Enhancing Report Writing through Teaching and Learning Cycle: An Attempt to Connect the Implementation of 2013 English Curriculum with Student’s Writing Ability
Written By:
Putri Ayu Septiningsih
I.
Introduction
Writing is one of the productive
skills in which students of EFL produce the language as an input of their
comprehension and learning. In this paper, the writer focuses on report writing of the students which is
defined as a product of their knowledge toward the topic of one chapter. That
is, in order to produce good report writing, the students should comprehend the
lesson from the teacher; in this case the input they get through interaction is
very important to them. As the input is very important for students’ writing
ability, there should be a relevant approach to help them to obtain the input
of learning as to increase their comprehension. That is, however, in teaching
practice nowadays, many teachers of EFL practice the lesson without considering
to a hope of our new curriculum (2013
Curriculum), which emphasizes on the scientific
approach (observing, questioning,
associating, experimenting and networking). The lack of modeling for
example, or practice without involving all the students in learning, this might
give an effect for them to obtain the language input. The teacher only comes to
class, ask the students to read the textbook and ask them to do exercise. This
way of teaching students are usually found in the teaching and learning
nowadays. As a result, the report writing of students could not be enhanced.
In this paper, the writer chooses
Teaching and Learning Cycle approach to
enhance the report writing of English Second Language learners (especially for
Junior High School) and describes how it is related to the implementing of 2013 curriculum.
Before produce the report
writing, the students’ knowledge need to be built, the first stage of Building Knowledge of Field (BKoF) is a
good starting points for the students to prepare themselves produces the report
text. This cycle aims for the students to build comprehensive understanding
about the topic. In the next stage Modeling
of Text (MoT), the students are given a lot of models and examples about
the text that is why this stage puts on the main teaching in the lesson plan. Then
the students can also rehearse and practice about the text with their friends individually
or collaboratively, this stage is called Joint
Construction of Text (JCoT) and it applies in the post teaching, because in
TLC the students are expected to be able to construct the text collaboratively
before they construct the text independently later in Independent Construction of Text (ICoT).
II.
Discussion
2013 Curriculum and TLC Approach
The revolution of our curriculum is that the use of scientific approach which is applied in 2013 curriculum. It requires the
students to do observing, questioning,
associating, experimenting and networking which implants in 2013
curriculum. It means that the
students of EFL have to be communicative
and involved in learning process as being the center of learning (student-centered). The BKoF is the stage in TLC
in which the students can do the observing,
and the teacher may do questioning technique
to gain the students experiences or knowledge related to the vocabularies and grammar,
they can also ask questions as they are listening to the teacher. In MoT, the
students can be communicative and
both the teacher and the students can do the experiment while the teacher modeling the text. The students can
also associating to the text while
they join in the learning process individually and collaboratively (networking), this stage is called as
JCoT. Whereas ICoT is the stage where the students produce the language based
on the comprehension they get from the three-stages in TLC. In this stage, the
teacher can check the students’ comprehension through their report writing. As we know that writing ability is one of the productive skills,
not only does 2013 curriculum assess the student’s knowledge, good skill
also involved as well as the attitude
(spiritual and social). Whatever the knowledge is taught, good attitude
must also be taught couple with it in order for the students has a good skill. Report
writing could be a tool for the teacher to see the writing ability of the
students, especially Junior High School students.
Teaching and Learning Cycle
Furthermore, in order to make clear about TLC, the
writer tries to describe what TLC is. Teaching and Learning Cycle (TLC) is an
approach which embraced by Genre-Based
Approach, this approach is based on the functional model of language which was
introduced by Halliday in 1978; he claims that the context of language must be
closely related to the text. As to
integrate between the context and the text, TLC in practice is divided into
four stages, i.e. Building Knowledge of
Field (BKoF), Modeling of Text (MoT), Join Construction of Text (JCoT), and
Independent Construction of Text (ICoT). That is, in order to enhance the
students of EFL report writing, teacher of EFL should integrate these four stages
in the implementation of 2013 English curriculum, it puts on the lesson plan,
it is then implemented in the teaching and learning process.
Report Writing
Report writing could be defined as the product
knowledge of EFL students’ language input, this product is got by the students
through their learning process. In other words, EFL test of report writing give
information about how extent that they have comprehended the input that they
get through teaching and learning process. Such product of students in the ends
of teaching and learning which is written spontaneously could be called as
report writing. It usually written in one paragraph as to measure the student’s
comprehension about the topic or the text which had been taught, the result of
the students’ report writing is very depending on their understanding about the
lesson from the beginning. In order to
enhance this, the teacher of EFL should use the proper method or approach as a
procedure. That is, in this case, the writer describes about TLC approach and
how it is connected to the lesson plan of 2013 curriculum.
