TEACHING WRITING IN EIGHTH YEARS STUDENTS USING

PICTURES SERIES IN RECOUNT TEXT

TRIANA DEWI

SMPN 1 KEMBANGBAHU

INTRODUCTION As we know in learning English there are four

skills, which are very important for English learner. They are speaking skill, writing skill, reading skill and listening skill. The fourth skills are very important, because they are basic of English learning. Because of that the writer consists to explain one of the skills, I will explain about writing skills

Writing is the representation of language in a textual medium through the use of a set of signs or symbol. It is distinguished from illustration such as cave drawing and painting and non symbolic preservation of language via non-textual media, such as magnetic tape audio Daniel (1990:3).

Campbell (1993: 3) states that the important reason for teaching writing for students is because writing helps students to learn:

First, writing reinforces the grammatical structures, idioms and vocabularies that have been taught to the students.

Second, when students write, they also have a chance to be adventurous with language, to go beyond what they have just learned to say, to take a risk.

Third, when they write, they necessarily become very involved in the new language, the effort to express ideas and the constant eye, hand and brain is a unique way to reinforce learning.

According to Fergenson and Nickerson, (1992: 4) that writing is not acquired through studying but it needs regular practice and special training and it can not be required automatically. It means that the teacher has to be continuously give the students more exercises until they usually write.

Teaching writing is not easy job for teacher, because it needs much time to teach it. In teaching writing, the teacher does not only teach the students just write but we, as teachers should teach vocabulary, grammar and tell to the students if paragraph which they make have to coherence one of each other.

Geofrey (1998: 40) states that the important thing is that writing teachers should be sympathetic and anthusiastic in teaching writing, so that the writing class is enjoyble. Based on the statement, the writer chooses picture series to teach paragraph writing for Junior Hih School because it gives lot of advantages for them.

Criteria of a good paragraph in order to build up a well form of paragraph, the learner needs to comprehend the criteria of good paragraph should be unified all the sentences. In paragraph should be coherence and then paragraph should be complete based on the parts of paragraph writing.

Crimmon (1984: 209) states that a paragraph is coherent when the sentences are woven together in such a way that the reader can move easily from one sentence to the next and read the paragraph as an integrated whole, rather than as series of separated sentences. Basically, coherence means the sentences in a paragraph are connected each other.

RECOUNT TEXT Recount text is categorized as “the story

genre which functions to retell events for the purpose of informing or entertaining” (Hartono, 2005). Anderson & Anderson (2003) state that “a recount text is a piece of text retelling past events, usually in the order in which they happened. The purpose of a recount text is to give the audience a description of what occurred and when it occurred”. Knapp and Watkins (2005) emphasizes that text such as recount text has a basic form of sequencing units of information.

GENERIC STRUCTURE OF RECOUNT TEXT

1. Orientation: Introducing the participants, place and time

2. Events: Describing series of event that happened in the past

3. Reorientation: It is optional. Stating personal comment of the writer to the story

PICTURE SERIES The students need the new situation,

new atmosphere and new method to make them feel exciting, comfortable and enjoy to learn writing skill. Because of that the writer wants to introduce picture series as an alternative method. Picture series is number of related composite pictures which are linked to form a series sequence (Yunus, 1981: 50).

TYPES OF PICTURES1. Composite picture Composite images are pictures that are

electronically built up using multiple layers to hopefully produce convincing looking fake pictures. This technique is a computer version of using scissors to cut out parts of one picture to paste into another. It is effectively an electronic version of collage making. Composites are used to supplement a reconstruction wherever authentic visual material is not available.

2. PICTURE SERIES

A picture series number of related composite pictures which are linked to form a series sequence (Yunus, 1981: 50). Picture series usually used to help teach or present writing subject, because picture series tells the students activities from beginning until the end. It is like a story, presented in chronological order.

The source of material, can come from a variety of different places depending on what is available what can be found and deemed appropriate for each episode. The source where the teacher be obtained from text books, magazines, and newspaper.

The writer choose picture series as a material because it is an interesting media for the students and she thinks that everybody likes picture. With picture series, the students will enjoy their writing

3. INDIVIDUAL PICTURES

Individual picture are single picturte of subject, person or activities (Yunus. N.A, 1987: 50). Individual picture usually teach vocabulary in order to introduce the words. There are several of english language.

