PPL 1

Arranged by:

Diantari 2014111008

Class: 6A

Lecturer : Aswadi jaya, M.pd

FACULTY OF TEACHER TRAINING AND EDUCATION

ENGLISH STUDY PROGRAM

UNIVERSITY OF PGRI PALEMBANG

2017
TEACHING WRITING PROCEDURAL PARAGRAPH THROUGH QUICK ON THE

DRAW STRATEGY

A. Background

Writing is a communication process. It is an important part of skills in

English which should be emphasized on teaching learning process in the classroom.

Writing is a continuing process of discovering how to find the most effective

language for communicating one thought, argument, and feeling. To do these, the

writer must use the appropriate language in writing. Writing skill should be taught

although the creative part of writing depends on the students. The teacher should

find the best way to teach the writing material and the teacher should solve the

problem with the various strategies. According to Tangpermpoon (2008: 6), the

focus of writing is to integrate the knowledge of a particular genre and its

communicative purpose, these help learners to produce their written products to

communicate to others in the same discourse community.

There are several reasons why we have to master writing skills as one of

English skills. First, the most important one is communication. Communication allow

you to communicate your message by using written form. On the other hand, bad

writing skill can make misinformation and ambigous message. Second, writing skill is

necessary in work assignments and written test in education. Third, good writing skill

will take us on a good job. This happens because of the ability to write one’s

curriculum vitae contained within and resumes used to apply for a job is able to

reflect a person’s ability to communicate. Because of the importance of writing skills

in personal and professional life, the ability to write should be taught from an early
age, especially in English class. Yakhontova (2003:19) states that writing is

considered to be a complex cognitive process, which takes place within a certain

social context.

According to Zemach and Rumisek (2005:3), when we write we do more than

just put words together to make a sentence. Good writers go through four steps to

produce a piece of writing. In the first step is prewriting, a writers chooses a topic

and collects ideas to explain to the topic. In the second steps is organizing, a writer

organizes the ideas into a simple outline. In the third steps is writing, a writer writes a

list using his (her) outline as guidence. In the final step is called polishing, revising,

and editing, a writer polishes what he (she) has written. Polishing is most successful

if it is done in two steps. First, making revisions and then editing it.

There are some reasons for making students practice writing inside or outside

the class. They can choose their own themes or topics to be written on a certain type

of text. Students have more opportunity for language processing, that is thinking

about the language. It is as stated by Hammer (2007:12) “Writing gives them more

‘thinking time’ than they get when attempt spontaneous conversation”. From this

explanation, we can say that students will pay more attention about the topic,

suitable title, choice of words (diction), etc. They will do revising again and again to

get the satisfying result expected.

However, based on the writer’s interview with the teacher of English to the tenth

grade students state Senior High School 13 of Palembang. It is found that many

students can not write correctly and seem bored when the teachers ask them to

write because they do not understand and do not know how to write well. They often
feel confused how to write the English word correctly. It is because writing in English

is different from Indonesian. The teachers of English should know the condition of

their students. The students get difficulties to express their ideas. To be succesful in

teaching English, they should find a good solution to make students easy to express

their ideas. Teacher of English must apply particular strategy to encourage the

students to be able to write idea easily as to make students interest in learning more

writing. Therefore, the researcher is interested focusing in teaching writing

procedural paragraph by using quick on the draw.

There are some strategies to teach the writing, one strategy that can be used by

teachers to teach procedural paragraph is quick on the draw strategy. Quick on the

draw strategy is an activity of research with the incentive to default teamwork and

speed. It is a kind of teaching strategy that can be applied in writing activity in order

to improve the students’ ability and get better achievement. Cooperation is working

with one or more peers to obtain feedback, full information, or model a language

activities Brown (2000:126).

B. Problems

1. What is procedural paragraph?

2. What is quick on the draw strategy?

3. How to teach writing procedural paragraph through quick on the draw

strategy?

C. Purposes

1. To explain what is the concept of writing

 2. To explain about the concept of procedural paragraph and quick on the draw

strategy

3. To explain teaching procedure of using quick on the draw strategy in writing

procedural paragraph.

D. The Significances of the Study

Significances of this study refer to the following points:

1) To the Teacher of English

a. This study would be a useful information to the teacher of English to have an
alternative way in teaching writing procedural paragraph to their students
b. As an additional strategy in teaching writing procedural paragraph

2) To the Students
a. By presenting quick on the draw strategy in teaching writing procedural
paragraph, they can have many vocabularies

3) To the Researcher
a. This study is a useful information for another researcher to do further study

b. It would be the source of material in conducting the similiar studies and future

studies

4) To the Writer

a. this study would give her a set of experience how to measure the student’s

achievement in writing paragraph

b. troubleshooting in some cases, especially in writing skills

 c. to know that quick on the draw strategy is effective for teaching writing

procedural paragraph.

