TEACHING WRITING IN NARRATIVE TEXT BY COMBINING WORDLESS PICTURES BOOKS AND QUICK WRITE STRATEGY AT SENIOR HIGH SCHOOL. Oleh: Putri Sadamah Husaini

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1 TEACHING WRITING IN NARRATIVE TEXT BY COMBINING WORDLESS PICTURES BOOKS AND QUICK WRITE STRATEGY AT SENIOR HIGH SCHOOL Oleh: Putri Sadamah Husaini Titik Hardewi Yani, S.Pd. Staf Pengajar Program Pendididkan Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat ABSTRAK Putri Sadamah Husaini Pengajaran Writing Melalui Penggabungan Dua Strategi Wordless Picture Books dan Quick Write untuk Siswa Sekolah Menengah Atas. Makalah Program Sarjana. STKIP PGRI Sumatera Barat. Bahasa Inggris adalah mata pelajaran yang harus dipelajari di Indonesia sejak sekolah dasar sampai perguruan tinggi. Walaupun bahasa Inggris telah dipelajari bertahun-tahun, tapi para siswa masih memiliki kesulitan khususnya dalam writing. Untuk membuat sebuah paragraf yang menggunakan bahasa Inggris siswa banyak mengalami masalah. Siswa mengalami masalah serius di dalam struktur bahasa Inggris, kurangnya penguasaan vocabulary dan susah menimbulkan ide kreatif dalam menulis serta sulitnya menggunakan grammar dan kata hubung yang tepat dalam bahasa Inggris. Dalam makalah ini penulis membahas bagaimana mengajarkan writing dengan menggunakan dua strategi yaitu wordless picture books dan quick write. Wordless picture books adalah salah satu strategi yang dapat digunakan untuk mengembangkan kemampuan writing. Strategi ini merupakan strategi yang tepat untuk membantu para siswa meningkatkan kemampuan menulisnya. Sehingga siswa tidak kesulitan untuk memulai menulis karena mereka memiliki gambar yang belum ditulisi dan mereka akan menulis berdasarkan gambar tersebut. Quick write adalah salah satu strategi sangat bagus untuk menunjang kemampuan writing siswa karena dengan menggunakan quick write strategy, semua siswa dibimbing untuk mengidentifikasi informasiinformasi untuk dikembangkan ke dalam tulisan mereka dalam waktu yang relatif singkat. Dalam makalah ini penulis berharap kepada guru, siswa dan semua pihak yang terkait dapat mengaplikasikannya dalam proses belajar mengajar,dan menggunakan penggabungan dari dua strategi ini. Key Words: Writing, Wordless Picture Book and Quick Write Strategies

2 INTRODUCTION Writing is an activity to deliver ideas, thoughts, and meaning in written form. By writing, the writer can express what s/he thinks in written form. For expressing the ideas and thoughts in writing, the writer should create a form of a communication between the writer and the texts which will be produced based on its ideas. For expressing ideas in written form and produce writing well, students in school must have ability in writing. Writing is done for making the students be able to express their ideas in written form. Therefore, all students must have ability and competency in writing. In writing, the students have to know how to organize ideas well. The ideas which are organized well are used to make writing becomes easy to understand. And also, the studentshave to consider the choice of words, spelling, grammar, and punctuation for making a good writing. Based on the School Based Curiculum (SBC) Kurikulum Tingkat Satuan Pendidikan (2006), one of the teaching goals in English at Senior High School is developing skill of language, including orally and non-orally. Writing includes into non-orally skill and it means that, writing is one of the teaching English goal which should be possessed by the students. Therefore, improve the writing ability and study about the structures need to produce a good writing is very important to be attended by the students. Moreover, by doing writing, students are able to deliver their ideas and thoughts in written form. Exploring ideas in good writing is a form of a writing product. In contrary, based on the writer s practice teaching experience at Senior High School, the writer found that there are many difficulties which are faced by the students in writing. Most of them could not write or make a paragraph well and arrange sentences to be a good writing. It was happened because of several problems when they are writing. First, they still got some difficulties indiscovering ideas that should be written, so they could not develop their writing well. Second, they still had difficulty in using appropriate words to accompany their ideas. It made they did not have a good construction in their writing. Finally, they also had some misunderstanding in grammar and punctuation. The problems above influenced the result of their writing, whereas their writing was 1

