teavhing writing descr

8/13/2019 Teavhing Writing Descr

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TEACHING WRITING DESCRIPTIVE BY USING EVERYBODY WRITES AT

JUNIOR HIGH SCHOOL

By

Nike Suryana *)

*) Rosi Kumala Sari S.PdStaf Pengajar Program Studi Pendidikan Bahasa Inggris STKIP

PGRI Sumatera Barat

ABSTRAK

Kemampuan menulis dalam Bahasa Inggris adalah sangat penting yang harus dikuasi

oleh siswa, di samping mendengar, membaca, dan berbicara. Namun, banyak siswaberanggapan bahwa menulis merupakan suatu kegiatan yang sulit dan memerlukan banyak

waktu. Hal ini mungkin disebabkan cara guru dalam menerapkan teknik pengajaran menulis

yang kurang tepat sehingga siswa selalu saja mengeluh dan tidak mengetahui bagaimanaharus memulai menulis satu paragraph. di sinilah sebenarnya masalah yang harus segeradiatasi, di mana menulis diharapkan menjadi suatu kegiatan belajar yang dianggap mudah

dan menyenangkan bagi siswa.

Untuk mengatasi masalah ini, maka salah satu teknik yang sesuai untuk diterapkan

pada siswa SMP khususnya dalam pengajaran writingadalah Everybody Writes. Everybody

Writes Technique adalah suatu teknik yang memberikan kesempatan siswa untuk berpikir

secara bebas berdasarkan dari kebutuhan siswa tersebut misalnya pengalaman-pengalaman

yang diangap menarik untuk ditulis. Sehingga dengan teknik ini mereka akan lebih mudah

untuk menulis sebuah paragraph.

Melihat masalah yang ada, menurut pendapat para ahli penulis menyimpulkan bahwa

teknik ini sangat efektif dan efesien digunakan oleh guru. Melalui teknik ini, siswa

diharapkan dapat menulis text berbahasa Inggris sesuai dengan kemampuan mereka serta

dapat meningkatkan hasil pembelajaran Bahasa Inggris nya.

INTRODUCTION

Teaching writing is one of the

important skill in English subject for

junior high school because through writing

the student can share idea to other people

in the class. Writing is categorized as the

productive skill together with the speaking

skill, because the students are required to

produce their own ideas to express in

written and spoken forms. Based on KTSP

2006 (school based curriculum) teaching

and learning in the classroom is centered

on students, teacher gives material to

enrich students competence in doing

dialog, monolog, and also to create a

written text that is learned. It means that

the standard of writing competency in

junior high school is the students learn to

write and can make a short or simple

sentences.

In the reality, the purpose of the

curriculum has not reached. Based on the


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writers experience during the teaching

practice at school, there are many factors

that the students do not like writing

subject. First, many teachers still have not

found good technique in the teaching

writing. Second, most of students are not

interest in writing. Third, number of hours

to communicate the students progress in

writing face to face is limited. Then, the

students have other problem such as poor

vocabulary and find difficulty with

sentence structure. Next, the students do

not know the language on writing

assessment. Last, the students suffer from

mental fatigue and tiredness while writing.

Based on the problem above, it is

important for the teacher handle those

problems in order to teach students in

writing. The teacher is expected to be

more creative in facilitating their students

with the interesting materials in teaching.

In this paper, the writer interest with

Everybody Writes technique because it

offers some ways to make students more

prepared to share their answer idea in

writing subject before discussing start the

class.

REVIEW OF RELATED

LITERATURE

There are many definitions about

writing explained by experts, According to

Nunan (2003:88), writing can be definedby a series of contrasts.

Then, Sokolik (2003:98) who also

states that writing is a combination of

process and product. Furthermore, Wallace

et-al (2004:15) states that writing is the

final product of several separate acts that

are hugely challenging to learn

simultaneously.

Related to the definitions above, it

can be concluded that writing is one of the

skills that should be mastered by the

students. By writing, students can express

idea in words written a text.

Teaching Writing

According to Pardiyono(2003:34),

teaching writing is only focus on how to

write the correct sentence grammatically.

Furthermore, Nunan (2003: 92-93)

states there are form principle of the

teaching writing, they are:

1. Understand your students reason forwriting.

2. Provided many opportunities for thestudents write.

3. Make feedback helpful & meaningful.Then, Perkis (2005:72) states that

teaching writing is a process that requires

teachers to help the students in developing

their thinking critically in written form.

Based on the discussion above, it

can be concluded that the teaching writing

is continue thinking process. Teacher helps

students in choosing and finding topic.


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Next, the students write everythings that

related with the topic.

A. Decsriptive Text1. Definition of Descriptive Text

According to Zumakhsin

(2005:21), descriptive text is to

describe the things that we see. It

also same with Bima (2005:15)

states that descriptive text is to

describe a particular person, place

or things.

Meanwhile, Pardiyono

(2007: 33-34) states that

description is a type of written text,

which has the specific function to

give description about an object

(human or non human).

In conclusion, from all

theories of descriptive text the

writer make conclusion that

descriptive text is a text to retell

about person, thing, and place.

2. The Characteristics ofDescriptive Text

According to Kane

(2000:352), the generic structures

of Descriptive text is identification

and description.

Moreover, Seyler (2004:81),

descriptive text has some

characteristics as follow:

a. Generic structure consists ofidentification and description.

b. Focus a specific participant

c. Use attributive and identifyingprocesses

d. Frequent use of epithets andclassifiers in nominal groups.

e. Use of simple present tense.Meanwhile, Pardiyono

(2007: 34) states that in descriptive

text there are generic structures

such as:

a. Identification is identifyingphenomenon to be described

(person, thing, object, or place).

b. Description is describing parts,qualities, characteristics, etc.

