IMPROVE DESCRIPTIVE PARAGRAPH WRITING ABILITY THROUGH PICTURE SERIES OF THE SEVENTH GRADE STUDENTS OF SMPN

IMPROVE DESCRIPTIVE PARAGRAPH WRITING ABILITY THROUGH PICTURE SERIES OF THE SEVENTH GRADE STUDENTS OF SMPN

CHAPTER I

INTRODUCTION

1.1  Background of the Study

Writing that is one of the parts of four language skills is very important to learn because it can express the idea through written form of knowledge. Fulwiler (2002:16) states that writing is never effortless thing because it is a messy, unpredictable and amazing process as the writer will be a little less hard on themselves when it doesn’t come out just right the first time. It means that expressing the idea in the written form is not an easy thing to do.

Writing is complex activity. Broughton et al. (2003:116) state that writing is no longer seen simply as a way of recording thoughts, feeling and the idea after the fact, but also as a key means of generating and exploring new thoughts and ideas. Teaching writing must be well planned by the English teachers in order to make the students easily understand how to write a good writing. According of the school based  curriculum for junior high school, one should be achieved in writing skill for the seventh grade students is the ability of constructing a good descriptive paragraph which consists of two parts such as identification and description about specific object.

When the researcher did the preliminary observation by doing an initial interview with the English teacher of the seventh grade students in the target school, he found that it was really difficult for the students to write a good descriptive paragraph although the materials had been given by using a conventional technique previously. In fact, many students frequently have problem in writing. It can be seen from the result of a preliminary research conducted by researcher when teaching practice at SMPN 3 Gianyar. The interviewed teacher admitted that she had tried to use technique of demonstration to teach descriptive paragraph; however, the students still had difficulties in constructing a good descriptive paragraph.

Regarding the students’ problem above, the researcher proposes a series of picture to overcome the problem encountered by the students. Picture series is the technique in which the researcher will show the students some pictures that are chronologically arranged; furthermore, the students will be asked to interpret the pictures being shown and ????

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Using Task Cards in reading comprehension

Task Cards
Task cards are teacher-defined activities or pieces of research work, presented in a written form and
assigned to individual students or groups. They are a method of directing student learning.
Teachers can devise task cards to direct activities on an aspect of a topic, eg in the Stage 3 unit ‘Study of
a Cultural Group: Bali’, Learning Sequence 2 has students examine Balinese culture using task cards.
These can also be used to direct jigsaw groups, thus providing an in-depth coverage of a broader topic or
issue.
Planning
1. Identify the topic or issue to be investigated.
2. Analyse this, breaking it down into discrete research tasks or activities.
3. Consider how the students will be grouped, with an individual or a group allocated to each task card.
4. Identify and locate resources for each task and set a time frame for completion.
5. Decide the sequence of the students’ presentations.

6. Select appropriate methods of recording and presenting information.
Managing
1. Explain the process to the students.
2. Assign students to a task, explaining that their purpose is to learn as much as possible about their
allocated task.
3. Students discuss what they already know about the task/topic, noting questions they have or areas
to be researched.
4. Explain what is required for each task, eg accessing information, summarising, working
cooperatively, presentation methods etc.
5. Students work individually or in groups (decide roles of scribe, illustrator etc) with teacher
monitoring progress.
6. Have students present their task work in the order pre-determined by the teacher.
7. Share and reflect on the students’ contributions. Question and summarise.
8. Evaluate the learning experience.

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USING INTERNET IN TEACHING

Internet
The Internet encompasses a number of facilities including the world wide web, electronic mail (e-mail),
newsgroups and mailing lists. It is both a useful source of information on many topics and a means of
interacting with the wider community. It provides schools with opportunities to communicate with
people in other places and to work co-operatively with students in other schools.
b Specific skills are required to access information on the Internet and more importantly to critically
evaluate and validate such information.
b The Internet may provide students with access to a wide array of information, either directly
through the world wide web, or indirectly by leading them to other information that may be
available in hard copy, eg  books, journals, videos and brochures. Equally, the Internet may allow
students to communicate directly with ‘experts’ and to seek feedback about their own activities.
b As a source of  different media, the Internet allows users to access written texts, sound, graphic and
video resources. Equally, it is possible for students to send a message, document, picture, movie or
sound file to other people in various places.

b The Internet can provide a means of communication that is culturally, physically and gender anonymous.
b The Internet provides an excellent source of information about all types of developments across the globe.
Planning
1. Ensure that software and hardware (computer, modem) are maintained in good working order.
2. Ensure that all students are given equal opportunities to use the computer.
3. Where appropriate, incorporate computer sessions as part of planned learning experiences. Be
aware that computers can be time-consuming and may require additional teacher support at
unexpected times.
4. Consider methods of troubleshooting, eg having students with computer expertise designated as
computer assistants.
5. The world wide web is one source of information. Design activities that provide the opportunity for
students to access, compare and evaluate information from different sources.
6. Check protocols, procedures and policies of your school and system regarding the use of the Internet.
Managing
1. It is likely that students will have varying degrees of expertise in searching for information and
navigating the Internet. Students will also have varying experiences and familiarity with the way
texts are presented on the world wide web.
2. Ensure that all students have the opportunity to explore and familiarise themselves with the
technologies, navigation tools, e-mail facilities and texts on the Internet.
3. Ensure that all students have an understanding of how to access the Internet and how to perform
basic functions, eg searching, sending and receiving e-mail.
4. As well as planning lessons to instruct students in these skills, pairing students, and peer tutoring
on the computer can enable more experienced students to assist other students.
5. Students with more experience in using the Internet may have information that will benefit the
whole class. Provide opportunities for students to share their experiences, interests, information
and understandings.
6. When working on the Internet, students must make judgements about the validity and safety of
information. When working with information taken form the world wide web, students must
consider the purpose of the text, identify bias, consider the validity of arguments presented and the
nature and quality of the evidence provided.
Ensure that students critically analyse information gathered on the Internet just as they would for
any other text. They should be aware that material posted on the world wide web is not necessarily
subject to the conventional editorial checks and processes generally applied to print-based
publications. When evaluating information students might consider:
– the intended audience of the site
– bias in the presentation of information, or in the information itself including commercial or
political motives
–  accuracy of information
–  balanced points of view
–  currency of information, including publishing dates
–  authority of source or author
–  ownership of the website (corporate, small business, government authority, academic
institution, private individual)
–  cultural or gender stereotyping.
8. Students can download large quantities of information from the world wide web. By itself this
information provides very little evidence of student effort or student achievement.
9. When assessing student work that includes material drawn from the Internet, it is important to
recognise how students have accessed the particular information, what value they place on it and
how they have used it. It is useful to look for evidence of critical evaluation, and the development of
students’ capacities to access, manipulate, create, restore and retrieve information

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Using Artefacts in teaching

Artefacts
An artefact is any object made by humans.  By examining artefacts, students are able to gain an insight
into the technology and lifestyles of people from particular cultural groups or times.
Planning
1. Identify the information needed, related to the unit.
2. Identify school and community resources.
3. Either acquire resources, eg through loans from a museum/gallery, ensuring safe and secure
storage or plan for an excursion to view the artefact(s), eg a visit to local caves, museums.
Managing

1. Emphasise the need for the respect of artefacts
valued by others.
2. Establish and reinforce rules for the handling or
viewing of artefacts.
3. Guide observations with student or teacher directed
questioning.
4. Set tasks for gathering and recording information, eg
sort, classify, label.
5. Display artefacts or images of the artefacts and
students’ work.

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