga pembaca tertarik dan termotivasi untuk membacanya. Kemudian, strategi ini dapat meningkatkan kemampuan menulis siswa dan mengembangkan tulisan siswa menjadi lebih baik lagi. Strategi Descriptive Phenomenal Actor juga bertujuan untuk menggambarkan karakteristik, tingkah laku, sifat, fisiknya dan lainnya ke dalam tulisan yang menarik pembacanya untuk membaca tulisan tersebut. Selanjutnya, strategi ini bias membuat siswa menjadi lebih aktif dan tertarik untuk menganalisa sebuah media dan dapat mengukur pemahaman siswa pada teks bahasa inggris. Penulis mengharapkan agar strategi ini bisa menjadi panduan mengajar bagi guru, khususnya guru bahasa Inggri dalam mengajar menulis kepada siswanya di kelas.
Key Word: Strategi Descriptive Phenomenal Actors
INTRODUCTION
Writing is one of skills that is important for the students to make a message of communication through writing and can also convey our feeling, ideas, expression and also share something to another. Thus, the writer can create our ideas into written form to make good paragraph that the readers are interesting to read the written text. In addition, the writer can also use writing to communicate the ideas, feeling, expression with others by creating a good written form which the readers is interesting to know what the writers’ feeling in the written form. Besides, if the students able to express the ideas into written text, they will have
better chance to success in their writing.
Meanwhile,
Curriculum Demands at Senior High School in this case School Based Curriculum (2006)”
related to teaching writing states that the purpose of teaching writing is to express and improve students’ writing ability about the meaning of short functional texts and essay in recount, narrative, procedure and descriptive. Before the teacher teaches writing in teaching learning process at class, she/he should know the purpose of teaching writing which makes the students’
interesting about the text and can produce the text.
Based on the writers’
experience at SMA N 1 Muaro Bungo, the writer found some problems that happen at this school. First, the students are difficult to create their ideas, feeling, opinion and expression into written form, because they do not know many vocabularies to make sentences and do not master good grammatical rules, whereas both of them are important to understand the English. Thus, if the students do not understand about the words, it will be difficult to write the text. Second, many students cannot achieve the target of writing achievement because the students are able to create their ideas and feeling into a good paragraph. Third, the students are lazy in teaching learning process especially in teaching writing because the teachers’ materials are interesting for the students to write and not find any ideas to write into a paragraph.
Based on the problem above, the teachers should know how to overcome it to make the students be better in writing and choose good strategy that is suitable with this condition. The strategy should help the teacher in teaching writing and make the student’s interest to study English. Furthermore, the teacher can teach the students by using some interesting strategies such as Six Thinking Hats Strategy, Students Team Achievement Division Strategy, and Descriptive Phenomenal Actor Strategy. These strategies help students about what they have written.
REVIEW OF RELATED LITERATURE
Some people create and share their ideas, feeling, opinion, and expression to the
readers by using written form.
This statement is supported by Fulwiler (2002:10) who states that writing is the thinker’s way of exploring the world, inside and out. It means that writing is an action to explore the ideas, feeling, opinion, and expression in written form about our mind for yourself and your living.
Writing becomes essentially activity to communicate in social living that the readers get any information from the writers’ experience in the written form.
As a teacher must know how the interesting process to make writing itself in the class and produce their written form. This statement is supported by Allman (2000:36) who states that teaching writing is as a process rather than a product, the teacher equips the students with a terrific tool, their own words to use at their command. It means that teaching writing focus on process which make the students to produce a written form. In addition, the teacher in this process helps the students to make a text with giving suggestion or guidance in order the students understand how the way write exactly the written form.
There are some experts explains about descriptive text itself. Helena et all (2005:115) state that descriptive text is used to describe a particular person, place or thing. It focuses in specific participants. It means that descriptive text is a text that describe a specific or characteristic of particular person, place or thing to explain for others in the text.
Moreover, the writer must know about the definition of text and also generic structure where Djuharie (2006:15) proposes that generic
structure of descriptive text that is followed by two parts, such as: identification is to introduce of objects that will be described from the text. Then, description is inform characteristics of objects (behaviours of psichologics, attitudes, phisic, special fiturs, qualities, etc.)