3 still far from a good writing. Thus, it makes students have no motivation in writing. Based on the problems above, the teacher should be active and creative in finding the variety effective strategies in teaching writing. One of interesting strategy to get interesting way of the goal teaching and learning process can be done by combining some strategies in teaching writing. Strategies that the teacher can use to teach writing such as: wordless picture books, quick write, key words, and identifying strategy. A wordless picture book is a strategy which is the students give and writes the words for accompanying the wordless picture. It activates students ability in writing. Quick write strategy helps the students to facilitate students understanding of informational text through the use of a set of integrated language activities. While, using some key words strategy asks the students to write by developing writing based on some key words. Furthermore, identifying strategy prepares students to do writing by identifying some important identification which is developed to be a good writing. Combining some writing strategies seems to be a good solution to make the students have good motivation in writing and it is hoped to improve students ability in writing. The combination of some strategies are expected to be used to resolve the students difficulties in writing. It solves student s difficulties in writing and improves their writing ability. Wordless Picture Book Strategy Wordless pictures book is an interesting strategy which can be applied in any classroom for guiding the students in writing task. There are some definitions which are given by the experts about wordless picture book strategy. According to Wood and Shea (1997:17) wordless picture books are one of meaningful strategy which provides writing experiences for middle and high school students. It is because they are medium in book form with no words, they are guidance to make sense of the printed words. It can be said that the strategy is used to make the students create their own sense in printed words based on the wordless picture. Furthermore, Winter (2000:157) states that wordless picture books is a strategy which can generate meanings in variety of ways, such as

4 through language, art, music, mathematics, and movement. It can be said that wordless picture books is the strategy for the author to generate their ideas in many way. Their ideas be generated in form of language, art, music, mathemathics, and movement. Whatever it can be, it must the way for the author to express their ideas and thoughts. This strategy means to make the wtiter ideas becomes more understood by the readers in wordless picture form. Moreover, Harvey and Goudvis (2000:194) mention that wordless picture books strategy has purpose to record visual images of text to be saved in memory. It gives meaning that wordless picture books strategy is useful to build the power of visual imagination for students. Activating of this visual imaginary strengths the memory s capacity of the readers to recall the message from the story. It can be said that the strategy helps the students to activate their visual imagination and memorizing for certain passage. Finally, Day (2007:143) also states that wordless picture books strategy is visualized to express unstated information. It states thatpeople must realize that when a book has only pictures and no written text to explain them, visualizing rendered unnecessary. It is quite wrong, the expert assumes that visualization as may be form of written text is needed in wordless picture book. It is useful for communicating the pictures and readers visualization with their own mind. Thus, this strategy convinces the students to visualization activity to activate their mind in thinking. Based on the definitions above, it can be concluded that wordless picture books is teaching strategy which appropriate to be used in teaching writing and providing the students to have ability in writing. It is because this strategy is delighted to build students powerful imaginary based on the visualization and author clues in wordless pictures for deriving meanings and improve their sense in producing printed words. The strategy can be used for activating the students visual activity and their creativity in analyzing what they see to be expressed in writing. This strategy also useful to help the students enable to produce a good writing completely.

5 Procedure of Wordless Picture Book Strategy Wood and Shea (1997:118) the procedures of wordless picture books as follow: a. The teacher introduces the wordless picture books for the students and inform them that the wordless picture books enable the readersto invent their own story lines b. The teacher asks the students to think about the wordless pictures. And invite them to express their ideas orally. c. Then, the teacher guides the students to write what they think about the wordless pictures. Or, they can write the sentence underneath the picture on the transparency. It should be done from the first page of the book. d. The students must write the sentences for all pictures and after completing it, they can read the book in complex form. e. This activity can be done in groups or individually. Now, this book has been completed with sentences. f. Finally, the students can change, rewrite, and modify their written version for making it becomes perfect. From the steps of wordless picture books above, it is known that wordless picture books strategy is begun with giving a wordless picture to the students. Then, ask them to give words for each picture which accompany the pictures. The students then arrange the words and develop them into paragraphs. The paragraphs will be conducted as a good writing. Those activities above prepare the students to do writing based on the wordless pictures given by the teacher. Then, Winter (2000:157) gives the steps in applying the wordless picture book in teaching as below: a. The teacher discusses the way the author expresses their ideas with the students. The teacher tells them that wordless picture books is an example of the author s expression. b. The teacher informs the students that in wordless picture books, the author uses the picture illustrations to tell his/her story c. The teacher distributes the wordless picture books for the students and asks them to talk about the picture d. Ask the students to prepare slip of papers, index cards, sticky notes for writing the words that might accompany the picture. This can be

