INTEGRATING PRE WRITING TECHNIQUES AS MEANS OF GENERATING STUDENTS' IDEA ON WRITING TASK FOR THE SIXTH SEMESTER ENGLISH DEPARTENT STUDENTS OF NUSANTARA PGRI KEDIRI

By:

MATEUS DA SILVA

NPM: 06.1.01.08.0155

ENGLISH DEPARTMENT

THE FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF NUSANTARA PGRI KEDIRI

2009

INTEGRATING PRE WRITING TECHNIQUES AS MEANS OF GENERATING STUDENTS' IDEA ON WRITING TASK FOR THE SIXTH SEMESTER ENGLISH DEPARTENT STUDENTS OF NUSANTARA PGRI KEDIRI

SKRIPSI

Presented as a Partial Fulfillment for the Completion of S1 English Program the Faculty of Teacher Training and Education English Department

University of Nusantara PGRI Kediri

By:

MATEUS DA SILVA

NPM: 06.1.01.08.0155

ENGLISH DEPARTMENT

THE FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF NUSANTARA PGRI KEDIRI

2009

SKRIPSI

BY:

MATEUS DA SILVA

NPM: 06.1.01.08.0155

TITLE:

INTEGRATING PREWRITING TECHNIQUES AS MEANS OF GENERATING STUDENTS' IDEA ON WRITING TASK FOR THE SIXTH SEMESTER ENGLISH DEPARTMENT

STUDENTS OF NUSANTARA PGRI KEDIRI

This is to Certify that Sarjana's Skripsi of Mateus da Silva has been Approved

by the Board of Examiners.

Kediri, 10-October 2009

Advisors:

Drs. Hilarius Semana.

Advisor I

Choirul Huda. S.pd.

Advisor II

APPROVAL SHEET

Name : MATEUS DA SILVA

Npm : 06.1.01.08.0155

Title : INTEGRATING PREWRITING TECHNIQUES AS MEANS OF GENERATING STUDENTS'S IDEA ON WRITING TASK FOR THE SIXTH SEMESTER ENGLISH DEPARTMENT STUDENTS OF NUSANTARA PGRI KEDIRI

This is to certify that Sarjana's skripsi of MATEUS DA SILVA has been approved by the board of examiners as the requirement for the degree of bachelor in English Language Education.

Board of Examiners Signature

1. Chairman : Drs. Ec. Ichsanudin, M.M.

2. Secretary : Drs. Subardi Agan, M.Pd.

3. Examiner I : Drs. Hilarius Semana

4. ExaminerII: Coirul Huda, S.Pd.

Acknowledged by,

Dean of FKIP

University of Nusantara PGRI Kediri

Dra. Sri Panca Setyawati, M.Pd.

ACKNOWLEDGEMENT

First of all, the writer would like to give greatest gratitude to God for the blessing to accomplish this skripsi and finish his study in English Department of Nusantara PGRI Kediri.

The writer would also like to extend his great appreciation to some people who have been involved closely in the making of this skripsi:

1. He would like to thanks to Rector of Nusantara PGRI Kediri. DRS. H. Samari SE.MM for the recommendation and advice he provided him during dissertation process.

2. Dra. Sri Panca Setyawati, M.pd. as Dean of English Department of Nusantara PGRI Kediri, for her stead fast guidance and support in conducting and completing this skripsi.

3. Suhartono S.pd as the Head of English Department students of Nusantara PGRI Kediri for his help during the process of learning and finishing this skripsi.

4. Drs. Hilarius Semana, as the first and advisor for his guidance and hundreds of corrections from beginning to the completion of this skripsi also give valuable comments, suggestion to this skripsi.

5. Choirul huda S.pd as the second advisor for his guidance, support, and suggestion to completion of this thesis.

6. All of the colleagues who have given moral supports and a great social relationship to the writer.

7. All of his friends PMII Lokajaya who give advise and motivation to accomplish his skripsi and offered computer to finish it.

8. He would like to express his thanks to his families overseas: brothers, sisters, and relatives for their sincere supplication that he could finish this skripsi successfully. His deep gratitude goes to his father and mother, Miguel da Silva and Jovita da Silva, for their sincere prayers and wishes.

Kediri, September 2009.

The writer

ABSTRACT

DA SILVA MATEUS. Integrating Prewriting Techniques as Means of Generating Students' Idea on Writing Task to the Sixth Semester English Department Students of Nusantara PGRI Kediri.

Skripsi. English Department the Faculty of Teacher Training and Education University of Nusantara PGRI Kediri, 2009

Keywords: Writing, pre writing techniques

Pre writing can be defined as any structural experiences that influence active student's participation in thinking, talking, writing and working on the topic under focus in a writing lesson. Such activities or experiences, which can be group work or individual effort, may be in oral, written, or experimental in nature. They include of the following: oral group, brainstorming, looping, cubing, debating, outlining, oral reading, interviewing, clustering, dialogue writing, free writing, oral compositions, silent reading, lecturing, using pictures to stimulate students. The most effective way to do this is to guide students through each of the activities in the classroom rather than just lecturing or telling them about the activities. Students should also be made realize that activities are not merely attention –grabbers to get started. Most of the activities, like brainstorming, free writing, and etc. It can be applied over and over again when the actual composition/writing is being done.

On the basis of the problem statement, the study is obviously expected to: find out the contribution in the teaching language techniques, find out the student's performance on writing work through pre-writing technique, find out the strategies that could improve students' skill in writing by using pre-writing technique, find out the students improvement on writing through the pre-writing techniques. There are sets of questionnaire used in this study for the students. The questionnaire has been written in English, it has consisted of 25 questions; they are multiple choice. The 25 questions are for the students which consist of instruction and questions. The questionnaire is close ended questions, which they have learnt on writing subject and mainly on the application in using prewriting techniques during learning from the writing material, and evaluation within and outside the classroom activity.

It is obvious that many advocate that the pre writing stage is crucial for success in writing for both native speakers and non native speakers. This is because of during the pre writing stage the goals are to stimulate and motivate students to generate materials to write on. Pre writing techniques take students through oral, written, intellectual, auditory, kinetic, and experiential activities that can stimulate higher level thinking as well as writing in students.

It is suggested that the future writers continue and develop this study in a deeper analysis, or to make a comparison of the phenomena that occur in the application of these pre writing methods used in this study with that occurring in other methods of pre writing. The writing teachers especially, are suggested that they should be more careful in delivering and penetrating the strategies for the students, so that the students will get the content of the text correctly and find that writing should be fun and challenging thing to do.

MOTTO

Your future depend on many things, but mostly on you

As long as you are going to think you may as well think big

Shoot for the moon. Even if you miss you'll still be up among the stars

If your opportunity doesn't knock, build the door because

Knock the door it will open to you

If you ask will give to you

Work like you don't need money

Love like you've never been hurt &

Dance like nobody's watching

It's impossible to fail as long as you never quit

Kediri, 16-09-2009

match_ossu84@yahoo.com

FB: Matthews da Silva

TABLE OF CONTENTS

TITLE PAGE

Advisor Approval............................................................................................................i

Board of Examiners Certificate of Approval..................................................................ii

Acknowledgment...........................................................................................................iii

Abstract...........................................................................................................................v

Motto..............................................................................................................................vi

Table of Contents..........................................................................................................vii

CHAPTER I INTRODUCTION

A. Background of the Study............................................................................................1

B. Scope of the study......................................................................................................4

C. Question of the Study.................................................................................................5

D. Objective of the Study................................................................................................5

E. Significance of the study............................................................................................6

F. Definition of Key term................................................................................................6

CHAPTER II REVIEW OF THE RELATED LITERATURE

A. Writing.......................................................................................................................8

B. Prewriting.................................................................................................................11

1. Some Prewriting Techniques, Activities and Strategies............................13

a. Brainstorming.............................................................................................14

b. Listing....................................................................................................... 16

c. Prewriting...................................................................................................16

d. Clustering...................................................................................................19

e. Looping..................................................................................................... 23

f. Cubing.........................................................................................................24

g. Debating.....................................................................................................26

h. Interviewing …………………..………………………………………....27

i. visiting to places of interest........................................................................28

j. Fantasying/Mediating.................................................................................28

k. Lecturing....................................................................................................29

l. Reading.......................................................................................................30

m. Group Discussion......................................................................................31

2. Some Basic Guidelines..............................................................................31

a. Essay Outline Preparation..........................................................................33

b. Some Technique for Interesting.................................................................34

c. Time Allocation..........................................................................................37

CHAPTER III RESEARCH METHOD

A. Orientation of the Research Method........................................................................39

B. Research Procedure..................................................................................................39

C. place and Time of Research.....................................................................................40

D. Research Subject......................................................................................................41

E. Technique f Collecting Data.....................................................................................41

F. Research Instrument.................................................................................................42

G. Technique of Data Analysis.....................................................................................43

CHAPTER IV RESULT AND DISCUSSION

A. Result of the Study...................................................................................................45

1. Result of the Students Questionnaire.........................................................46

2. The Dominant Prewriting Methods Chosen By Students..........................48

3. Benefits of Applying Prewriting Techniques.............................................50

4. Ways of Teaching Learning Prewriting Techniques..................................51

B. Discussion................................................................................................................53

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion ...............................................................................................................58

B. Suggestion................................................................................................................58

Bibliography

Appendices

CHAPTER I

INTRODUCTION

A. Background of the Study

The teaching of writing to non-native English or second language learners has undergone a dramatic change in recent times. There has been a shift from the traditional product – oriented approaches that dominated the language –teaching scene for decades, to a process –oriented approach. The product oriented approach focuses on product – the written texts – and often asked such questions "what does the writer write? The belief was that if we identified model texts written by accomplishing the writer's competence and gave these to students to read, they would, by osmosis all the qualities of good writing and become good writers themselves. Unfortunately, this approach does not work for many students and they continue to write poorly.

