Four stages of writing process

There are four stages the writing process.

a. Complete the following table on the writing process based on Chapter I.

Stages	Activities
Planning	o   Plan what they are going to write, the writers have two think the three main issues: -          First , They have to consider the purpose of their writing. Not only the type of the text they wish to produce but also the language they use and the information they choose to include. -          Secondly, Who are the audiences /readers of their writing since this will influence not only the shape of their writing but also the choice of language – whether, for example, it is formal or informal in tone. -          Thirdly, writers have to consider the content structure of the piece – that is, how best the sequence the facts, ideas, or arguments which they have decided to include.
Drafting	o   Refer to the first version of a piece of writing as a draft. This first “go” at the text is often done on the assumption that it will be amended later. As the writing process proceeds into editing, a number of drafts may be produced on the way to the final version.
Editing	o   Read through what they have written to see where it works and where it doesn’t. Perhaps the order of the information is not clear and the way something is written is ambiguous or confusing. They may then moved paragraph around or write a new introduction and use a different form of words for  a particular sentence. Skilled writers tent to look at issues of general meaning and overall structure before concentrating on detailed features such as individual words and grammatical accuracy. The latter two are important and are often dealt with later in the process. o   Reflecting and Revising are often helped by other readers (or editors) who comment and make suggestions. Another reader’s reaction to a piece of writing will help the author to make appropriate revisions.
Publishing	Once writers have edited their draft, making the changes they consider to be necessary, they produce their final version. This may look considerably different from both the original plan and the first draft, because things have changed in the editing process. But the writer is now ready to send the written text to its intended audience.

some problems faced in developing writing

Some problems faced by students in developing their writing skill:

As an English teacher in Junior High School, I have noticed some problems faced by my students in developing their writing skills, such as lack of vocabulary, frequent grammar mistakes, lack of ideas, since my school is in the rural and most of their family background are farmers, workers, and labors in abroad. Most of them have low motivation since most of them lived with their grandmother and their grandfather, lack of cares from their parents The fourth parts above to be the most fundamental problem faced by my students.

As a professional teacher, I should develop a solution(s) to overcome it. Of course, it is not easy since there are many factors should be face but anyhow, as a teacher, I should do the best thing to my students. Before I start to do on the writing process, I always prepare the media that we are going to write, there are so many media that can used as the way of teaching writing.

I would like to take one of the example when I teach recount text by using personal photographs for my students.  Personal photograph is more natural since it look like a real  object with a bright and sharp color. It is surely more exciting for the students since the photograph used is their own. The students can look at themselves in the photographs. Moreover, it is certainly more value for the students because they can tell their own experience based on the photographs.

Planning is any activity in the classroom that encouraged students to write because it stimulate students for getting started. By  giving attention to their photograph, it can change the students from having blank mind toward generating ideas and gathering information for writing recount. The techniques that usually I used in pre writing are brain storming and clustering.

After finishing the process of generating ideas, the students will have drafting. In this stage, I guide the students to focused on the fluency of writing, focused more on getting the ideas down on the paper and are not too concerned with the grammatical accuracy.

The third stage is revising. In this stage, I guide the students reexamines what was written to check how effectively they have communicated their ideas, especially dealing with the content and the organization of ideas. It can be deleting, adding, reorganizing, or modifying or even throw away the ideas that are not relevant to the topic.

After concerning with the content and organization of the ideas, I guide students to turn his/her attention to the form of writing. Editing deals with the problem in grammar, syntax, word choice, and mechanics. In this case, students are guided to edit the sentence that are not clear then check to make sure grammatically and mechanically correct. Guide students to read and revise again and again until we consider that it is good enough.

The students is now ready to send the recount text to the audiences/readers.

writing scaffolds

II. Writing Scaffolds

Type of text: Descriptive

My Cat

I have a cat at home. It’s name is Spot.

Spot is regular house cat. It is an adorable cat. It has orange fur with white and black spots. I like to cuddle it because its fur feels soft. Every morning I give Spot milk. Spot does not like rice, so I give it cat food.

Spot is an active animal. It like to run around the house. It like to chase everyone in my house. When it feels tired and sleepy, Spot usually sleeps on the sofa in the living room or sometime under the table.

