TEACHING WRITING THROUGH COMBINING POWER NOTES STRATEGY AND DICTOGLOSS STRATEGY AT JUNIOR HIGH
SCHOOL By:
Rosi Virma Suri *)
**) Rika Afriyanti, M.Pd
Staff Pengajar Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera BaratABSTRAK
Menulis merupakan salah satu keahlian yang harus dikuasai oleh siswa selain membaca,berbicara, dan mendengar. Dengan menulis, seseorang dapat mengekspresikan ide, pengalaman, pikiran, pendapat, dan perasaan kepada orang lain. Siswa dalam belajar Bahasa Inggris harus mampu mengungkapkan ide dan pikirannya ke dalam bentuk tulisan. Selain mempunyai ide dan pikiran, siswa harus mempunyai motivasi, keinginan, dan ketertarikan dalam menulis. Tujuan dari makalah ini adalah untuk meningkatkan minat dan ketertarikan siswa dalam mata pelajaran Bahasa Inggris khususnya menulis. Dalam makalah ini, penulis membahas tentang bagaimana mengajar menulis melalui penggabungan strategi Power Notes dan Strategi Dictogloss.
Dua strategi ini merupakan strategi yang dapat meningkatkan kemampuan siswa dalam menulis atau membuat sebuah bacaan atau teks. Kedua strategi ini akan membantu para guru Bahasa Inggris untuk mengajarkan bagaimana menulis yang baik dan mudah. Dua strategi ini juga membantu siswa dalam mengembangkan ide-ide menggunakan pengajaran dalam bentuk outlining. Dalam aplikasinya, guru mendiktekan sebuah teks dan siswa menulis beberapa kata kunci. Selanjutnya, guru meminta siswa untuk membuat sebuah teks report berdasarkan outlining tersebut. Kemudian siswa akan mengumpulkan ke meja guru, dan guru akan memilih beberapa untuk di diskusikan bersama kelompok.
Key word: Writing, Power Notes Strategy, Dictogloss Strategy
*Penulis
**Pembimbing
INTRODUCTION
Writing is a productive skill that requires student’s ability in producing a language to communicate. As a productive skill writing becomes one the focuses in learning English. Furthermore, writing is an activity to explore the ideas in form of a paragraph, a text, a story, and so on.
Through writing, the writer can inform, share, and express their ideas to others.
Nunan (2003:88) explains writing is the mental work of inventing idea, thinking about how to express them, and organizing them into statements and a text that will be clear to the reader. It means that the writer can help the reader to catch and understand what the meaning and purpose of the ideas in the text.
In addition, writing is one of the skills that taught at school. It is stated on School Based Curriculum (kurikulum tingkat satuan pendidikan, 2006), the purpose of learning English at Junior High School is to increase students ability in written language correctly in the form of transactional and interpersonal, functional text and short monolog text particularly such as ; descriptive, report, narrative and recount text. It means that the students are hoped be able to improve and develop their ability and write in writing form.
Meanwhile, the writer found that the students take some problems in writing skill. It is based on the writer’s experience during teaching practice, writing seems difficult subject for the students to be developed and to be learned. There are several factors that make the students have problem in mastering writing skill. The first, problem cames from the students themselves. In writing activity, some of the students often get difficulties in developing their ideas, it means they can not information and feedback in teaching learning process. So, they are writing the not able to organize their ideas in writing class.
The second, problem is the students have low motivation in writing, it is caused by poor of vocabularies, grammar, spelling or punctuation. The problem came from the strategy which is used by the teacher. Some of the students could not understand the
teachers explanation, then they could not express their ideas to write the sentences into text.
REVIEW OF THE RELATED LITERATURE
Writing is one of skills that important in communication. According to Nunan (2003:88), writing is the mental work of inventing ideas, thinking about how to express them, and organizing them into statement and paragraph that will be clear to a reader. It means that writing is a way to develop their ideas that doing in learning activities and it can make the students more active in writing skill.
Kane (2000:17) the writing processes have some steps. The first step is the thinking process. It is the process of thinking about choosing a subject, develop it, and revise the organization and style. The second step is drafting process. It is the process to make outline as the guide in writing. The last one is revising process that make the writer review their draft and revise it.
Harmer (2003:79) mentions that the reasons for teaching writing to students of English as a 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 a tool to produce the students run well to express their writing. It makes the students more understand how to write clearly. Besides, teaching writing is a way to manage the students to be easy to express their ideas and thinking into some paragraph.
In this paper the writer used Power Notes combined with Dictogloss strategies in teaching writing.
There are some experts explain about the Power Notes strategy. According to Gore (2004:94), power notes are explicit and structured and are an effective inclusionary practice because they provide a structure. Therefore, organization is provided by the nature of the strategy, frustration is avoided when organization is provided, motivation is increased when students view the task as a puzzle in which
they are searching for missing pieces. So,this strategy can apply for the students that looking for on background knowledge. It will express some writing well based on their ideas and they arrange the word clearly.
According to Buehl (2010:52) states that procedure of power notes strategy in teaching writing has three steps such as:
First, The teacher begins instruction by providing the following basic outline model for students: Power 1. Main idea, Power 2.
Details or support of power 1, Power 3.
Details or support of power 2. Second, Students illustrate specific examples of power notes by choosing categories students recognize, indicate how the power relate to each other. Third, Students practice to use power notes to categorize information and explore relationships in a unit of study. To do this, you can write the terms on index cards and let students organize the cards to create an outline according to powers and relationships.
According to O’callaghan (2012:55), Dictogloss is an integrative strategy that was originally useu for second- language learners. Them, to improve students’ knowledge of text structure and grammar within an authentic context. This strategy designed for whole-class instruction. However, it is easily adaptable for small guided- reading groups or for intervention sessions. So this strategy, the students can be developing main idea trought the information in teaching learning process. Then , the students have more vocabulary and can be developing main idea.