6 done individually or in small groups e. Finally, after all text have been written by the sentences, the students are provided to share their complete story in front of the class. The procedures mentioned above tell that the wordless picture books above begins by telling the students that the authors express their ideas in different ways. In this case, the authors tell their ideas in form of wordless picture books, and the students task is give all pictures the words which suitable with the pictures. It is done for making the students make the author s story becomes completed. As their final task, the students can perform their complete story in front of the class and they can each other. Moreover, Harvey and Goudvis (2000:194) also give the procedures of the wordless picture book. The procedures are: a. The teacher reads a story to students and asks them about what imagination which appears in their mind after listening to the story. b. Get the student to create their own picture based on the story which they heard. c. The last activity reread the original text and asks the students to reflect their illustrations of the story based on their capture image. Then to the procedure above, the wordless picture book can be started by reading the text for the students and ask them to write the picture in their mind as the teacher reads the text thoroughly. In other words, the students should create an illustration of the text which have read by the teacher. And also, the students can draw the pictures based on the story of the text. It is called as the process of capturing the mantal image by reflecting the illustration of the story. The experts have different versions of wordless picture books strategy. For this case, the teacher should choose the great version to be practiced in classroom. Based on the procedure given by the experts above, the writer will use the implementation from Winter (2000:157) to be applied in teaching writing in chapter III. Whereas the wordless picture books strategy is begun with an introduction to the students that some authors express their ideas in wordless pictures. Then ask them to sit in small groups or

7 individually to complete the pictures with words. The words are made by the students itselves for completing the story. The words must accompany the wordless pictures. After all pictures have been written with the text, the students should perform their own story to the class. Quick Write Strategy Quick write strategy provides the students to do writing quickly. The experts give several definitions about this strategy. According to Antonacci (2002), quick write strategy helps to get students understanding of informational text through the use of a set of integrated language activities. The strategy is done as the students briefly write all they know about the topic in certain time. It means the students get a positive feedback for doing writing activity. Such as, the students identify certain topic, then the topic will be developed into a complete writing. Thus, this strategy makes the students become active in writing. Then, Marino (2007) also states that quick write is a creative strategy to activate prior knowledge before students read. It is structured by the teacher and is done in a brief amount of time. By using quick write strategy, it will give an opportunity to search important information to be shared in the front of the class. It is meant that quick write strategy can be done before starting the lesson. The students are asked to write about whatever they know related to the topic which will be learnt. Quick write seems to be a strategy which leads the students to identify their prior knowledge and write it quickly. It also can activate the students ability in writing. Next, Collins (2010) gives statement that quick write strategy is made to improve students fluency in writing and help students to prepare and anticipate the material to be read. It means that, quick write strategy makes students improve their ability in doing writing. Writing by using quick write strategy is useful for developing student s readiness to learn about the material. Because, before the students start learning about certain topic, they write what they know about the topic first. This activity helps the students to understand the lesson easily. In conclusion, quick write strategy is giving the students an opportunity to charge and improve their ability in writing. Because, by