Rhetorical structure	The information contain in the structure	The question scaffold
Title	My Cat
Identification	I have a cat at home. It’s name is Spot.	What animal is the writer have? What is the cat’s name?
Description	Description 1 Spot is regular house cat. It is an adorable cat. Description 2  It has orange fur with white and black spots. I like to cuddle it because its fur feels soft. Description 3 Every morning I give Spot milk. Description 4 Spot does not like rice, so I give it cat food. Description 4 Spot is an active animal. It like to run around the house. It like to chase everyone in my house. Description 5 When it feels tired and sleepy, Spot usually sleeps on the sofa in the living room or sometime under the table.	What is Spot? What color has Spot fur? When does Spot drink milk? What food is given to Spot? What Spot like to do at home? What Spot doing when it feels tired?

Writing Scaffolds

Type of text: Recount

In the mood for helping

One day last year, I had to go with my father on business trip in another town. It was in a really bad mood because I had to wait for him for a long time in our car.

I decided to walk around the parking area. From this spot, I could see two woman and a man crossing the road toward s a doctor’s surgery. The man was limping and a handkerchief tied around his ankle. The surgery was closed, but I could now clearly see the man’s injury. Blood was flowing all over his foot and he was leaving a trail as he walked.

I grabbed the first aid bandages I had in the glove box, and then I went over to the group and offered my help. One of the women used the bandages to restrict the blood flow and they made their way back to her car. My own mood had suddenly changed too-I felt terrific!

I am grateful to have been able to show some kindness, and to see how that stopped me wallowing in self- pity and anger. I am so glad.

Writing Scaffolds

Type of text: Recount

Rhetorical structure	The information contained in the structure	The question scaffold
Orientation	One day last year, I had to go with my father on business trip in another town. It was in a really bad mood because I had to wait for him for a long time in our car.	What did the writer do last year? Why was the writer in really bad mood?
Events	Event 1 I decided to walk around the parking area. From this spot, I could see two woman and a man crossing the road toward s a doctor’s surgery. The man was limping and a handkerchief tied around his ankle. The surgery was closed, but I could now clearly see the man’s injury. Blood was flowing all over his foot and he was leaving a trail as he walked Event 2 I grabbed the first aid bandages I had in the glove box, and then I went over to the group and offered my help. One of the women used the bandages to restrict the blood flow and they made their way back to her car. My own mood had suddenly changed too-I felt terrific!	What did the writer do in the parking area? What happened to the man? What did the writer do then? How did the writer mood then?
Re-orientation	Resolution I am grateful to have been able to show some kindness, and to see how that stopped me wallowing in self- pity and anger. I am so glad.	How did the writer feel finally?

Writing Scaffolds

Type of text: Narrative

The Man Who was a Liar

There was a lonely man who lived in a small town. Most of the people who were living in that town knew him because he was a liar. Before he become a loner, he had one had a family and a good job, but he sometimes told small lies to his customers and his family.

Because of this, he and his family faced a lot of problems. He promised to be honest about his job, but he didn’t keep his promises, so he lost his job. After that, his wife and children left him. He continued living in the same house alone. Almost all the people who were living in the town didn’t trust and believe him.

One day, a fire started in his house. He run out of his house and hurriedly went to the center of the town and shouted to the other people to get help. “My neighbor, please help me. My house is burning.”

Nobody believed him, so they didn’t go to his house to help him. His house burned down completely, and he was left homeless.

Writing Scaffolds

Type of text: Narrative

Rhetorical structure	The information contained in the structure	The question scaffold
Orientation	There was a lonely man who lived in a small town. Most of the people who were living in that town knew him because he was a liar. Before he become a loner, he had one had a family and a good job, but he sometimes told small lies to his customers and his family.	Where was a lonely man lived? Why did he become a loner?
Complication	Because of this, he and his family faced a lot of problems. He promised to be honest about his job, but he didn’t keep his promises, so he lost his job. After that, his wife and children left him. He continued living in the same house alone. Almost all the people who were living in the town didn’t trust and believe him. One day, a fire started in his house. He run out of his house and hurriedly went to the center of the town and shouted to the other people to get help. “My neighbor, please help me. My house is burning.”	What happened with his family? Why did almost all people who were living in the town didn’t  trust and believe him? What happened with his house? What did the man doing then?
Resolution	Nobody believed him, so they didn’t go to his house to help him. His house burned down completely, and he was left homeless.	Did the neighbor help him? How was he finally? What are the moral value of the story?

stages of writing descriptive text

b. Descriptive text: Elephants

The African Elephant is described as the Loxodonta africana of Africa. They are very large, grey, four-legged herbivorous mammals. They have almost hairless skin, a distinctive long, flexible, prehensile trunk. Its upper incisors form long curved tusks of ivory. African elephants have large fan-shaped ears and two “fingers” at the tip of its trunk, compared to only one in the Asian species. Furthermore, the Indian Elephant is described as Elephas maximus of south-central Asia. The ears of Indian elephants are significantly smaller than African elephants.