Learners are able to learn how to compose writing in L2 with little or not when process based writing is compared to other writing approaches. They can improve their writing step by step since instructors will guide them through the whole process of their writing tasks by giving them feed back and enough time and opportunity through peer and teacher review to develop a sense of audience (Boughey, 1997), which allows them not only to reflect upon their previous writing but also to consider the possible existence of other view points. In spite of being widely used ESL/EFL composition, process based writing still has some limitations.

Learners have to spend quite a long time to complete one particular piece of writing in the classroom. Badger and White, (2000) also pointed out the learners have to understand about the characteristics of writing and are provided insufficient linguistics input to write in L2 successfully in a certain text type. In order to alleviate the weaknesses in the integrated approach, the typical process-writing model should be modified in the following ways. The teacher should provides learners with some examples of the text type that they have to write so as to allow they to have a clear understanding about the aims and the framework of a particular writing type. Teachers should not spend too much time on one piece of writing in the class because this may decrease students' learning motivation and impede them from learning other types of writing. They should train English major students to develop a concept of audience by taking turns giving comment on their classmates' writing.

Experts sought to find out how competent writers write so that the kind of thinking that precedes such writers' writing can be determined and that can be taught to student writers. The vital question that guided that these researches' investigations was" How does the competent writer write? These researchers all found that for the competent writer, writing is nonlinear, recursive, and generative process that involves several steps or stages, which are prewriting, composing/writing, and rewriting – steps or stages that complete with each other for the writer's attention. Scholars have found that competent English for the Second Language student writers go through the same stages or steps as the competent of native English speakers when they write. These research findings have brought about a shift from the product to the process in writing pedagogy. A new approach, based on the processes that the competent writers

use when they write, has been gaining ground in both first language (L1) and second language (L2) situations. It is called process approach.

Teacher often runs into obstacles when giving their students writing assignment. One does not want to be too restrictive and so stifle to the student's creativity, but the average students may have difficulty with a topic that is too general or open. Unfortunately, not many teachers of writing are aware of the shift from a product – oriented to a process oriented approach in teaching writing. Experts discovered that teachers in secondary schools and teacher- training colleges are unaware of emerging the two approaches. There is thus a need to acquaint teachers with the information by organizing workshop, seminars, or writing journal articles. It is not easy, however, to present all the aspects of the process approach in a single writing task.

Thus, the researches advocates in so far as it possible, of the techniques of the product –oriented approach with the techniques of the process oriented. We should try to be as stimulating as possible, with the aim of presenting an enriched process approach that borrows freely strategies and techniques that belong to the product –oriented approach.

It is worth writing about "Integrating prewriting techniques as means of generating students' idea on writing task to the sixth semester English department students of Nusantara PGRI Kediri". While prewriting can be defined as any structural experiences that influence active students' participation in thinking, talking, writing, and working on the topic under focus in a writing lesson. Such activities or experiences, which can be a group work or individual effort, may be in oral, written, or experimenting nature. They include of the following: oral group, brainstorming, looping, cubing, debating, outlining, oral reading, interviewing, clustering, dialogue writing, free writing, oral compositions, silent reading, lecturing, using pictures to stimulate students. Most of these prewriting activities can be successfully taught from the senior –primary to the graduate – school levels. The most effective way to do this is to guide students through each of the activities in the classroom rather than just lecturing or telling them about the activities. Students should also be made realize that activities are not merely attention –grabbers to get started. Most of the activities, like brainstorming, free writing, and etc. It can be applied over and over again when the actual composition/writing is being done.

Based on the explanation above, the writer is interested in observing the ability of generating ideas through "Integrating pre-writing techniques as means of generating students' idea on writing task for the sixth semester English department students of Nusantara PGRI Kediri".

B. Scope of the Study

Some limitation should be made in this study to avoid digressions from the topic discussed. This study covers only the use of pre-writing techniques and its application especially in generating the ideas for writing task. This technique is chosen for the limitation of the study for the reason that it is the most fundamental way that is suitable for high school students to be employed. It also consists of some mind map variations, making it easy for high school students to be applied for all types of English writing composition.

C. Questions of the Study

The writer formulates the problems, which he wants to discuss and analyze in this study, since writing skill occupies the hardest place among other English basic skills, (listening, reading, and speaking).As it is believed that not only applying such grammatically correct written work but idea expansion also needs generating.

Therefore, there are four major problems discussed. Each of which are incorporated into specific problems about

1. What pre-writing techniques should be applied?

2. Why do the students have to apply such techniques?

3. What are the aims of applying pre-writing techniques?

4. What are the results of implementing prewriting techniques?

D. Objective of the Study

On the basis of the problem statement, the study is obviously expected to:

1. Find out the contribution in the teaching language techniques.

2. Find out the students performance on writing work through pre-writing technique

3. Find out the strategies that could improve students' skill in writing by using pre-writing technique.

4. Find out the students improvement on writing through the pre-writing techniques.

E. Significance of the Study

This study confidently will be valuable for:

The Writer

The writer can enrich his knowledge about the benefit of using mind mapping techniques as means of generating idea on writing task and he can use this sort of techniques correctly to improve his English skills and ability.

The Reader

The writer expects that the readers will acquire a new knowledge and valuable information about the trouble free way on writing task with the purpose of advancing their English skill and ability.

The Students of Nusantara PGRI Kediri

This study hopefully enhances the students' acquaintance about the importance of such a suitable way in helping them to write better and easier.

The Students of English Department

This study will benefit the way students write in improving their English skill ability and also improve their score achievement,

F. Definition of Key Term

The title of the thesis is "Integrating pre-writing techniques as means of generating students' idea on writing task for the sixth semester English department students of Nusantara PGRI Kediri". Concerning with the title, some definition will be given in order to avoid misunderstanding. The key definitions of the title are provided as follows:

1. Pre-writing can be defined as any structural experiences that influence active student's participation in thinking, talking, writing, and working on the topic under focus in a writing lesson. Such activities or experiences, which can be group work or an individual effort, may be in oral, or in written. They include: Oral Group, Listing, Brainstorming, Looping, Cubing, Debating, Outlining, Interviewing, Clustering, Dialogue Writing, Free writing, Oral Composition, and Lecturing.

2. Integrating can be defined as a process of the integration of idea, concept, policy, or innovation in a practical situation so that it gives the effect to the change to knowledge, skill and moral value and attitude.

CHAPTER II

REVIEW OF RELATED LITERTURE

A. Writing

Writing is a process, not a product (Oshima and Hogue, 1991: 2) this means that a piece of writing is never complete; it is always possible to review and revise, and review and revise again. The writing process is the means by which one discovers what he wants to say and how he can best say it. Because the writing process is a reflection of one's natural thinking process, the writing process will enable him to call up ideas and his expressed in writing language. But a writer may sometimes suffer from "writer's block" when he is going to write. This means that his ideas will not easily come into his head, and he sits staring at his blank paper. To overcome this problem, it is important for the writer to learn the stages or the process of writing.

Oshima (1991; 3) states that there are four main stages in the writing process: prewriting, planning, writing and revising drafts, and writing the final copy. The first stage is prewriting. Two steps to be considered in prewriting stage are choosing and narrowing a topic and brainstorming. The second stage is planning. The writer organizes the ideas he generated by brainstorming; then, he makes outline that is very useful as a skeleton of an entire essay. The next is writing or revising drafts. A writer writes the first rough draft and than, he reads and revises it. The last that is writes the final copy. In this stage, a writer must be sure that he makes all the corrections and is ready to hand in. In line with the statements above, McCimmon (1983: p.3) states that the writing process is divided into three stages: planning, drafting,

and revising. As the first stage in the writing process, is a series of strategies designed to find and produce information in writing. Secondly, drafting, is a series of strategies designed to organized and develop a sustained piece of writing. Finally, revising is a series of strategies designed to re-exam and re-evaluate the choices that have created a piece of writing. It is the procedure for improving or correcting a word in progress. In addition to those statements, Olson (1992:3) divides the prewriting process into seven stages: prewriting, pre-composing, writing, sharing revising, editing, and evaluation

Although the writer had anticipated presenting data that would reflect the various stages of the students’ composing processes, stages usually characterized as pre-writing, writing, and revising, the students’ writing behaviors were not entirely agreeable to this type of breakdown, a fact which in and of itself attests to the non-linear nature of writing. This was generally the case for all six writers, both skilled and unskilled. The thinking, brainstorming, and note making that is believed to precede actual composing took place even after the writing began, illustrating that “planning is not a unitary stage, but a distinctive thinking process which writers use over and over again during composing” (Flower and Hayes 1981:375). Thus, students who started out by creating an informal list of ideas or questions to consider may have found themselves totally discarding it once they undertook the writing itself. It seems that while some planning was necessary to help them think through the topic, they were quite willing to shift directions once. They discovered an alternative, and more satisfying solution. Revising was evident throughout for students rewrote as they wrote, some revising entire chunks of discourse, some attending to the clarification of a previously stated idea

A more detailed description of their composing processes indicates how this interplay took place. All of the students spent a great deal of time thinking about the essay at the outset, trying to figure out how to proceed. While several transcribed some of these thoughts in the form of notes, lists, or diagrams that mapped out the students’ thought processes, others looked at their blank pages or into space until a beginning seemed to suggest it. However, whether these ideas were written down or not seemed to have little to do with the students’ writing skills, for both the least skilled and two of the best writers wrote nothing before actually beginning the essay. Another very skilled writer, interestingly enough, began composing his paper only after writing down what he thought would make a fine conclusion. This same writer, incidentally, wrote his introduction only after completing his paper. It seems then that these writers have developed their own individual strategies for “getting into” a topic, those strategies may not involve in pre-writing at all.