Next, Phenomenal Actor Strategy is a strategy to active their visual skill to create the ideas, opinion, feeling and expression in written form.
Sadler (2001:81) proposes that Phenomenal Actor Strategy is a strategy to encourage the students to active their visual skill into writing. It means that Phenomenal Actor Strategy is a strategy that can ease the students what they think on object (an actor) into written form. It is useful the students to do their identification them then make it in description.
Then, Phenomenal Actor Strategy is a strategy that can be applied in teaching writing. To apply this strategy, teacher should know the procedures of using this strategy. There are some procedures to apply Phenomenal Actor Strategy in the class, like some experts’
explanations below: Sadler (2001:81) proposes some procedures in Phenomenal Actor Strategy alike, first the students must choose their pair and every pair should have a picture of an actor. Second, when the activity begins, the students should sit with their own pair, so they can communicate each other. Third, the teacher is as facilitator to ask each pair that pay attention to the picture and identify some aspects of the picture. Fourth, the students should identify the body features, behavior and particular habit of the actor and discuss it together. Then, the
students write their identification on a paper and arrange it become paragraphs.
The last, the teacher provides the pairs to form a descriptive text.
Based on several experts above, the writer interests to apply procedure by Sadler (2001:81) and Dock (2007:66) in teaching writing.
In this procedure, the teacher gives background knowledge to student by using a picture to make a good written form that create and express their ideas, opinions, feelings, and expressions into written text.
DISCUSSION
In this chapter, it will
be described about
implementation of teaching writing by using Descriptive Phenomenal Actor Strategy at Senior High School that the teacher will teach the descriptive text in teaching writing. There are several aspects will be discussed in this chapter. They are preparation and procedure, such as; pre- teaching activity, whilst- teaching activity and post- teaching activity.
Preparation is an action that the teachers’
preparation and planning the lesson about the strategy, media, teaching style, lesson plan, etc to teach the students in teaching learning process especially in teaching writing. The teacher is ready to teach the students which make the students’
understand about the material will be taught in the class. There are some preparations that should be done before teaching vocabulary in reading process:
1. Prepare the lesson plan
Lesson plan is the first aspect that should be done by the teacher. The teacher should prepare lesson plan that will be
as aspect of consideration and the clues to teach the material in teaching writing at class. So, the teacher is teaching writing that will be became to consider about material and all process in teaching.
2. Choosing a topic or material This is an important in teaching learning process especially in teaching writing that choose an interesting topic and material.
The teacher should select topic or material that is suitable for the student background knowledge and level. In this paper the writer uses descriptive text as the teaching material.
3. Time allocation
The teacher does not only prepare the lesson plan and select the material/topic but also in teaching learning process, the teacher should arrange the good time for predicting the activities at Senior High School students learn writing in 2 x 45 minutes.
Thus, if the teacher can divide the good time in teaching learning process, so the lesson will be running well where the teacher can get the goal of the lesson.
4. Media
Media is one aspect that is very important in teaching learning process, because media can make the students’ creative and interesting to the topic. In these paper using a picture, text of Descriptive, Choosing Situation and Phenomenal Actor Strategy.
This chapter describes the procedure of teaching writing through Descriptive Phenomenal Actor Strategy. The procedure can be classified into three parts: Pre-teaching activities, Whilst-teaching activities and Post-teaching activities.
1. Pre-teaching activities (10 minutes)
Pre-teaching activity is a beginning activity done at the class before coming to a new material lesson. The teacher reminds the students about the lesson that has been studied in the last meeting before going the next lesson. Thus, they can get new information by the teacher that focus to continue the lesson which given by the teacher to is increase the students’ concentration. There are some activities are described as follows:
a. The teacher greets the students
b. The teacher and students pray together before start the lesson.
c. The teacher checks the student attendance list.
d. The teacher prepares students psychologically and physically to participate in the learning process.
e. The teacher reviews previous lesson.
2. Whilst-teaching activities (50 minutes)
The Whilst-teaching activity is activity that help the students know about Descriptive Phenomenal Actor Strategy with detail information and how the implementation of the strategy.