Elephants are herbivores and eat all types of vegetation such as grasses, leaves, fruits, and bark. The facts tell that despite the size of ears the elephant’s hearing is poor, because elephants ears are used to aid ventilation. One of the softest parts of their body is at the back of the ears, which is called the knuckle. In a zoo, elephant trainers, called Mahouts, use their feet to steer or give commands to the animal via the knuckle at the back of the ears.

Some other facts about the elephants are : The elephant is the largest of all land mammals; Life Span - elephants can live for up to 70 years; Elephants normally walk about 4 mph; Elephants are able to swim for long distances; Elephants spend about 16 hours a day eating; They consume as much as 495 pounds of food per day; They live in tight social units led by an older matriarch; Males leave the herd between the ages of 12 and 15; Their tusks are of ivory and are actually enormously enlarged incisors; The elephant's eyes are small and its eyesight is poor, They have the largest brains in the animal kingdom.

Stages	Activities
Planning	-          Decide what I am going to write (a descriptive text about elephants). -          Finding details information about what we are going to write (Elephants). -          Making detailed notes (all detail information about elephants). -          Write down any preliminary notes. -          Consider the purpose of the writing (a descriptive text about elephants). -          Consider the audience the writing for (junior high and senior high school students). -          The content structure of the piece of writing (see example above).
Drafting	-          Write the first, second version of piece of writing before write the final draft ( the example above is the final draft).
Editing	-          Read through the draft carefully to see where it work or not related the text. -          Give more attention at issues of general meaning, overall structure and grammatical accuracy. -          Asking help to credible reader or editor (in this case  the writer English asking other English teacher to give comment and suggestion).
Publishing	-          Use the text (descriptive text about elephants) as one of the text in teaching descriptive.

RPP

SUPRIHATIN KELAS BLITAR

Rencana Pelaksanaan Pembelajaran

(RPP)

Sekolah                        :  SMP Negeri 1 Wates

Kelas                            :  VIII

Mata Pelajaran           :  Bahasa Inggris

Ketrampilan                :  Berbicara

Semester                      :   1 (satu)

Alokasi Waktu            :  1 x 40 menit

Standart Kompetensi:

3. Mengungkapkan makna dalam percakapan transaksional dan interpersonal lisan pendek sederhana untuk berinteraksi dengan lingkungan sekitar.

Kompetensi Dasar:

3.1 Mengunkapkan makna dalam percakapan transaksional ( to get things done) dan interpersonal (bersosialisasi) sederhana dengan ragam bahasa lisan secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan sekitar yang melibatkan tindak tutur: meminta jasa/bantuan, memberi jasa/bantuan, menolak jasa, meminta, memberi, menolak barang, mengakui, mengingkari fakta dan meminta dan memberi pendapat.

Indikator:

Ø  Menjawab pertanyaan  berdasarkan dialog tentang meminta dan memberi jasa/bantuan.

Ø  Menyusun kata acak menjadi sebuah kalimat dalam berbagai tindak tutur dalam wacana lisan transaksional/interpersonal seperti meminta dan memberi jasa/bantuan.

Ø  Menyusun kalimat acak menjadi percakapan sederhana dalam berbagai tindak tutur dalam wacana lisan transaksional/interpersonal seperti meminta dan memberi jasa/bantuan.

Ø  Mendemonstrasikan percakapan sederhana dalam berbagai tindak tutur dalam wacana lisan transaksional/interpersonal pendek seperti meminta dan memberi jasa/bantuan.

A. Tujuan Pembelajaran

Ø  Siswa mampu mengidentifikasi ungkapan- ungkapan tentang meminta dan memberi jasa/bantuan.

Ø  Siswa mampu menyebutkan tentang ungkapan meminta dan memberi jasa/bantuan.

Ø  Melalui diskusi, siswa mampu menyusun kata acak menjadi sebuah kalimat dalam berbagai tindak tutur dalam wacana lisan transaksional/interpersonal seperti meminta dan memberi jasa/bantuan secara kreatif.