Once the essays were actually underway, the writing was consistently recursive and generative and sometimes even verbalized aloud, this despite the fact that the students were not required doing so. All of the students, their writing skill notwithstanding, reread and considered what was already written in order to evaluate whether the form of expression matched their intent and to discover from this interaction the ideas that were about to be recorded. Writing skill was determined by holistic assessments of each of the following in-class writing.

B. Prewriting

Prewriting refers to the range of activities in which the writer engages before setting fingers on the keyboard (or pen to paper). Prewriting is the process of generating and recording ideas. The main distinction between this stage and planning is that it is the creative phase rather than the more critical phase of planning. In planning, the writer considers and rejects ideas. Prewriting activity is less critical, given to coming up with as much material as possible, some to be incorporated, some to be rejected.

When we teach prewriting, we often focus on writing activities, or some sort of verbal process, such as responding to another text or another person's ideas. In a “real-world” writing situation--where a writer writes because she feels compelled to say something in writing--prewriting may include reading published or unpublished print text or a Webpage, participating in a conversation, hearing or viewing a news story or dramatic production, conversing with friends, attending a speech or other formal presentation, etc. Something the writer reads or hears prompts her to write. Or a writer must prepare something for a given occasion: he is scheduled to deliver a speech, a presentation, a sermon. In either case, the writer will probably begin jotting down ideas, perhaps speaking ideas into a tape recorder, and may talk the ideas over with another person.

In a classroom situation, prewriting includes the preliminary introduction of the material or the occasion for writing. At the secondary or college level, the writing assignment may be based on a reading assignment or lecture material, and we may consider the reading, performing additional research, or listening to the lecture as part of the prewriting stage. The first writing the student engages in, then, might be taking notes or making marginal comments in a book he owns or on the hard (printed) copy of materials found on the Internet or in a computer database.

More simply, prewriting may begin when a writing assignment is presented in the classroom, taking notes on the teacher's comments or reading the text of the assignment. Journal keeping is a useful bridge between reading or other classroom activities and writing, and many teachers assign reading-response journals or personal writing journals as daily or weekly writing activities. A journal may be used, then, as a storehouse of ideas for further development in more formal writing assignments. (Journal-keeping will be discussed more fully in the context of Designing Assignments: Thinking about Genre.) But often it takes some explicit instruction in prewriting activities for the student to make an easy transition from this reading, note taking, and journaling into getting started on a story or poem, essay, report, or research paper assignment.

Teaching prewriting practices in the classroom will give each student-writing a repertoire of techniques for getting started on writing or overcoming writer's block. And it's important to think about prewriting activities that don't use words as well. Drawing, listening to music, and working with simple models can aid students in generating ideas for a writing project.

Many scholars, for instance, smith (1983) and Oyetunde (1989), recommended prewriting activities because students tend to write more and better essays if they are taken through such activities before writing their essays. Teachers of writing at all levels of the educational system in ESL situation ought to be familiar with most of the prewriting techniques available, and adapt and use them to meet the needs of their students.

1. Some prewriting techniques, activities, and strategies

Several prewriting techniques/ strategies or intentional techniques were listed above. These techniques/ strategies have been found effective in teaching writing to native speaker of English. Several scholars, such as Zamel, (1983), Spack (1984), Oyetude (1989), Oluwayida (1990), have advocated the inclusion of most of these activities and teaching in English as a second language writing programmed. What follows in subsequent sections of this study is detailed discussion of some of the prewriting techniques available for the writing teacher. The techniques highlighted here are not exhaustive, neither are they meant to be solution for all writing problems. They should be seen and used as alternative ways of stimuli and motivating students to write more and better essays.

a. Brainstorming

In brainstorming, the writer creates a "storm" of ideas, not passing judgment on any of them or censoring any idea that comes to mind, no matter how apparently absurd it is. This is not the time to think about whether or not this idea will actually fit into a paper. The writer can brainstorm by talking with peers or a family member or a writing center consultant, with pen in hand to list the ideas that come to mind, or she can brainstorm alone, simply listing everything she thinks of with regard to the writing task. It is important to remember that at this stage in the writing process, anything goes--main ideas, details, feelings, whatever comes to mind.

Raimes (1983:10) suggests that “Brainstorming can be done out loud in a class or a group, or individually on a paper”, “even just two or three people bouncing ideas off one another can generate an astonishing amount of material in short time” (Messenger and Taylor 1989:29). The application of brainstorming in a group involves the use of leading questions to stimulate student thinking about a topic or idea that is under focus. The question could be written on the chalkboard and each student should think of providing an answer to that question. Student-writers are usually granted a short period of thinking-time or incubation period to come up with their mediated answers which will be chosen later to extend their answers, reactions and reflections to that specific nominated question. The teacher or a student can write those varieties and other students will be engaged copying which ever may be found more fitting to be used in their compositions or their essays, to be developed later.

Brainstorming can be practiced as a group activity. Small groups can brainstorm ideas, with someone (or the instructor) recording ideas, or the class as a whole can brainstorm. The group may then select and order ideas from this brainstorming list to plan individually or collaboratively written texts. When students practice the writing process, we don't need to teach them about the writing process.

This involves leading questions to get student's thinking about a topic or idea that is under focus. The questions could be written on the white board and each student asks to think out answers to them. The teacher allows intervals of some minutes to let students think. Hence he can randomly choose the students to tell the class their answers or reactions or responses to the questions. The teacher writes the answers on the board. These answers are then copied by every student for subsequent use in his essays as he deems fit. Brainstorming is, therefore, a group of technique for stimuli creative thinking. Individual students can also use this technique to generate the material for their writing, once they master in it. In fact, competent/ good writers use brainstorming to generate ideas, bits of text, and so on. Before they set out to write, and they continue to use it while writing. So, brainstorming is a versatile thinking tool that can be used at any stages of the writing process. Activity: Pause in your reading for a few minutes and try some brainstorming now. Imagine you have been assigned the task of writing a personal essay on, say, your favorite season. With pen and paper or sitting at the computer, list as many ideas related to this topic as you can think of in a few minutes.

b. Listing

Listing as a prewriting strategy simply means writing down everything you can think of about your topic. Don’t write in sentences; that take too long. Don’t worry about the order of the ideas, or whether some ideas are general and others are details. You can sort that out later. Include questions you have about the topic. Don’t worry about whether what you’ve written is sensible, or worded correctly – that part comes later. If you get stuck, go back to one of your ideas and elaborate on it. Ask yourself questions about your ideas to help you generate other ideas.

IDEA

c. Free writing

Free writing is one of the dependable versatile prewriting techniques which can be invariably used by student-writers to enforce the nucleated dormant thoughts dramatically germinate, prop and plop, sliding smoothly to richly mark the awaiting, impatient blank slice of paper. In handling such a thought provoking technique, student-writers will be assigned to write furiously, as freely as possible, without deterrence or hesitation. A given pre-set duration of time, say five, eight or ten minutes time is allocated to generate accumulating as much as possible details in the form of structured words that are relevantly assembled on the null sheet.