THE ADVANTAGES OF PICTURE SERIESSeriesKenton, (1999: 8-9) stated that there are

many advantages of using picture series : They are easy to use, even by experienced

teachers. They can be prepared quickly and easily at

relatively little expenses. They are flexible and can be employed at

different stages of instruction, for drill on new items and also for review of old material.

They can be arranged in structural grouping or in areas to meet different needs.

They are easily portable no small consideration for teachers and event school.

PREPARATION Preparation is one of the important activities the

teacher should take into consideration, because good preparation can lead him to achieve the goal succesfully and to do the teaching activity smoothly (Finnociaro, 1994: 16-17).

What should the teacher must pay attention to during preparation activity :

First, he should know the objective which students should achieve. Then he has to make the lesson plan and state the objective clearly. So, he knows what objective that the students should achieve first.

Second, he has to understand the condition of the classroom. It includes the number of the students and facilities existing in the classroom.

Third, he has to consider the time limit that the uses in the teaching activity.

MATERIAL PREPARATION

Before presenting paragraph witing by using picture series, the teacher should investigate whether the picture presented to the students are approriate or not. Because not all pictures can meet the students needs. In selecting the pictures to teach paragraph writing, teacher should be concern of some criteria as follows;

1. The picture or drawing must be clearly understood by all students.

2. The scenes or objects should represented what teacher wants them to represent.

ARRANGING THE LESSON PLAN

The teachers can not put the lesson plan in their brain or memorize the arrangement of the lesson plan in their brain or memorize the arrangement of the lesson plan systematically and carefully. Careful planning, however can guide the teachers to conduct teaching activity and to achieve the goal succesfully.

LESSON PLAN School : Junior High

Schools Subject : Picture Series Class / Semester : VIII /1 Time : 90 minutes

INDICATOR

Students can make a sentence using simple past tense.

Students are able to use picture series to write a paragraph in a Recount Text

Learning Material : Picture Series, and Dictionary.

LEARNING ACTIVITY

Pre Activity The teacher greets to the students. The teacher gives brain storming to the

students about the material. The teacher asked about Simple Past

Tense they learned last week.

WHILST ACTIVITY

The teachers prepares picture series that will be taught.

The teacher explains about recount text. The teacher explains the generic structure of recount

text The teacher asks the students to make group in pairs. Teacher gives some picture series. The teacher asks the students to make a sentence

based on the picture given using simple past tense. The students have to make a sentence in every

picture given. The students arrange the pictures and make the

sentence into a good paragraph based on the generic structure of recount text.

POST ACTIVITY

The teacher asks the students to submit the assignment.

Teacher ask the students to write the sentence in the blackboard.

The teacher give some corrections in it. Finally teacher gives homework by

giving another pictures series.

CONCLUSION

Teaching writing in Junior High School needs hard work. Because in this level, the students just want to learn with fun not learn bored lesson like writing. In this case the teacher have to thinking more and more for teaching writing with fun. The teacher thinks and uses the picture series as the methods which chosen to make the students more interesting to learning writing skill especially in Recount Text. In fact the picture series can help the teacher and the students to teaching learning writing with easily and funny.

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MacMillan Education Australia. Biber, D. & Conrad, S. 2009. Register, Genre, and Style. New York: Cambridge

University Press. Hartono, R. 2005. Genre-Based Writing. Semarang: Semarang State University Knapp, P. & Watkins, M. 2005. Genre, Text, Grammar: Technologies for Teaching

and Assessing Writing. Sydney, Australia: University of New South Wales Press, Ltd.

Mukarto, Sujatmiko, Josephine, & Kiswara. 2007. English on Sky 2 for Junior High School Students Year VIII. Jakarta: Erlangga

Baskoff, Florence. 1995. A Writing Laboratory for Beginning Students of English. The Arts of TESOLII. Washington: United States Information Agency

Bussinger, Clay. 2003. A Group Introduction Activity To Create A Safe Atmosphere.

Byrne, Donn. 1994, Teaching Writing Skills. Longman.

Campbell, Russell N and William E ruther ford. 1993. Technique in Teaching Writing , 0xford University press.

Depdikbud, 2006. GBPP English Language, Jakarta: Depdikbud.

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