8 doing the quick write strategy, the students are provided to do writing based on their knowledge about certain topic. By following the quick write strategy, the students can build writing ability. This strategy is not only helping the teacher to give appraisal to the students level understanding of how to do writing, but also providing the students to develop their ability in writing. Procedure of Quick Write Strategy Meier (2006), quick write strategy can motivate the students to do writing. For getting it, there are some steps should be done by the students, they are: a. Explain that a quick write helps engage students in thinking about a content topic before, during and after learning. Stress that in a quick write, students respond to a question or prompt related to the text by writing down whatever comes to their minds without organizing it too much or worrying about grammar. b. Select a topic related to the text being studied and define the purpose for the quick write. c. Tell the students how long they will have to do the writing, typically 2-10 minutes. d. Use the quick write as part of instruction, assessment, and discussion. Based on the procedure above, it is understood that quick write strategy is begun by explaining to the students that quick write engage the students thinking about what they think about certain topic. Or it can be started by giving the student some questions and ask them to write the answers which appear from their mind. After that, the students are delivered by a topic and they should write based on the topic quickly. For doing this quick write, the teacher limits the time for about two to ten minutes. Finally, the result of the students quick write can be conducted in a discussion. Next, Collins (2010) suggests that quick write strategy has some the steps, they are: a. Select the text that students will be reading. b. Pull general themes, concepts, or ideas from the text. c. Create general prompts for the students to write about. Give lots of options surrounding one idea or theme. d. Post the writing prompt on the overhead or white / chalkboard.

9 e. Share writing with a partner or class if desire f. Return to the quick write and add additional thoughts. Collin s procedure of quick write strategy tells that quick write strategy is started by giving the students the general themes, concepts, or ideas for students writing task. Then the teacher should give the supporting ideas to help the students in constructing their writing. The ideas which have been built in a form of writing can be shared with other classmates. In addition, they can do the discussion for about what they have written. Furthermore, Dock (2010) states that the procedures of quick write strategy are general because they depend on the selection being read and what is to be written. Then following guidelines should be helpful: a. Select what students are to write about. b. Have students write. Allow students 3-5 minutes to complete the writing. Remind them that these papers will not be evaluated or graded. c. Have students to share what they have written. Direct students in a discussion of the ideas shared. d. Help students formulate a purpose for reading Based on explanation above, the writer takes a conclusion, that quick write strategy has some steps. All steps of the strategy come to give advantages for improving students writing ability. The first and second step of the strategy will motivate students to be active and competitive to do his role in doing learning process. Third and fourth, students have opportunity to out their sharing about writing process. The last step, the students are responsible store their understanding about their writing result. From those steps of quick write strategy which are proposed by Seth Meier, Barb Collins and Dock, in this paper the writer chooses the steps from by Collins (2010) to be applied in chapter III. The reason for this choice because it can help the student to treat the thinking process for getting detail ideas and share it in the class and give students feedback each other.

10 The Combining of Wordless Picture Book and Quick Write Strategies in Teaching Writing. In this paper the writer chooses the procedure from Winter for wordless picture books and to be applied in Whilst-Teaching activity Exploration part (Chapter III) and for Quick write will use procedure from Collins to be applied in Whilst-teaching activity Elaboration part (Chapter III). The combined steps are: 1. Activate students knowledge by guiding them to think about what teacher says 2. Lead the students to draw something as teacher s command 3. Teacher gives some wordless picture to the students and ask their orally comment about the picture. 4. Discuss with students that wordless picture books is one of ways for author to express their ideas and meaning. 5. Give all students or small groups of students the wordless picture book. Students look through the book, telling themselves the story that the pictures convey 6. Distribute slips of paper, index cards, or sticky notes to each group for writing the words that may accompany the picture. Each written slips of paper, index cards, or sticky notes can then be paper clapped 7. Students synthesize information into a paragraph for doing the quick write 8. Tell the students that they must respond to do writing down whatever comes to their minds without organizing it too much or worrying about grammar 9. Doing the quick write 10. Tell the students how long they will have to do the writing, typically 2-10 minutes 11. Use the quick write as part of instruction, assessment, and discussion Those are the steps of combining wordless picture books and quick write strategy in teaching writing narrative text at Senior High School. DISCUSSION In the process of teaching, the teachers 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

11 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 worldless picture book and quick write 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 quick write strategy is treated the students to write about what they have known about the material quickly. 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: preteaching activity, whilst-teaching activity and post-teaching activity. Finally is evaluation. The teacher evalutes the achievement of students result in writing. CONCLUSIONS Writing is an activity to deliver ideas, thoughts, and meaning in written form. By writing, the writer can express what s/he thinks in written form. For expressing the ideas and thoughts in writing, the writer should create a form of a communication between the writer and the texts which will be produced based on its ideas. For expressing ideas in written form and produce writing well, students in school must have ability in writing. Writing is done for making the students be able to express their ideas in written form. Therefore, all students must have ability and competency in writing. One way to improve the student s writing ability is the combination of wordless picture books and quick write strategy. There are some activities which can be done by teacher in teaching writing by combining wordless picture books and quick write strategy. They are: pre-teaching activities, whilstteaching activities, and post-teaching activities. Pre-teaching activities are the activities while teacher brainstorms