Actually, free writing can be taken to serve as a rescue measure in those serious blocking moments. Tucker and Costello (1985) define free writing as a “non-stop writing” and they add that it can be compared to warming up exercises athletes do before a competition. They address the writers to point out that free writing’s purpose is “to loosen up the muscles of the brain, while encouraging the student-writer to relax and to see that writing is a process that includes many stages”. Some who show deep interest in scribbling on paper urge themselves violently, due to the formal nature of writing, to do it tight right at the outset from the sitting. Student-writers of The International Journal of Language Society and Culture such category are in fact self-stumbling type of fellows who unconsciously and innocently have their following tendencies checked and suppressed. Student-writers who carry out free writing or warming up exercises are strictly advised to forget caring about being grammatical and accurate. They are also encouraged to ignore insisting on observing the mechanics and providing organization. Occasionally, some student-writers, at the expense of being neat and clean, inhibit themselves with clamors longing for punctuation or getting busy with erasing. Actually, when a student-writer free writes he/she should strictly overlook correcting, revising or polishing the finished product. Chastain (1988:24) in supporting what superseded asserts that. “The goal of free writing is to write. The writers should entirely concentrate on the creative process. He/she should not even consider criticizing what he/she is saying because criticism hinders the flow of ideas and results in hesitation and blockage to ideas. Free writing

stimulates the flow of thought and encourages it to continue uninterrupted”. Accordingly, student- writers are didactically instructed not to plan beforehand, organize neatly, revise or proofread while they are actively busy doing free writing. Surely, student-writers will discover it themselves that, from time to time, they are almost helpless in writing even a few sentences by free writing, and in some other cases, they may come up with just scanty amount of clipped or crippled sentences or even some type of non-sentences. This should not discourage them. It happens at times quite so often. They can merely engage themselves copying uninterrupted in chain the only sentence they have got started with or without reflecting their blocked-bogged condition as practicing resisting writing “I can’t write what I want to have it said” till an opening inlet of hope may leak out emerging unnoticed.

Rosenberg (1989) expounds on such case by stating that,

“At first you may find that you write very little in ten minutes. After doing in this exercise for two or three weeks, however, you will be surprised at how easy it is to get started and how much you are able to write. You may also discover that you being to notice more about the world around you… what if you run dry and can’t think of anything more to write about? Simply copy your last sentence over and over again until something else comes to your mind. Or if you like, draw a conclusion from what you’ve written or write a one sentence summary- and then more on a new topic. But make sure you keep writing for ten minutes”.

d. Clustering

Clustering can be defined as a prewriting technique that enables student-writer to choose an encircled the topic around which whatever may be found in relationship with will be chosen to be written down in tree-branch like relationship. The student-writer can select the ones that can be found most crucial or potent enough to develop the topic he/she aims at. Sometimes, clustering can be taken for “Inventory taking” (Man & Man 1989:14) but differing slightly from brainstorming. Pica (1986:17) defines clustering as “non-linear brainstorming process that generates ideas, images and feelings around a stimulus word until a pattern becomes discernible”. The whole process of clustering can be reviewed, as such, in terms of Pica (1983:17). The student-writer starts with a circled word or phrase in the middle of a page, perhaps with a topic, a choice of their owns, a word connected with material being studied by the class. Then, he/she writes words and phrases he/she associates with the first word, circling them, arranging them around the first word and drawing lines showing the connections worked out in his/her mind, like spokes in a wheel.

Additional associations may arise with some or all of these new words and are added to the diagram. The writer then can use this clustering in a variety of ways. It can be used as an outline or list of sub-topics he/she wishes to cover as scaffolding that leads him/her to the issue he/she wants to focus on within the larger topic in preparing a cluster diagram. Student-writers are advised to let their thoughts flow freely and record all the ideas that occur within them, circling and connecting the ideas as appropriate items. The student-writer should not pause to evaluate ideas or correct some errors and so on. In case the student-writer runs out of idea, he/she can

study the branches of his/her cluster to explore the relationship among the ideas or he/she can doodle a while or trace over what he/she has already written until new ideas surface (Clouse, 2006).

In another meaning Clustering as "prewriting techniques that enables the writer to map out his or her thought on a particular topic or subject and that to choose which one to use" (Carr 1986: 20 ), Rico ( 1986 : 17 ) defines clustering as a " non-linear brainstorming process that generates ideas, images and feelings around a stimulus word until a pattern becomes discernible". Clustering is another prewriting technique that allows the writer to generate ideas and also suggests ways in which the different ideas might be logically related, which can help the writer get a sense of how the essay could eventually be organized. A teacher can go through the following steps in teaching:

The teacher explains what cluster is. It is the same kind of brainstorming, the differences being occur focus/ scope is narrowed down to specific word(s) or idea (the stimulus word) in clustering.
Next, the teacher circles the stimulus word(s) on the board, for example, (Energy) – and asks the students to say all that come to their minds when they see the word. All types of responses should be encouraged. The teacher's clusters these responses on the board as they are made, with the nucleus word Energy in the center and all responses radiating outward. The teacher then tell the students that their often have many ideas floating in their brains and that the best way to harness such ideas is to cluster them quickly on paper, otherwise, some will escape their short term memory.
Now teacher can ask the students to cluster a second word for themselves. The clustering process should be timed- say, one or two minutes. The students can be asking to write a short paragraph using their clustering.
After writing, ask the students to give the title to what they have written. These techniques can be used at all levels of educational system from primary to advance. To help create in learners a sense of "can do". In fact, we have used clustering to stimulate and motivate the learners on several occasions with startling result. For most of prewriting activities, the learners' first language should be utilized to facilitate the learning process. If at any point of eliciting responses to a stimulus word, learners get stuck because of vocabulary deficiency, the teacher can encourage the learners to use the first language to the name object or concept he has in mind. This is one example of clustering:

John decides to try some clustering to help him with his prewriting on Migrant Mother. John uses pen and paper for this prewriting activity. He begins by writing the words "Migrant Mother" in the middle of a page, and he then circles those words. From this circle in the center, John draws lines out to sets of other circles words, each representing a major idea coming from the center. Then, around these another sets of words, John draws still more lines, circles, and words as he attempts to create a diagram of ideas about the painting. Below is an illustration of John's clustering activity.

As with the other prewriting activities, John had generated some ideas here, but he has also given a sense of organization to those ideas. From the "Migrant Mother" bubble, we have three major ideas: the family being poor, the mother supporting the family, and the mother not giving up. Then, from each of the bubbles containing these ideas, we have aspects of the photograph that relate to it. For example, "baby in lap" and "breastfed baby" are connected to the "mother supporting family" bubble because they both relate to the idea that the mother is supporting her family. Clustering also can be beneficial because it allows you to "see" how various

facts and ideas might be logically related. After his clustering activity, John is getting closer to the point when he can begin a draft of his essay.

e. Looping

This technique entails writing nonstop (without fear of error or self-censorship) on anything that comes to one's mind on a particular topic. Looping is another interesting variety of prewriting technique that at first looks quite similar to focused free writing. In looping, primarily, the student-writer is strictly required to write freely and rapidly on a specific topic for at least five minutes. In conducting such a type of writing, the student-writer should ignore caring about grammaticality or accuracy. He/she has to pour his/her easy-flowing thought on paper without worrying himself/herself, giving attention to those types of surface matters.

After spending the present time duration on authentic free writing, he/she has to read the finished product, underlining what he/she may distinguish or believe to be crucial, significant or necessary to bring about mature development expected to be actualized in that connected segment of writing. The lumpy part underlines whatever a sentence or non-sentence is known as a controlling statement. After having the controlling statement from first loop concise, it will be jotted down on a separate paper. Another five minutes of free writing will be expended on expanding the new concise type of controlling statement. A second loop will be created to spend a second five minutes time of focus free writing elaborating in reference to the second controlling idea. A third compacted controlling statement can be derived this time and

a third five minutes time can be devoted once more for a focused free writing to the third loop form.

Having done with those activities, the writing can be read or reread. As a result, some focused idea that can be used as the subject of an essay will be readily evolved to confidently embark on. Spack (1984:656) indicates that loop writing is an “invention technique” by the application of which the writer bides by “a non-stop writing in the absence of self-censorship”. Then the writer gets engaged in reading, reflecting and summarizing it up in a single sentence “what has been written”. The student writer is advised to repeat the above process twice so as to adequately meet the stipulated requirements. He can share the experience with cooperative peers. In fact, it permits student-writers to get to know one another well, facilitating social construction of knowledge (Zahorik & Dichanz, 1994).

f. Cubing

The prewriting activity called cubing that has been coined by Elbow (1985) is an information gathering technique. It is seriously accounted for to serve as a potent initiative, which can be manipulated in writing classrooms to help the desired objectives blossom via liberating the captivated thoughts. Commonly, a mental block may be the outcome, when someone sits for writing or carrying nothing. Cubing is the problem-solving technique, which helps thinking about the topic and accumulates a sufficient amount of words on paper.

Actually, such a tool can be found utterly practical when a student -writer reaches the point where a subject has already engaged his/her mind, and now he/she is thoroughly prepared to write it down. The subject can be viewed and explored from six conceptual profiles: description, analysis, application, comparison, association and persuasion. The six areas of the cube are considered representing six types of writing assignments. Student-writers are assigned to carry them out tapping the new thought reservoirs. They are required to have the different dimensions of a specific topic adequately explicated.

Once having those six mini assignments met a persuasive end, the topic will be assessed and discussed from six angular views, quite adequate cumulative data can be piled up to bring about that sure start which has long been awaited for. A model which is reproduced by (Spack: 1984) is presented here. She offered her aid guidance to the writing-teachers who aim at helping their student-writers exploit most effectively such a prewriting technique. Student-writers for appropriate achievement are advised to conform themselves to the imperative requirements stated below:

1. Describe it: examine topic or subject closely and tell what you think it is all about. The topic in case of being an abstract one such as cooking can be disregarded whereas the writer should get involved in writing the cubical perspective he/she is pursuing.