Ø  Siswa aktif berdiskusi dan mampu menyusun kalimat acak menjadi percakapan sederhana dalam berbagai tindak tutur dalam wacana lisan transaksional/interpersonal seperti meminta dan memberi jasa/bantuan.

Ø  Dengan percaya diri siswa mampu mendemonstrasikan percakapan sederhana dalam berbagai tindak tutur dalam wacana lisan transaksional/interpersonal pendek seperti meminta dan memberi jasa/bantuan.

B. Materi Pembelajaran

Ø  Percakapan sederhana yang memuat ungkapan ungkapan:

·         meminta dan memberi jasa/ bantuan.

·         Contoh percakapan:

Ayu               :  Sir, could you help me, please ?

Librarian       :  What’s the matter ?

Ayu               :  I want to take the book from the top shelf, but I can’t reach it.

Librarian       :  Don’t worry. I’ll help you.

Ayu               :  Thank you so much.

Eka                :  You are welcome.

Ø  Menyusun kata acak menjadi kalimat yang memuat ungkapan meminta dan memberi jasa/bantuan.

·         Contoh:

1. you-can –sandra-letter-give-this-to-?   (Can you give this letter to Sandra?)

2. don’t-help-worry-I-will-you.                (Don’t worry. I will help you)

3. you-help-please-can-me?                      (Can you help me, please?)

Ø  Menyusun kalimat menjadi percakapan yang memuat ungkapan meminta dan memberi jasa/bantuan.

·         Contoh:

(3)  Rida : Please help me do my home work.

(4)  Arga : Ok. Let’s do it.

( 1)  Rida : Arga, can you help me, please?

( 2)  Arga : What can I do for you?

C.Metode Pembelajaran

Ø  Tanya jawab.

Ø  Penugasan.

Ø  Diskusi.

Ø  Bermain peran.

D. Langkah Langkah Kegiatan pembelajaran

a. Kegiatan Pendahuluan

·         Tanya jawab tentang berbagai ungkapan untuk meminta dan memberi jasa/ bantuan.

       b. Kegiatan Inti

·         Siswa menirukan dialog yang dicontohkan oleh guru.

·         Siswa menyebutkan ungkapan meminta dan memberi bantuan.

·         Guru meminta siswa membuat kelompok.

·         Siswa menyusun kata kata acak menjadi kalimat yang baik.

·         Siswa menyusun kalimat dialog acak menjadi percakapan yang baik.

·         Siswa memperagakan percakapan tersebut dengan lafal dan intonasi yang tepat.

·         Guru memberi tanggapan terhadap penampilan siswa saat memperagakan percakapan.

·         Siswa mengerjakan lembar kerja individu tentang percakapan yang tersedia dalam format benar atau salah.

c. Kegiatan Penutup

·         Guru bersama siswa membuat kesimpulan dan penegasan tentang percakapan berbagai ungkapan untuk meminta dan memberi jasa/bantuan.

·         Sebagai tindak lanjut siswa di beri tugas rumah (PR) berdasarkan situasi yang tersedia.

E. Alat dan Sumber Belajar

1. Buku PR bahasa Inggris SMP/MTs VIIIA Intan Pariwara

2. Kamus Inggris-Indonesia dan Indonesia- Inggris

3. Buku buku yang relevan

F. Penilaian

1. Teknik  Penilaian

·         Tes tulis

·         Tes unjuk kerja

Mengetahui,                                                                                              Wates, 7 juli 2012

Kepal Sekolah SMPN 1 Wates                                                                 Guru mata pelajaran

Taryono, S.Pd., M.M.                                                                                Suprihatin, S.Pd

Materi Pelajaran

( LKS )

A. Ayu is in the library, she wants to borrow some books.

Ayu               :  Sir, could you help me, please ?

Librarian       :  What’s the matter ?

Ayu               :  I want to take the book from the top shelf, but I can’t reach it.

Librarian       :  Don’t worry. I’ll help you.

Ayu               :  Thank you so much.

Eka                :  You are welcome.

Answer the question  briefly.

1. Which a sentence is expressing asking for help?

2. Which a sentence is expressing giving a help?

B. Put the following words in to correct order to make proper sentences.

1. help – could – you – me, – please - ?.

2. you – me – wall – will – paint – the –help - ?

