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TEACHING WRITING DESCRIPTIVE BY USING EVERYBODY WRITES AT

JUNIOR HIGH SCHOOL


By
Nike Suryana *)
*) Rosi Kumala Sari S.Pd Staf 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 siswa
beranggapan 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 bagaimana
harus memulai menulis satu paragraph. di sinilah sebenarnya masalah yang harus segera
diatasi, 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 writing adalah 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
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 defined
by 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 for
writing.
2. Provided many opportunities for the
students 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.
Next, the students write everythings that
related with the topic.
A. Decsriptive Text
1. 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 of
Descriptive 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 of
identification and description.
b. Focus a specific participant
c. Use attributive and identifying
processes
d. Frequent use of epithets and
classifiers 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 identifying
phenomenon 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
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 on
board.
2. Think about the students writing
priorities.
3. Seek inspiration from what others
have done.
Then, Lemov (2010:139)
recommends some steps in Everybody
Writes as follow:
1. Teacher prepares the class
discussion.
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 idea
into a paragraph
In addition, Lemov (2012:249)
decides that many try to process in the
technique:
1. For a lesson plan, write an
Everybody Writes prompt that the
teacher want to use to launch a
class discussion related to the
lesson objective.
2. Write the outcomes the teacher
would like to see and hear (in the
written responses and in the class
discussion).
3. Plan the logistics of when and how
the teacher will incorporate this
into your lesson as well as how
long the writing and discussion
should take.
4. Write down what the teacher will
say 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 will
be doing while they write.
6. Anticipate how the students will
share their responses (for example,
read them aloud, share with a
partner).
7. Consider having students discuss
this latest experience with the
process of Everybody Writes.
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 Writes
technique. 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. Practical English Language
Teaching Young Learner. New
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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
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.
pdf on Juny14, 2012.
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