2. Compare it the topic or the objects to some others you have come across before, i.e. what is it similar to? Different from? Comparison exposes likely and difference.

3. Associate it with something you are familiar with already, i.e. what does it reminds you about? What correlatives can be established with what and whom? In fact, what does it prop in your mind once you hear and read that.

4. Analyze it: point out what it is made of. Explain how it is manufactured.

5. Apply it: how is the item mentioned to be used? How can it facilitate the currency of living? What improvements does it bring about? What can be done with it?

6. Argue for it or against it: give justification for your positive or negative stance. Defend your position giving satisfactory reasons. Be stable in adopting one single position. Support your position by giving various detailed evidences.

7. Once the six perspectives are industriously and diligently expanded, a lot of ideas and materials will be made ready. Since they are potentially energetic saturated with loaded power, they will certainly generate more ideas and thoughts appropriate to eventually develop into a mature well-embodied type of paragraph or essay.

g. Debating

This is the act of orally presenting two sides of an argument or topic. It can be use to generate ideas, thoughts, concepts, notions, an opinion about any topic under focus. All advantages that go with active oral use of language by students make debating worthwhile for stimulating students to write. Oral uses enhance writing ability, for according to whells and Chang (1986:30).

Oral monologue provides an opportunity to develop some of the skills of composing-planning, selecting, marshalling and organizing ideas-skills that

are necessary for writing and it does so in a medium in which learners fell more likely to be successful.

h. Interviewing

This is another prewriting activity that students can be taught to use in generating ideas for writing. Jhonson (1986:11) says that asking students to interview each other help to establish a relaxed atmosphere for writing. The students can be given guidelines on what to ask each other.

Procedure: students are asked to interview someone sitting near them each student is given five minutes to ask questions and jot down notes about the other student's background and interests before reversing roles for another five minutes. They can be given 15 minutes to organize a rough draft of their notes. Next, they read their draft to their partners for reactions and suggestions so that misconceptions can be corrected and information can be added or deleted.

The teacher can end the hour/lesson with a few tips for revising what has been written – such tips as focus on something special about the person's hobbies, skills, or unusual background, future goals, etc. this technique reduces the fear of writing and the felling in inadequacy that students sometimes have. It gets them talking, laughing, Sharing their writing effort. It is therefore a good way to get to know each student as well as to introduce the concept of writing as a process. This technique can be used with all categories of student writers. Even with graduate teacher in workshop/seminars n the teaching of writing as a process.

i. Visiting to places of interest and important in the school vicinity

This is the prewriting activity that can be done across the curriculum. Two or more teachers of different subject can, in conjunction with the English language teacher, organizing trips to places of interest like in zoo, the local industries, and natural habitats in next vicinity. Even important personalities in society can be visited and interviewed for personality profiles for the school magazine if there is one before the actual visit, teachers should give students some guidelines on what to look out for during such this visits. There should also be indication of the types of topics the students will be required to write about at the end of the visits. Young people generally like outdoor life a lot, and this interest can be used to teach them anything in any subjects area visits to places of interest enables the students to use their five senses in interact with their environment, thereby creating ideas, concepts, and thoughts they may want to verbalize in their writing later.

j. Fantasying/ mediating/ mind transportation

These techniques are the same thing in practice; they only go by three different names. They require students to make a voyage into a fantasy world while they are sitting quietly in class (Dekalman 1973:51-52 and Shuman 1983:52). The teacher first requires students to put away all others books, materials, etc… from their desk tops only their rough first draft exercise book/paper, pen or pencil, and eraser should be on their desks. Complete silence is required and maintained. That the teacher offers possible topics, such as:

If you had one wish, what would you choose?

If you were the military/civilian governor of this state, what would you wish to be remembering for?

If you were the head boy/ head girl of this school, what would you wish to be remembering for?

These teacher and student, first seat quietly for some minutes to reflect on such questions. Next, the teacher asks students to write down in their exercise books all they fantasized or mediated about. The initial draft is than responded to by peers and/or the teacher, than rework and rewritten before being handed in for final assessment by the teacher. These techniques are well suited for providing a mood that makes students want to write. The typical Indonesian secondary classroom is rather sterile and untimely for students and so cannot be relied upon to give learners’ creative stimulus and impetus. So the teacher ought to know and use several ways to create a quiet and calm atmosphere in which students can think and write.

k. Lecturing

This is one of the prewriting exercises that can be used to stimulate and motivate students to write across the curriculum. It involves the use of an "expert" in the field related to the topic under focus to do the lecturing rather than the English language teacher himself or herself. The teacher first tells the students the topic allocated to be treated in the next writing lesson. Then he will contact with the expert which will give the lecturing. Students could be told to read about the topic if it is one of which resource materials are available in the school. On the day of the lecture, students are encouraged to ask questions, contribute their ideas, and disagree or agree with the speaker's ideas or those of their peers. After this sharing process, the teacher thanks the quest speakers and can end the lesson by assigning the topic for homework.

l. Reading

In a well-integrated English language, the four language skills are often independent even when treated in separate headings for ease of teaching. So silent reading or extensive reading is a useful tool for generating ideas for writing as well as a means of exposing the students to the vocabulary, idioms, conversations, and nuances of written language (Smith: 1982).

Reading as a prewriting activity also offer opportunities for teaching writing across the curriculum, since a topic read in the writing class. All the others subject areas, like the science, art, technical and technology subjects, can provide useful prewriting reading activities. A novel or a section of it can be read as a prewriting activity. It has been found that "certain novels provide adolescents with marvelous springboard for writing experiences" (Reeves 1986:37). The possible uses for reading for stimulating experience to teach writing across the curriculum and for generating materials to write on are diverse and inexhaustible. The teacher and his students' should explore as many as they can and use them to enhance the students' writing. Reading and writing are two skills that mirror each other; they ought to be taught in such a way as to complement each other (Smith 1982).

m. Group discussion

This technique most the teachers are already familiar with and should be used extensively in language classes. It usefulness in a writing class is rightly stated by Oyetunde (1989:46) when he asserts that oral discussion, during which students are guided to generate ideas about the topic, should always precede any written assignment. This sensitizes students to be needed to plan the content and organization of their composition. This oral presentation also enables the teacher to find out whether the students have the necessary vocabulary and language structures with which to express ideas in writing. Group discussion of a topic as prewriting activity is also useful because it provides the weaker students with ideas and materials to write on, as well as help to get varied perspectives and the topic at hand.

Some basic guidelines

The best time to think about how to organize your paper is during the prewriting stage, not the writing or revising stage. A well thought out plan can save you from having to do a lot of reorganizing when the first draft is completed. Moreover, it allows you to pay more attention to sentence level issues when you sit down to write your paper. When you begin planning ask the following questions: what type of essay am I going to be writing? Does it belong to a specific genre? In University, you may be asking to write, say, a book review, a lab report, a document study, or a compare or a contrast essay. Knowing the patterns of reasoning associated with a genre can help you to structure your essay.

For example, book revises typically begin with a summary of the book you are reviewing. They often move on a critical discussion of the books strengths and weaknesses. They may conclude with an overall assessment of the value of the book. These typical features of a book review lead you to consider dividing your outline into three parts: (1) Summary; (2) Discussion of strengths and weaknesses; overall evaluation. The second and most substantial part will likely break down into subparts. It is depend on you to decide the order of the two subparts whether to analyze strengths or weaknesses first. And of course it will be up to you to come up with actual strength and weaknesses.

Be aware that genres are not fixes; different professors will defines the features of a genre differently, read the assignment question carefully for guidance. Understanding genre can take you only so far. Most University essay is argumentative, and there is no set pattern for shape of an argumentative essay. The simple three-point essay taught in high school is for to restrictive for the complexities of most university assignment. You must be ready to come up with whatever essay structure helps you to convince your reader of the validity of your position, in other word, you must be flexible, and you must rely on wits. Each essay presents a fresh problem.

a. Essay outline preparation

Most essay outline will never be handed in. they are meant to serve you and no one else. Occasionally, your professor will ask you to hand in an outline weeks prior to handing in your paper. Usually, the point is to ensure that you on the right track. Nevertheless, when you produce your outline, you should follow certain basic principles. Here is the example of essay outline on the Hazard of movie going:

Title: The Hazards of Movie going

I. Introduction

Introductory statement
Thesis statement: I like watching movies but I prefer watching them at home.

Body

First Supporting Idea (Topic Sentence): just getting to the theater presents difficulties

Bad weather
Long drive and limited parking space
Long waiting to buy ticket

Second Supporting Idea (Topic Sentence): facing the problems of the theater itself

Old theater's problems such as smelly carpet, worn-out seat, etc
New theater's problems such as smaller size, noise from next movie theater, etc
Both floors will be rubber-like dirty at the end of the movie

Third Supporting Idea (Topic Sentence): Some of the patrons are annoying

Bad behavior such as running, talking loud, etc
Human noise and disturbance

Conclusion

Closing statement
Restate thesis: I prefer to watch movies at home where it is comfortable, clean and safe.