Based on explanation

above, the writer concludes that

descriptive text consists of two

generic structures. They are

identification and description.

Descriptive text uses present tense

as the grammatical pattern.

Everybody Writes Technique

Definitions of an Everybody

Writes are described by some experts.

First, according to Department for

Children, Schools and Families (DCSF)

(2007:5), Everybody Writes is technique

encourages a love of writing for all

children while increasing the confidence of

teachers in devising original and creative

ways to engage children in writing

process.

Next, Lemov (2010:139) states that

Everybody Writes is a technique in which


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teachers ask all students to prepare for

more ambitious thinking and discussions

by reflecting in writing for a short interval.

That sentence above also supported

by Lemov (2012:245) states that

Everybody Writes means preparing your

students to engage rigorously in classroom

discussions by giving them the chance to

reflect first in writing.

So that, from describing above,

Everybody Writes Technique is the

strategy to give students chance to think

critically about their experience.

Procedures of Everybody Writes

technique

As the good strategy, Everybody

Writes has some steps in the classroom.

According DSCF (2007:3), decides that

five steps to technique as follow:

1. Get the students colleagues onboard.

2. Think about the students writingpriorities.

3. Seek inspiration from what othershave done.

Then, Lemov (2010:139)

recommends some steps in Everybody

Writes as follow:

1. Teacher prepares the classdiscussion.

2. Ask a question, call on a hand.3. Teacher requires some student to

generate worthy ideas.

4. Share their idea to their friend.

5. Ask to students to write an ideainto a paragraph

In addition, Lemov (2012:249)

decides that many try to process in the

technique:

1. For a lesson plan, write anEverybody Writes prompt that the

teacher want to use to launch a

class discussion related to the

lesson objective.

2. Write the outcomes the teacherwould like to see and hear (in the

written responses and in the class

discussion).

3. Plan the logistics of when and howthe teacher will incorporate this

into your lesson as well as how

long the writing and discussion

should take.

4. Write down what the teacher willsay to the students before they

begin their task, to clarify your

expectation of what they are to do,

including where they are to write,

the format, and anything else.

5. Anticipate what the students willbe doing while they write.

6. Anticipate how the students willshare their responses (for example,

read them aloud, share with a

partner).

7. Consider having students discussthis latest experience with the

process of Everybody Writes.


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8. Evaluate the process after class.In the writer conclusion, the

procedures of Everybody Writes help the

teacher and also the students in teaching

learning writing process.

DISCUSSION

Before the teacher start to teach the

lesson by using Everybody Writes

technique the teacher should prepare

selecting material or topic, selecting

media, preparing the Everybody Writes

technique, time allocation.

In the pre- teaching activity,

teacher can do some steps, such as greet

the students, check the attendance list.

Teacher prepares the students physically

and mentally. In whilst-teaching activity

the teacher applies the Everybody Writestechnique. In post activity, teacher

concludes the material.

CONCLUSIONS

Based on the discussion on the

previous chapter, teaching writing will be

easier if the teacher use appropriate in the

process of writing. An English teacher

should be able to find a suitable in

teaching writing to students, because many

students consider that writing is very

difficult. So that, the teacher should be

creative to find an appropriate technique.

The technique that the writer use is

Everybody Writes technique. Everybody

Writes is a simple technique which is

applied in the teaching writing. Everybody

Writes can be used to motivate students to

study writing because in everybody writes

the teacher can teach descriptive text.

BIBIOGRAPHY

Nunan, David. 2003. Practical English

Language Teaching. New York:

Mc Graw-Hill.

Sokolik. 2003. PracticalEnglish Language

Teaching Young Learner. New

York: A business unit of the

McGraw. Hill Companies.

Carroll, Joyee., Edward E.Wilson and

Gary Forlini. 2001. Writing and

Grammar Communication

in Action. New York: Prentice-

Hall, Inc.

Wallace, Trudy., Winifred E. Stariha and

Herbert J. Walberg. 2004.

Teaching Speaking, Listening

and Writing: Educational Practices

Series-14.

Retrieved from

http://www.ibe.unesco.org.pdf on July 20,

2012.

Perkins, Ray. 2005. Teaching Writing.

Retrieved on Juny 16, 2012. From:

http://was. colostate. edu/ journal/

vol19/ Perkins.Pdf.

Lemov, Doug. 2010. Teach Like A

Champion: 49 Technique That Put

Students On The Path to
http://www.ibe.unesco.org.pdf/http://www.ibe.unesco.org.pdf/


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College. San Francisco: Jossey-

Bass.

Lemov,Dough. 2012. Teach Like A

Champion: A Practical Resource to

Make The 49 Technique Your Own.

San Francisco: Jossey-Bass.

Department for Children, Schools and

Families. 2007 to 2010. Everybody

writes: Exploring writing

beyond the classroom. Retrieved

from http://www. booktrust. org.uk.

pdfon Juny14, 2012.

Bima, Bactiar M. 2005. Lets Talk.

Bandung: Pakar Karya.

Pardiyono. 2007. Pasti Bisa! Teaching

Genre-Based Writing. Yogyakarta:

CV Andi Offset.

Djauhari, Otong Setiawan. 2009. Genre :

Ragam teks dan Peruntukannya.

Bandung: CV Yarma Widya.

Zumakhsin and Yulia, Mufarichah. 2005.

Progress: A contextual Approach to

Learning English. Jakarta: Ganeca

Exact.

Bima. M, Bachtiar abd Cicik Kurniawati.

2005. Lets Talk. Bandung: Pakar

Raya.

Seyler, Dorothy. U. 2004. The Reading

Context Developing College Reading

Skills. New York: Longman.

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