12 the students mind as the beginning of the process teaching activity. In whilstteaching activities, the teacher presents the material by applying the steps through combining wordless picture books and quick write strategy. In this process, the teacher guides the students to do writing and provide them to improve their writing ability. Finally, in post-teaching activities, the teacher takes the students writing product, checks the errors of their writing, and evaluates their writing continuously to get a good writing. So, the writer concludes that the combination of wordless picture books and quick write strategy can be used in teaching writing, especially for improving the students writing ability. Teaching writing by combining wordless picture books and quick write strategy provides the students an opportunity to do writing easily. The activity of using the strategies combination is begun with leading the students to give some words for the wordless pictures of a story. Then the students are asked to write based on the wordless pictures. Based on their writing of wordless picture books, the students are developed to complete their writing by doing the quick writing. In doing quick write strategy, their writing of wordless pictures will be developed into paragraphs and united to be a complete writing. Thus, the use of combining wordless picture books and quick write strategy can motivate students in mastering the process of writing and provide them with a good ability in writing. SUGGESTIONS From the conclusion above the writer suggest English teacher that he/she should find alternative strategy in teaching learning process to make students interest in the lesson. One important thing, combining List Group Label Strategy and Sticky Notes strategy in teaching reading is a good way for the students at junior high school. It makes students more interesting in learning. The students can use sticky notes to mark places in their reading that they thought were interesting, funny surprising. Those strategies not waste time in teaching learning process and also easier the teacher manage students in learning reading process. Beside that make students enjoy and like reading. And it can motivate the students in teaching learning process.

13 REFERENCE Antonacci, patricia A and chatrine M.O callaghan Strategies For Middle and Secondary Classrooms : Developing content area literacy. New York : SAGE publication, Inc. Ariani, Luh de Descriptive and Narrative text. Article 22:12, : Genre of the text. ion/k12/articles/ aspx.retr ieved on June, Collier, Chatrine RTI. For Diverse Learnes. New York: SAGE Companies, Inc Collins, Barb and Marti Lumar Chicago: Adapted From Lindsey Scheider s 10 Min. Coweil, Erger Strategies for Teaching Writing. New York: An AscD Action Tool.Write. Evans. Virginia Succesfull Writing Proficiency Liberty House: Express Publishing Company, Inc. Ellery, Valerie Creating Strategies Readers. New York : Library of Congress Catalogingin-Publishing Data, Inc. Harmer, Jeremy How to Teach English. England : Associated Companies Thourgh Out the World. Hyland, Ken Second Language Writing. Hongkong : City University (Cambrige University Press). Harvey, Stephanie and Anne Goudvies Wordless Picture Books. California: Stend House Publisher. Kucer, stephanie B and Cecilia Silva Teaching the Dimensions Of Literacy. New York : Second Edition Published, Inc. Meier, seth (EDSP, 4633) Strategy packet From : http//fds.oup.com./ m/pdf/elt/catalogue/ b. Pdf. National Center Family Literacy : Talking About Wordless Picture Books. A Tutor Strategy Supporting English Language Learners : Founded by UPS Nurmansyah, Dudie Descriptive Text and Narrative Text. Article: 09:27. Genre of text. rativetext.com/pdf/elt/catalogue/ b.Pdf Oshima, Alice and Ann Houge Writing Academic English. New York : Weisley Publishing Company, Inc. Pradiyono Teaching Genre- Based Writing. Yogyakarta : CV Andi OFFSET. Richardson, Judy S, Raymond F. Morgan and Charliene E. Fleener Captown: Reading To Learn. In The Content Areas. Snow, Chatrine E Reading For Understanding. Santa Monica: Department Of Education. Wood, Karen D and Janis M. Harmon Strategies for Integrating Reading & Writing in Middle and High School Classrooms. New York: National Middle School association

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