This is the example of sentence outline. Another kind outline is the topic outline. In consist of fragments rather than full sentences. Topic outline are more open-ended than sentence outlines. The left many work of the argument for the writing stage.

b. Some techniques for integrating note-taking and planning

Though convenient, the common method of jotting down your notes consecutively on paper is far from ideal. The problem is that your points remained fixed on paper. Here are three alternatives that provides grater

Method 1: Index cards

While researching, write down every idea, fact, quotation, or paraphrase on a separate index card. Small (5"by3) cards are easiest to work with. When you are collecting all your cards, reshuffle them into the best possible order and you have an outline, though you will undoubtedly want to reduce this outline the essential point should you transcribe it to paper.

A useful alternative involves using both white and colored cards. When you come up with a point that you think may be one of the main points on your outline, write it at the top of a color card. Put it supporting note on a separate white board, using as much of the card as necessary. When you fell ready, arrange the colored cards into a workable plan. Some of the points may not fit in. If so, either modify the plan or leave these points out. You may need to fill gaps by creating new cards. You can shuffle your supporting helps.

Method 2: The computer

A different way of moving your notes around is use the computer. You can collect your points consecutively. Just as like as you do on paper. You can then sort your ideas when you ready to start planning. Take advantage of "outline view" in word, which makes it easy for you to arrange your points hierarchically. This method is fine so long as you don't mind being tied to your computer from the first stage of the writing process to the last.

Method 3: The circle method

This method is design to get your ideas onto a single page, where you can see them all at once. When you have an idea, write it down on paper and draw a circle around it. When you have an idea, which supported another idea, do the same, but connect the two circles with one line. Supporting source material can be represented concisely by a page reference inside a circle. The advantage of the circle method is that you can see at a glance how things tie together; the disadvantage is that there is a limit to how much material you can cram onto a page.

Method 4: Reversed outline

When you have completed your first draft, and you think your paper can be better organized, consider using reverse a reverse outline. Reverse outlines are simple to create. Just read through your essay. And every time you make a new point, summarize it in the margin if the essay is reasonably well-organized, you should have one point in the margin for each paragraph, and your point reads out in order should from a coherent argument. You might, however, discover that some of your points are repeated at various places in your essay. Other points may be out of places, and still other key points may not appear at all. Think of all these points as the ingredients of an improved outline, which you now must create. Use this new outline to cut and to paste the sentences into a revise version of your essay, consolidating points that

appear in several parts of your essay, while eliminating repetition and creating smooth transitions where necessary. You can improve even that most carefully planned essay by creating a reversed outline after completing your first draft. The process of revision should be much about organization as it is about the style.

c. Time allocation

It is self confident that a well-planned paper is going to be better organized that a paper that was not planned out. Thinking carefully about how you are going to argue your paper and preparing and outline can only add to the quality of your final product. Nevertheless, some people find if more helpful that others to plan. Those who are goon at coming up with ideas but find writing difficulties often benefit from planning. By contrast, those who have trouble generating ides but find writing easy may benefit from starting to write early. Putting pen to paper (or typing away at the keyboard) may be just what is needed to get the ideas to flow.

You have to find out for your self what works best for you, though it is fair to say that at least some planning is always a good idea. Think about whether your current practices reserving you well. You know you are planning too little if the first draft of your essay is always disorganized mess, and you have to spend a disproportionate amount of time creating reverse outlines and cutting and pasting material. You know you are planning too much if you always find yourself writing your paper a day before it's due after spending weeks doing research and revising elaborate plans. Therefore, be aware of the implications of planning too little or too much.

Planning provides the following advantages:

Help you to provide a logical and orderly argument that your readers can follow
Help you to produce a economical paper by allowing you to spot repetition
Help you to produce a through paper by making it easier for you to notice whether you have left anything out
Makes drafting the paper easier by allowing you to concentrate on writing issues such a grammar, word choice, and clarity

Over planning poses the following risks;

· Does not leave you enough time to write and revise

· Can result in a writing style that lacks spontaneity and ease

· Does not provide enough opportunity to discover new ideas in the process of writing

CHAPTER III

RESEARCH METHOD

A. Orientation of the Research Method

In conducting a research, one may apply several kinds of method counting on the research. It is a common knowledge that the research method could be classified into five common sorts. Descriptive method is one of the favored methods, which is designed to describe and interpret what the research has conducted. It is concerned with the condition and connection surviving in on the subject, the process, and the output of the research. Several sub categories of descriptive method are noted as case studies, survey, follow up study, developmental study, documentary analysis, correlation study

The study which has been carried out here is obviously a descriptive one by applying survey technique. It is conducted to acquire information on the current situation. The objective of the study is to describe what exists on the object. It can be defined as to describe the process of teaching and learning in the classroom.

B. Research Procedure

There are three processes that are done by the writer, they are:

1. Preparing the instrument such as giving question, the questionnaire, documentation and observation that is needed in this research.

2. Giving questionnaire to the students by using close ended answer that is multiple choices in order to know the students response

3. Arranging the data, the data about the implementation of teaching pre writing teaching including evaluation and the student's response that are arranged descriptively

C. Place and Time of Research

a. Place of Research

The research was conducted at Nusantara PGRI University Kediri, because it has the English department which applied writing subject.

b. Time of Research

This research has been conducted since November 2008 until August 2009. The following table describes time, place and activity that were done by the writer during the research.

Time Schedule

Month										Activity	No
Aug	Jul	Jun	May	Apr	Mar	Feb	Jan	Des	Nov
									Ö	Arranging the research	1.
						Ö				Title	2.
						Ö				Chapter I	3.
					Ö					Chapter II	4.
				Ö						Chapter III	5.
	Ö	Ö Ö		Ö						Collecting the data · Prepare to research · Doing observation · Doing questionnaire · Collecting data · Analyze data · Writing result	6.
	Ö									Chapter IV	7.
	Ö									Chapter V	8.
Ö										Abstract	9.

D. Research Subject

The writer engages the students as sample and as the part of population to their responses. The writer observed IIIC class of English department students of Nusantara PGRI Kediri as representing all classes as the sample of study and they are chosen with random sampling.

E. Technique of Collecting Data

In collecting the data and reference the writing tasks are identified, classified and analyzed. As mentioned above, the data consist of 27 students, covering all programs at the third grade, by numbering each item or tasks based on the alphabetical order, the tasks were taken randomly. Afterwards, each task was read

and matched based on the outline attached carefully whether it provided the same arrangement as the result, exactly or not. Then, those tasks were re-checked if they provide the outline planned.

F. Research Instrument

In this study the writer uses three kinds of instruments in collecting data, namely documentation, observation, and questionnaire.

1. Documentation

This instrument is used to collect the data of English achievement mainly in writing skill for the third grade students of Nusantara PGRI Kediri, and also used to get the number of students. These data were collected from the list of students having taken the questionnaire outside of the class activity.

2. Observation

This short instrument is initiatively conducted by the writer to evaluate the process of teaching learning writing activity, mainly in the classroom setting. Here the writer involves in the process of teaching learning writing.

3. Questionnaire

The questionnaire instrumentation's is used to collect the data about "Integrating pre writing techniques as means of generating students' idea on writing task for the sixth semester students of Nusantara PGRI Kediri". There are sets of questionnaire used in this study for the students. The questionnaire has been written in English, it has consisted of 25 questions; they are multiple choice. The 25 questions are for the students which consist of instruction and questions.

The questionnaire is close ended questions, which they have learnt on writing subject and mainly on the application in using prewriting techniques during learning from the writing material, and evaluation within and outside the classroom activity.

G. Technique of Data Analysis

After collecting the data and references, the essay or tasks are classified and analyzed by using some of the supporting theories.

There are some stages in analyzing the data gained from student's work, as follows:

Collecting the student tasks and final draft.
Doubled-checking on the quality, proven by the final tasks, how influential such pre writing techniques in producing a qualified essay.
Giving mark, and giving score for each student's task.

After the data are collected, they will analyze up the data means to describe the data about the impacts on integrating the pre writing method towards student's ideas on their writing tasks, in order to make the data easily analyzed, the writer uses the formulation as follows:

P = F X 100

Notes: P = Percentage (%)

F = Number of students who answered the same items

CF = Commutation frequency (the number of students)

Knowing the formulation above, the data are analyzed:

1. Describing the teaching learning process in writing comprehension by using table of frequency distribution.

2. describing their teaching writing procedures by using content analysis

3. Describing the teacher preparation in teaching writing by applying "pre writing method".

4. Describing the problems faced by both the teachers and students while practicing these methods, by using frequency distribution.

CHAPTER IV

REPORT OF THE RESEARCH

A. Result of the Study

In order to make the students effective writers who own their writing, we should train them in composing, exploring, drafting, revising and creating. One of the most difficult and important tasks for the teacher is to know how to effectively bridge the gap between skill getting (writing down, writing in the language form) and skill using (flexibility measures, expressive writing function) activities, which means teaching " at the bone level, not only at the skin". One possible solution would minimize the use of writing practice activities that are manipulative or impersonal in nature and choose instead activities that are contextualized, even when students are focusing primarily on form. Moreover, it is suggested to use a blend of diverse tasks that elicit performance ranging from the careful style to the language style. As students' competence increase, writing assignments should become less structured, less teacher directed, and more creative in nature. After all, students should be encouraged to use the language independently to inform, narrate, describe, question, persuade, express feelings and attitudes, discuss ideas, and support points of view.