Wajnryb (1990:22) explains the procedures of Dictogloss strategy. First, preparation. teacher prepares the material which is going to be taught. The teacher introduces the topic and lists some vocabulary for the students. Moreover, the students are divided into pairs or small groups and given brainstorming before coming to the next step. Second, dictation.
the teacher reads the text twice in normal speed and asked the students to listen. On the first dictation, the teacher reminds the students to listen only and not to write anything. While on the second dictation, the teacher asks the students to prepare
notebook and write down some words which will be keywords for the next step; that is reconstruction. Third, reconstruction. The teacher asks the students to reconstruct the text based on their keywords in pairs or groups. Last, analysis and correction. The teacher asks the students to analyze and correct their text result. It is also done with the teacher’s help by comparing their version to the other group or pair result, and the last comparing with the original one to see the differences.
DISCUSSION
In this paper, the writer will describe about implementation of teaching writing by using Power Notes and Dictogloss strategies. There are several aspect will be discussed in this paper. Such as: preparation and procedures.
In teaching writing, preparation is important because a good preparation will make the teaching learning process become running well. The teacher should prepare the teaching material of lesson plan. There are some aspects that should be considered by the teacher before creating the lesson plan.
The teacher has to state teaching goal before coming to the class. They are useful to measure what should be taught and what should be reached by the teacher. The teacher should prepare the suitable material with the topic which will be taught to the students are very important in order to have a successfully teaching learning process.
Teaching goals are also to determine what should be mastered by the students.
For developing material, the teacher can find new material in other sources to make the students enjoy studying in writing.
In here, the writer choose the material Report text about elephant.
Media can help the students to be more interested in learning. The teacher has to prepare appropriate media for the students. In this case, the teacher gives picture and questions.
Timing means a set of time that will be used by the teacher in teaching writing. It concludes how long the teacher will teach in class. For instant a whole time is 2x45 minutes. So, the teacher divides it into three
divisions: 15 minutes for pre teaching activities, 60 minutes for whilst-teaching activities, and 15 minutes for post teaching activities.
In pre-teaching activities is the activity at the beginning of the study. It has functions to stimulate the students’
background knowledge, gives new information about the topic, and increases the students’ concentration to start their study. In Pre-teaching activities, so the using procedure of Dictogloss strategy. The activities are: Teacher greets the students.
After greeting the students,teacher check the students’ attendance list. Then teacher prepares the material which is going to be taught.. The teacher introduces the topic and lists some vocabulary for the students.
Moreover, the students are divided into pairs or small groups and given brainstorming before coming to the next step.Teacher shows picture for the student.
In whilst-teaching activities, the teacher explains and discusses about the material that is learn by the students. In exploration part, teacher use procedures of Power Notes strategy and Dictogloss strategy. As follow: The teacher begins instruction by providing the following basic outline model for students. Illustrate specific examples of power notes by choosing categories students recognize, indicate how the power relate to each other. The teacher reads the text twice in normal speed and asks the students to listen. On the first dictation, the teacher reminds the students to listen only and not to write anything. While on the second dictation, the teacher asks the students to prepare notebook and write down some words which will be keywords for the next step; that is reconstruction. Then, the teacher asks the students to reconstruct the text based on their keywords in pairs or groups. Those keywords are used as their guided writing to produce a text which has the same idea as the original text.
In elaboration, the teacher continues the procedures of Power Notes strategy and Dictogloss strategy, as follow:
The teacher asks the students to analyze and correct their text result. It is also done with the teacher’s help by comparing their
version to the other group or pair result, and the last comparing with the original one to see the differences. The teacher provides opportunities for students to collaborate and practice. Teacher chose one paper and discuss it together. Teacher asks the students difficulties about material.
Post activity is the last process of teaching. There are some activity, as follow:
The teacher asks student to conclude the material. Then, the teacher closes teaching and learning process.
Conclusion
Based on the writer’s discussion on the previous chapters, the writer can make conclusion. Writing is one of ability in transforming ideas into paper and it should be mastered by students. In fact, students have many problems in writing activities.
Therefore, they are difficult to express their ideas. Because of that, the teachers have big responsible to helps students to solve their problem. Therefore, the teacher should use good strategies to make students writing in the class. The English teachers can combine Power Notes and Dictogloss strategies in teaching writing.
Moreover, the teacher can combine Power Notes strategy and Dictogloss strategy for junior high school. Power Notes is a strategy that can help students to differentiate between and main idea and supporting details. In writing class, the students are asked by the teacher to give information from a picture or teachers media by using power 1, power 2, power 3, and so on to be outlining. Dictogloss is a strategy that can help classroom dictation activity where learners are required to reconstruct a short text by listening and noting down key words, which are then used as a base for reconstruction.. In writing class, students not only focus listening, but also attention how to speaking. Then, the students begin writing base on read the text.
Referring from the paper above, it is suggested to use these strategies for the junior high school students to be interested in writing because writing is the ways to express our feelings, ideas, and thought in a
good sentence. So for the English teachers, suggested to uses Power Notes and Dictogloss strategies in teaching writing.
Because its can helpful the teachers to improve students writing skill.
Then, the writer would like to give suggestion for the English teacher. The first, the teacher should prepare some media for the students to begin the class show the pictures, to make the students interest and list some vocabulary. The second, the teacher should give the material or topic appropriate with the students condition and them teacher divided into pairs or small groups. Third, teacher give instruction by providing the following basic outline model for students. Last, the teacher should be a creative and always give motivation for the students to make them enjoyable and happiness in writing class.
References
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