Application of TLC in the Implementation of 2013 English
Curriculum
Practical teaching is divided into three stages,
i.e. pre-teaching, main teaching and post teaching. In the first stage, the students are introduced to
the topic or new materials. In the second stage, the students are hoped to
actively communicate as the teacher delivers the materials. When the students
are collaboratively asked to participate and have to apply the lesson comes to
the third stage. Building Knowledge of
Field (BKoF) is applied to the first stage of teaching, in this stage the
students do the preparation before producing the report text. The teacher gain the student’s knowledge
based on their experience related to the topic will be taught, such guessing
vocabularies could be involved, introducing the vocabularies and the structure
of language needed to that particular topic. This stage where questioning and observing is playing a role. The knowledge of students should be built by
gaining the experience related to
grammar or vocabulary based on the content taught.
Moreover, after BKoF activity,
the students are modeled by the teacher about the text and are delivered the function
of the text, e.g. descriptive text.
For instance, describing people, the teacher models the text through
interaction, such using two dolls as the media could be included, that is, in the
Modeling of Text (MoT) the students
can make conclusion about the lesson according to what they see and learn. This
stage is used in the main-teaching where the students can actively communicate
through questioning and associating. In the next stage, the
students individually and collaboratively join to the learning practice; this
is also called as reinforcement stage
in which student get the reinforcement from their practice, this based on the
behaviorism theory by Skinner that human learn language as they learn the behavior, if they do the right behavior,
then they get the positive reinforcement,
if they do the negative behavior, then they get the negative reinforcement from their caretakers. That is similar with
they learn language, in Join Construction
of Text (JCoT) stage, where
students actively join the practice learning, they get the positive reinforcement
unless they do mistakes. This stage where communicating
and associating as well as networking play role as the students
join to construct the text. The examples for this are making the dialogues and
reading the text, recall the vocabularies as the instruction from the teacher
also could be involved.
Finally, the Independent
Construction of Text (ICoT); this stage is applied in the post-teaching, the report of students
comprehension could be seen from this stage. The students independently write the
text according to their comprehension from teaching and learning, and the
report writing is the product of their comprehension.
Scaffolding
Teaching
and learning using TLC can scaffold the students to achieve their goal which is
relevant to the stages in TLC. First, the student’s experiences are built
through introducing to the structure and vocabularies that related to the topic
which will be taught. After their knowledge is built, they are given the
example of the text through the modeling. In this stage, the students are required to do
the observing and asking question as
the result of their listening. After they are given the example of the text,
then they are asked to construct the text collaboratively with their friends,
in this case, they might imitate the example from the teacher. They practice
with their friends under the control of the teacher; the teacher might also support
the students in giving questions or
by giving the students the reinforcement
about their behavior. In order to give the students reinforcement, feedback is very important to them.
Furthermore,
According to Cohen and Cotterall (2003), feedback from tutors and peers is important;
the teacher’s feedback aims to reinforce the uptake of ideas relating to the
content and structure which had been discussed in the class sessions each week
(Cohen and Cotterall, 2003). In the last goal, the students are required to construct
the text by themselves independently, that is, according to Bruner, in order to
develop the notion of scaffolding; supporting is needed in order to give
the gradually instruction as the students become increasingly independent. The
term of ‘scaffolding’ comes from the works of Wood, According to Bruner and
Ross in Berge and
Muilenburg (2013), the term ‘scaffolding’ was developed as a metaphor
to describe the type of assistance offered by a teacher or peer to support learning.
III.
Conclusion
In
sum, Teaching and Learning Cycle is the approach which divided into four
stages, i.e. Building Knowledge of Field (BKoF), Modeling of Text (MoT), Join
Construction of Text (JCoT) and Independent Construction of Text (ICoT) which
is applied through the teaching regulation in practical teaching, BKoF is
applied to pre-teaching, MoT is applied to the main-teaching, and JCoT and ICoT
is applied to the post-teaching. As the requirement of our new curriculum to
help the students to be communicative and involved in learning situation, this
approach should help the teacher to enhance students’ report writing as to
check their comprehension. TLC approach supports the scientific approach in
2013 English Curriculum.
References:
Cotterall, and Robin Cohen. (2003) “Scaffolding for Second Language Writers: Producing Academic Essay”. ELT Journal. 57 (2), 158 – 166.
Sari, Novita Eka (n.d). Enhancing Report Writing for Eleventh Grade
Students Through Genre Based Approach (GBA): An Attempt to Connect Reading
Compression and Writing Ability. Retrieved from https://secure.icsei.net/membership/papers/166_rqvyf_166.doc.
Access on Sunday, 23rd of November, 2014.
McKoy, J.
ESL Workshop: Scaffolding Theory. Retrieved from esl.fis.edu/teachers/fis/scaffold/page1.htm.
Access on Sunday, 23rd of November, 2014.
Berge and
Muilenburg (2013). Retrieved from books.google.co.id/books?isbn=113631153X.
Access on Sunday, 23rd of November, 2014.
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