1. Result of the Students' Questionnaire

To know the integration of pre writing techniques as means of generating student's ideas for their writing tasks at the third grade English department students of Nusantara PGRI Kediri, the writer gave questionnaire to the students. For the students' questionnaire, the writer had distributed 25 questions mainly for the IIIC class to answer.

This chapter concerns mainly with analysis of the integration of pre writing techniques as ways of stimuli students' idea in finishing their writing tasks, covering the reason they used, the benefits in using these method to help them writing easily. The ways of learning writing by integrating pre writing methods, the problems while practicing these methods and from teacher's point of view towards using these techniques for effective writing tasks, and lastly the solutions on how to cover the problems faced during practicing these methods.

Notes: P = Percentage (%)

F = Number of Students who answered the same items

N = Commutation frequency (the number of students)

Table 1. The Reasons Why Applying Pre Writing Methods is Important

Alternative Answers

Write more fluently (Write more with greater ease)
Generate writing topics

Produce better organized pieces of writing

50%

40%

10%

100%

As can be seen from the table given above, it is clear that most students' respondents agreed that the main reason they used pre writing method is, to help them write their ideas fluently

Table 2. The Ways of Learning Writing By Integrating Pre Writing Methods

No	Alternative Answers	N	F	P
	Write down own ideas Find the main ideas of the paragraph or essay Organize facts and ideas in a way developing main ideas		12 8 8	40% 30% 30%
		28	28	100%

As significantly observed, table 2 presents the way of learning writing by integrating pre writing methods, that in major, the students stated equally the ways they might use by writing down their own ideas and by organizing facts and ideas in a way for developing their main idea.

Table 3. Solutions on How to Cover the Problems in Using Pre Writing Methods

No	Alternative answers	N	F	P
	Running a group of discussion Ask the teacher's advice intensively Keep practicing to familiarize with these methods		16 6 6	60% 20% 20%
		28	28	100%

The last table, which is in table 3 demonstrates the running up a group of discussion, will be the most popular choice taken by the students when solving the problem dealing with the usage of pre writing methods.

2. The Most Dominant Pre Writing Methods Chosen By Students

There were several pre writing methods that were commonly applied by the students in accomplishing their writing tasks, as follows:

Brainstorming

Based on the results found in the writer's questionnaire, this is actually the temporary suspension, in which many students rejected their best ideas before they even wrote them down. The teachers sometimes instructed the students to write down everything he or she can think of that related to the topic, without rejecting any ideas. That helped the students go back over the list and selected ideas having a potential for development.

Free writing

The writer mainly thinks that this is a technique that is especially useful for blocked writers. The teachers usually told the students to think about the topic and wrote whatever comes to their minds, without stopping to correct or cross out or for any other reasons, for five or ten minutes. Afterwards, the students read through what has been written for ideas that could be developed.

Clustering

Based on the writer's opinion, during filling the questionnaire given, this has the advantage of organizing the material as it generated. The writer would have the students put a term that represents the main topic in the center of a blank sheet of paper and draw a circle around it. Subtopics and related terms are paced around it, which line showing relationship and inter-relationship.

3. The Benefits of Using Pre Writing Methods

In here the writer predict that there are couples of advantages can be obtained if the students apply pre writing methods before they begin posting and expressing their ideas on the paper. There are many techniques available to help students get started with a piece of writing. Getting started can be hard for all levels of writers. Pre writing is one great technique to build fluency. These techniques may be especially helpful with the students who prefer style of learning or teaching that could be described as visual, spatial, or realistic. Sometimes those styles or overlooked in favor of approaches that are very linguistic or linear. These approaches here will attend to broader ranges of learning styles as they add variety. The students must not only think about what they are going to say, but also about how they are going to say it. During the pre drafting stage students need to establish, at least tentatively, their purpose, audience, and form. Although experienced writers often say that content dictates form (i.e., that their ideas tell them which form to use), inexperienced writer needs to realize that audience and purpose can help determine the form. Students need to achieve competency in a variety of form and consider a range of purposes and audience such as the following. The upsides of these methods are the students will be able to:

3.1 Write more fluency (writing more with greater ease)

Generate writing topics

Select topics that will yield strong pieces of writing

Connect personal experience, knowledge, and examples to an assigned topic.

Produce better organized pieces of writing

Reflect, clarify, and explore ideas, widely

State an opinion, evaluates, or convince in a better organized way.

Experiment a challenging way in expressing their pieces of thoughts.

4. The ways Of Teaching Pre Writing Techniques

The writer stated that there were several approaches to teaching writing to creative communication (the control of free approach, the free writing approach the communicative approach, the process approach). For English second language classes Raimes (1983) recommended that the use of eclectic approach that was responsive to learners' need as their develop skills, and assert that there is no one answer to the question of how writing should be taught. Oluwadiya (1990) advocated a marriage of the techniques of the product oriented approach with the techniques of the process oriented approach; should be aim at using an enriched process approach that borrows freely strategies and techniques that belong to the product oriented approach.

The writer also made a point that, when designing writing practice at the advance level, it is important to include various aspect of the composing process in the instructional sequence. The various steps of the composing process taught, and practiced more overtly than has typically been the case in many foreign language programs. Therefore, a few texts have been developed for the advanced student. In these text students practice various types of writing, include description, narration, and exposition, using rhetorical techniques such as definition, classification, corporation and contrast, and argumentation. Pre writing (as defined by Oluwadiya as any structural activities-oral, written or experimental that influence active students participation in thinking, talking, writing, and working on the topic under focus in the writing lesson, stimuli higher level thinking as well as writing skills).

Discussing the type of writing to be attempted by students (description, narration, and exposition).

Working on and writing model.

Analyzing the model's organization and style

Considering de reader's and writer's purpose.

5.5 Doing a series of exercises that focus on both organizational devises and topics appreciate to that writing function.'

All students-writers applied a series of pre writing techniques as mental warm-us to help them get started on their writing process: Oral group, brainstorming, clustering, looping, dialogue writing, cubing, free writing, debating fantasizing, outlining, oral compositions, oral reading, silent reading-extensive / intensive.

Teacher of writing at all level of educational system in English second language situations, like the writing teachers in Nusantara PGRI Kediri, ought to be familiar with most of the pre writing techniques available, and adapt use to meet the needs of their students in order to help them experience a sense of ownership of their writing. "Prewriting activities generates ideas; they encouraged a free flow of thoughts and help students to discover both what they want to say and how to say it on paper. In other words re writing activities facilitate the planning for both the product and the process".

Pre writing activities should be used as an analysis to help inexperienced or incompetent students who tend to slow down their pace of writing by insisting on a perfect essay from the onset. The students' should be made aware that by doing so, when they try to put down only the "right word in the right sentences'. The hinder their own fluency and give themselves the writer's block. They should be told to leave matters of correctness and form to the revising and editing stages, when they can review, rethink, and rewrite their essay to polish it as well as make it reader centered not writer center prose.

B. Discussion of the study

Based on the data collected from the questionnaire, it is apparent that there are some significant results found, as follows:

1. Reason why applying pre writing methods is important.

As can be seen and figured from students' questionnaire, it is obvious that the students would be able to write more fluently, generate writing topics, select topic that will yield strong pieces of writing, connect personal experience, knowledge, and examples to an assigned topic, produce better organizes pieces of writing.

2. Benefits of Using Pre Writing Methods

There were couples of benefits on why the students favor to apply such pre writing method. The student will be unquestionably able to; write more often, write more varied types of text, ad produce more text than they might in traditional settings, exist more students to student interaction through integrating the pre writing techniques than in traditional classroom setting, help basic writing students bridge the gap between morality and literacy. Be more active learning and writing, have a better understanding of the role of audience in the writing process, make measurable achievement gains as writers.

3. Ways of Teaching and Learning Pre Writing Techniques

Based on the data collected, it is from observation and analyzing questionnaire employed, the writer could obtain several ways of teaching and learning pre writing techniques, the ways applied by the students, covers: writing down own ideas , finding the main idea of paragraph or essay and organizing facts and ideas in a way developing main idea. While the teacher believe that, discussion the type of writing to be attempted by students (description, narration, and exposition), working on the writing model, analyzing the model's organization and style, considering the reader's and writer's purpose and lastly by doing a series of exercises that focus on both organizational devises and topics appropriate to that writing function; become the essential ways taken to improve the students writing task.

4. Problem on Applying Pre Writing Techniques

As found by the writer during the observation, surprise such helpful hints or techniques bring its difficulties for students. The students stated that difficult at first, takes much time to finish the easy, too many steps to conduct, leading to boredom; become the greatest challenges during employing such methods. Not to mention, it involves the role of writer in raising back his motivation in order to accomplish their writing tasks.