Thus, the teacher will make the students’ interesting about the material and easy to understand the topic. The procedure of Whilst-teaching activity are follows:
Exploration
a. The teacher tells to the students about topic today.
b. The teacher explains the descriptive text.
c. The teacher explains generic structure and language features of descriptive text.
Elaboration
1. The teacher selects the related material to the given topic.
2. The teacher asks to elicit the students’ prior
knowledge about
something/information they know based on pictures and prepare the students for writing 3. The teacher brainstorms
the students’ mind by explanation of the example and by giving some questions about an exist phenomenal actor
4. The students are asked to think about their favorite phenomenal actor
5. Have the students in some groups for getting the efficiency for discussion and communicate each other
6. The teacher leads the students to choose their favorite actor
7. The teacher asks each group to pay attention to the picture
8. The teacher asks the students to identify some aspects of the actor such as physical/body features, characteristic, personality even behavior of the actor 9. The teacher guides the
students to write the identification of some aspects of the actor and arrange it become paragraph
10. The teacher provides the group to form a descriptive text
Confirmation
a. The teacher leads the students to discuss their finding in pairs.
b. Collect the students’
exercise.
c. The teacher confirms the lesson and concludes the material.
3. Post-teaching activities (30 minutes)
Post-teaching activity is an activity that is done after Pre-teaching activities and Whilst-teaching activities. In this activity, the teacher can do some activities are follows:
1. Evaluation
In this activity the teacher tries to know how far the students understand about the material that have taught by the teacher in teaching learning process especially in teaching writing. The teacher can give some questions that related the material to make sure that the students understand about the lesson and get knowledge and information from the teacher explain it
2. Conclusion
In this activity the teacher concludes the material to make the students more understanding about the lesson. The teacher gives reinforcement for the students to get point from the lesson.
Thus, the teacher try to give clarifications about the students’ understanding, because of the students have different opinion and understanding about the material.
3. Teacher gives the students homework
4. The teacher closes teaching and learning process
CONCLUSION
Teaching writing at Senior High School is not an easy lesson for the teacher. It is also for the students is not easy to understand the material that is taught by the teacher in teaching learning process especially in the class. The teacher should be able to make the students’ attention while the teacher teaches the material in front of class and know the students’ activities in the back.
Then, the teacher must know the students’ ability and knowledge.
And also the teacher should choose the strategy to make the material would be easy to understood by students. There are many strategies that can be used in teaching and learning that is Descriptive Phenomenal Actor Strategy.
The Descriptive Phenomenal Actor Strategy is a strategy that can help the students develop the ideas, opinions, feelings and expression into written form.
Thus, Phenomenal Actor Strategy is a strategy that describe thing, person and place becoming a good written form and can help the students to improve the ideas, opinions, feelings and expresions based on the picture. This strategy can make the students understand and develop the lesson. Thus, they will discuss in pairs sharing ideas.This strategy is used in teaching writing Descriptive and information text. It is used for students at Senior High School.
SUGGESTION
Senior High School student is level of students which needs to be taught writing by using interested
strategy. It because they still do not have high motivation to study. The teacher should be creative to make them feel interested to study. The strategies that would be best is Descriptive Phenomenal Actor Strategy. From the conclusion above the writer propose some suggestions: First, for English teacher to introduce and apply this strategy in teaching writing.
Second, the writer suggests that the teacher chooses the appropriate text based on the curriculum and the strategy.
This strategy can be used in other fiction, nonfiction but it is more appropriate applied in informational text that discussion descriptive and other information text. Briefly, the teacher can build students’
knowledge through brainstorm.
At the last, for the next writer he/she must use this strategy better than writer that had applied this strategy.
REFERENCES
Allman, B., Freeman, S., Dwen, J., Pallow, S., and Shiotsu, V. 2000. Skill for Succesful Teaching. United States: Mc Graw-Hill.
Djuharie, O. S. 2009.
Teknik dan Panduan Menulis melalui Eksplorasi Model dan Latihan Essay Writing.
Bandung: CV Yrama Widya.
Helena, et all. 2005.
English for Senior High School Students. Jakarta: Pusat Perbukuan, Departemen Sosial.
Sadler. C. R. 2001.
Comprehension Strategies for Middle Grade Learners: A Handbook for Content Area Teacher. Georgia, USA:
International Reading Association.