3. you – time – sorry, - cannot – help – this – I

4. chase – will – the – away – help – I – rats – you

5. have – about – wrong – you – information – Arsita – got – the

Jawaban

1. Could you help me, please ?.

2. Will you help me paint the wall?.

3. Sorry, I cannot help you this time.

4. I will help you chase the rats away.

5. You have got the wrong information about Arsita.

C. Put the following sentences in the correct order to make a good dialog.

     Kalimat- kalimat acak dikerjakan oleh siswa dan jawaban:

( 7 )     Diana :    Sure. Here you are.

( 2 )     Ilham :    Thank you.

( 5 )     Diana :     Sorry.

( 8 )     Ilham :     Thanks. What about you ? Do you need some sugar for your tea?

( 3 )     Diana :     How does it taste?

( 6 )     Ilham :     It’s all right. Can you please pass me some sugar?

( 1 )     Diana :     Ilham, here is your tea.

( 4 )     Ilham :     Hmmm… for me, this tea is rather bitter.

( 9 )     Diana :    No, thanks.

D. Which of the following statements are true (T) or false (F) based on the dialog in    task B.

1. --------              Diana and Ilham are going to drink tea.

2. --------              Ilham made tea for himself.

3. --------              Ilham’s tea is rather bitter.

4. --------              Diana asks Ilham to pass her some sugar .

5. --------              Diana needs more sugar for her tea.

Jawaban:

1.T

2. F         (Diana made tea for Ilham and herself.)

3. T

4. F         (Ilham asks Diana to pass him some sugar.)

5. F         (She doesn’t need more sugar for her tea.)

Lembar Pekerjaan Rumah

E. Make dialogs based on the following situations.

1. You are very thirsty. You enter to the shop to buy it.

2. You and your younger sister are shopping in a mall. You lost your sister. You ask for the security man’s help to announce it and  help to find her.

3. You get difficulties on your math homework, then you ask Joe to help you to do it by phone.

Contoh jawaban:

1.     Shopkeeper   :  Good afternoon. Can I help You .

        You               :  Sure, I need a bottle of lemon tea.

        Shopkeeper   :  Here you are. It’s Rp.7000,00.

        You               :  Here is the money.

         Shopkeeper  :  Thank you, and here is the change.

2.     You                  :  Excuse me. Could you help me please?

 Security man   :   Sure. What can I do for You?

 You                  :  I lost my younger sister. Will you announce it, please?

 Security man   :  Of course. What does she look like?

 You                  :  She is about eight years old. She is  slim, pretty and has short hair. She is wearing a white t–shirt and blue jeans.

 Security man   :  O.K. Don’t worry. We’ll help you to find her.

3.    Joe                    :  Hey guy, what’s up?

You                  :  Hey Joe, I get difficulties in my math homework. Could you help me, please?

Joe                    :  Ok. I will come to you soon.

You                   :  Ok. Thank you

Materi Pelajaran

( LKS )

A. Ayu is in the library, she wants to borrow some books.

Ayu               :  Sir, could you help me, please ?

Librarian       :  What’s the matter ?

Ayu               :  I want to take the book from the top shelf, but I can’t reach it.

Librarian       :  Don’t worry. I’ll help you.

Ayu               :  Thank you so much.

Eka                :  You are welcome.

Answer the question  briefly.

1. Which a sentence is expressing asking for help?

2. Which a sentence is expressing giving a help?

B. Put the following words in to correct order to make proper sentences.

1. help – could – you – me, – please - ?.

2. you – me – wall – will – paint – the –help - ?

3. you – time – sorry, - cannot – help – this – I

4. chase – will – the – away – help – I – rats – you

5. have – about – wrong – you – information – Arsita – got – the

C. Put the following sentences in the correct order to make a good dialog.

     Kalimat- kalimat acak dikerjakan oleh siswa dan jawaban:

(   )     Diana :    Sure. Here you are.

(   )     Ilham :    Thank you.

(   )     Diana :     Sorry.

(   )     Ilham :     Thanks. What about you ? Do you need some sugar for your tea?

(   )     Diana :     How does it taste?

(   )     Ilham :     It’s all right. Can you please pass me some sugar?

(   )     Diana :     Ilham, here is your tea.

(   )     Ilham :     Hmmm… for me, this tea is rather bitter.

(   )     Diana :    No, thanks.

D. Which of the following statements are true (T) or false (F) based on the dialog in    task B.

1. --------              Diana and Ilham are going to drink tea.

2. --------              Ilham made tea for himself.

3. --------              Ilham’s tea is rather bitter.

4. --------              Diana asks Ilham to pass her some sugar .

5. --------              Diana needs more sugar for her tea.