5. Ways of Overcoming the Problems in Applying Pre Writing Technique

Despite of the difficulties, the teacher and students fortunately found its benefits far outweigh its drawbacks as mentioned previously. Therefore, such supportive steps were taken to overcome the problems faced during pre writing processes experience, liking running a group of discussion, asking the teacher advising intensively, and keep practicing to familiarize whit these methods.

6. Additional useful pre writing steps

The pre writing stage is when we prepare our ideas for our essay before we begin writing. Students will find it easier to write their essay if they build an outline first, especially when they are writing longer assignment. In addition, here are some common additional strategies or steps. As observed, the writer found that there should be some certain pr writing steps, applied by the students during accomplishing their writing tasks, such as:

6.1 Carefully – planed step

Implication: what question the students are going to answer in the given paragraph or essay? How can they best answer these questions? What is the most important part of their answer? How can they make an introductory sentence (or thesis statement) from the most important part of their answers? What fact or ideas can they use to support their introductory sentence? How can they make this paragraph or essay interesting? Do they need more facts on this topic? Where can they find more facts on this topic?

6.2 Open notebook

Implication: the students write out their answers to the above questions. Sometimes they do not need to spend a lot of time doing this; just write enough to help them remember why and how they are going to write their paragraph or essay.

6.3 Write down own ideas

Implication: what else do they want to say about the given topic? Why should people be interested in this topic? Why is the given topic important?

6.4 Find the main ideas of paragraph or essay

Implication: the students will choose the most important point they are going to present. If they cannot decide which point is the most important, they then will choose one point and stick to it throughout their paragraph or essay.

6.5 Organize facts and ideas in a way of developing min idea

Implication: once the students have chosen the most important point of their paragraph or essay, they must find the best way to tell the reader about it, then they look at the facts they have written, their own ideas on the topic. Afterwards, they decide which facts and ideas will best support the main ideas of their essay. Once they have chosen the facts and ideas they plan to use, and then ask them which order to put in the essay. Next, they write down their own note set that they can use to guide themselves as they write their essay.

CHAPTER V

CONCLUSION AND SUGGESTION

A. CONCLUSION

It is obvious that many advocates that the pre writing stage is crucial for succeeding in writing for both native speakers and non native speakers. This is because during the pre writing stage the goals are to stimulate and motivate students to generate materials to write down. Pre writing techniques take students through oral, written, intellectual, auditory, kinetic, and experiential activities that can stimulate higher level thinking as well as writing in students.

The pre writing techniques / activities outlined here are some of the most widely used and most effective at all levels among others. There are several other techniques that can also be adapted for use in English for second language / non English for second language situation. Teacher of writing ought to take their students through the pre writing stage of the writing process if they are to enhance students' writing ability in school / out side schools.

B. SUGGESTION

1. It is suggested that the future writers can continue and develop this study in a deeper analysis, or to make a comparison of the phenomena that occur in the application of these pre writing methods used in this study with that occurring in other methods of pre writing.

2. The students who are interested in writing should pay more attention to the adjustments and writing problems found in the product of tasks, it is hoped that they can enrich their knowledge about this aspect of effective writing.

3. The writing teachers especially, are suggested that they should be more careful in delivering and penetrating the strategies for the students, so that the students will get the content of the text correctly and find that writing should be fun and challenging thing to do.

BIBLIGRAPHY

AERA.Thanatkum Tangpermpoon. 2008. Integrated Approaches to Improve Students Writing Skills for English major students. Bangkok Thailand: Assumption University.

Alan, Meyers. 2005. Harry S. Gateway to Academic Writing Effective Sentences, Paragraphs, and Essays.: Truman College

Alice, L. Trupe. 2001. Prewriting Practices. Teaching Writing: Prewriting Practices.

Barry, P.Taylor. 1983. Choose Excellence. Prentice-Hall's Finest ESL texts.: TESOL QUARTERLY.

Drs, Agus Edi Winarto,M.pd. 2006. Essay writing. Descriptive and Narration.

Drs, Agus Edi Winarto,M.pd. 2006. Essay Writing. Exposition.

Essay Writing Menu. Developing Ideas for Writing (Prewriting).: Empire State College. State University of New York

E.Z. Rot Kopf. 1987. Review of Research in Education.: Washington. D.C.: AERA.

J.Cameron. 2008. Prewriting Strategies for Exploring Ideas.: Douglas College learning centre.

Jerry, Plotnick, 2005. Organizing an Essay.: University College writing workshop handouts on writing. www.utoronto.ca/ucwriting/handouts.html.

Jing Liu. 2006. on prewriting Activities: Lang Fang Teachers College.

John, Langam,1997. Five Paragraph Essay Writing. The Hazards of Movie Going: from College Writing Skills with Reading.

Randy Rambo. 2006. English Composition 1. The Writing Process: Prewriting

Prewriting Strategies

Teaching Learning Strategies
Specific Strategies	Students Empowerment	Teacher Guided
Before · Talking, Interviewing, reading, Researching · Brainstorming, listing, Clustering, mapping, Outlining · Focus Free Writing · Reading and Examining Models · Viewing, Visualizing, guiding Imagery · Journal Writing During · Mapping Thought · Fast or free Writing · Personal Letter · Conferencing · Reflecting and Questioning self Revising · Reading Aloud to Another · Using Revision checklist · Check and Question mark · Self Monitoring	Before · What is my Topic? My Purpose? · Who is my audience? · What Should I Say? · What form should I use? · How Should I organize My Ideas? During · How can I Introduce My Topic? · How Can I Develop each Part? · How can I Conclude My Topic Revising · Have I Edited and Proofread · Have I Practiced a Variety of Editing and Proofreading Methods? Which Work Best for Me?	Before · Discovering What to Say about a Particular Topic · Considering the Variables of Purpose, Audience, and Form · Planning During · Say what is Meant as Directly and Clearly a Possible · Finding an Appropriate Voice and Point of View · Telling the Reader about the Topic Revising · Editing for Ideas and Organizing · Proofreading for Conversations other than Convent

The Writing Process

This Power Point is a review of Chapter

1, “Writing and Thinking” in our textbook, Writings of Elements, published by Holt, Rinehart, and Winston.

Why do we write?

1. To express themselves –

• get to know themselves better; to find meaning in life

2. To share information –

• to share special knowledge with other people

3. To persuade –

• to convince other people to do something or believe something

4. To create literature –

• to be creative, to say something in a unique way

Is the writing process the same for every person?

· Yes – because they should follow the same steps

· No – because some people may take longer on one step than another person or they may repeat a step

Steps to the writing process

Prewriting

· Finding a topic gathering ideas

· Use prewriting techniques

· Identify audience and purpose

Drafting

· Putting ideas in sentences and paragraph

· Just write

Revising

· Judge content, organization and style

· Make change to improve your writing

Proofreading

· Correcting errors in spelling usage and mechanics

Publishing

· Sharing your writing with others

· Newspaper article

· Speech

· Paper

· Poster

PREWRITING

BEFORE you start writing sentences and paragraphs!!!

Prewriting Techniques

Writer’s Journal –

Keeping a record of personal experiences, observations, and ideas

Prewriting Techniques

Free writing –

Write for a few minutes about whatever comes to mind

Brainstorming –

Listing all ideas as quickly as you think of them

Clustering –

Brainstorming ideas and using circles and lines to show connections, webbing

Asking Questions –

Reading and Listening with a Focus –

Reading and listening to find specific information

Prewriting

· Audience –

Those who will read or listen to your writing

· Purpose –

Why you are writing

Prewriting – Ways to organize writing

ØChronological – in the order things happen

l first, then, next, last

ØSpatial – where things are in space

l right, left, north, south, next to

ØImportance – by order of importance

l an important, more important, the most important

ØLogical – alike ideas

l similar, different

DRAFTING

Putting your ideas into sentences and paragraphs

Drafting

ØUse your prewriting plans to guide you as you write.

ØAdd new ideas.

ØDon’t worry about mistakes! Just get your ideas on paper.

REVISING

Making changes that make your writing SOUND better

Revising

1. ADD – add new information and details

Example:

Football

We went to the game.

on Saturday afternoon.

Revising

2. CUT – take out repeated, unnecessary, or related ideas

Example:

The game went into overtime. We went shopping before the game. A last minute touchdown made it an exciting game.

Revising

3. REPLACE (Reword) – replace weak or awkward wording with precise words or details

Example:

Cries and screams

Hannah acts up when she is upset.

Revising

4. REORDER – move information, sentences, and paragraphs for clear order

Example:

Mark got up Tuesday morning for his first day of school. His mother made pancakes and eggs for breakfast. The alarm clock was a rude awakening. His usual breakfast was Captain Crunch cereal.

PR FREADING

Making your writing L K better

Search out and fix mistakes in –

· Spelling

· Capitalization

· Punctuation

· Indentation

PUBLISHING

Creating a perfect copy!

Publishing

Final Draft Requirements – FDR

· Name on the paper

· Blue or Black pen or typed

· Follow all FOUR margins

· Use only one side of the paper

· Loose leaf paper only

· No scribbles, scratches, etc. Keep it neat!

mamat09

Jumat, 23 November 2012

skripsi S1 (matthews da silva)

Dra. Sri Panca Setyawati, M.Pd.

A. Background of the Study

CHAPTER II

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