E. Literature Review
1. Concept of Teaching
According to Brown (2007:8), teaching is guiding and facilitating learning,

enabling the learner to learn, setting the conditions for learning. It means that the

teacher’s functions are as facilitator a guide, a motivator and a manager. As a

facilitator the teacher provide facilities such as circumstances, equipment, etc,

that make the learner possible or easy to learn. As a guide, the teachers show or

help the learner to learn how to do something and to get knowledge. As a

motivator the teacher stimulates the interest of the learner. As a manager, the

teacher arranges information and environment for the students to learn.

Lott (2008:47) states teaching is a contract between a student and a

teacher. This implies that teachers and students have an agreement and some

distinct obligations to each other. Teaching is a long-term process because not

only to transfer the lesson or material to the student but also to give good

influence to the student’s behavior.

According to Harmer (2007:107), it is often helpful to use metaphors to

describe what teachers do. Sometimes, for example, teachers say they are like

actors because they feel as if they are always on the stage. Others talk of

themselves as orchestral conductors because they direct conversation and set

the pace and tone. Yet others feel like gardeners because they plant the seeds

and then watch them grow. The range of images these or others that teachers
use about themselves indicates the range of views that they have about their

profession.

Suhardan in Octavianinur (2013:3) states teaching is basically an

academic activity in the form of communication interactions between educators

and learners. Teaching activities are the activities of teachers in the learning

process to enable learners to use a variety of methods.

Based on the expalnation above, teaching is not only have contract

between students and teacher in giving knowledge and skill but also an art to

help students to apply the knowledge in their daily life by giving instruction,

guiding in the study, in order the students can improve their’s ability.

2. Concept of Writing

According to Richard and Schmidt (2010:640), writing is the strategies,

procedures and decision-making employed by writers as they write. Meanwhile,

Ghazi Ghaith (2009:12) state that writing is a complex process that allows writers

to explore thoughts and ideas, and make them visible and concrete. Writing

encourage thingking learning for it motivates communication and makes thought

available for reflection. When thought is written down, ideas, can be examined,

reconsidered add to, rearranged, and changed. In addiction, Harsyaf and Izmi,

(2009:4), writing is a way through which a student can express his/her ideas or

thoughts on the paper. It means that we need to think aboout content of our

writing fisrt and then arrange the ideas using appropriate language.
 Based on the explain above, it can be concluded that wiritng must convey

a message or contet with a meaning which the students can express his/her

ideas and thought that has in his brain on the paper using appropriate language.

3. Concept of Procedure Paragraph

According to Poiyo (2010:01), a procedure text is designed to describe

how to something is achieved through a sequence of action or steps. It can be

concluded that procedure text is how people perform differ processes in a

sequence of steps with the material at the beginning. Procedural paragraph is

instruction through the process of logically sequencing actions or behaviors,

commonly used in instruction, manuals, recipes or direction Knapp & Watkins

(2005:28).

According to Sahaan (2008:81) named of procedural paragraph as

process. Process is any written text in which the writer describes how something

is a accomplished trough a squence of action or steps. It explain that explains

how people perform different processes in a sequence of steps. This text uses

simple present tense, often imperative sentences. It also uses the temporal

conjunction such as first, second, then, next, finally...based on explanation above

two experts procedure text how to do to make something to be done. The consist

of three element of procedure text: aim or goal, materials, steps.

A paragraph can be as short as one sentence or more than ten sentences.

The number of sentences is not principle thing. However the paragraph should

be long enough to develop. The writer summarize that a paragraph is a group of

sentence that have relation between the other sentence that put before or after,

and a main idea.

This text type is commonly called as instruction text. It uses pattern of

commend in building the structure. It use the “to infinitive verb” which is omitted

the “to”. It is a kind of instruction text which uses full commend verb. Procedure is

commonly used to describe how to make something which is close to our daily

activity. For example how to make a cup of tea, how to make a good kite, how to

operate a computer, etc. Procedure text usually explain the ingredient or material

which is need, though sometime it is omitted, after that procedure text will explain

step by step how to make the thing.

Based on the explaination above Procedure text is commonly stated as

instruction text. Dominantly procedure text is arranged in imperative sentence.

Procedure text can be about anything; how to make kite, make omelet, drawing

stars, install driver, etc. Thus, I can conclude that procedure text is a text that

aims to inform the reader about how to create or operate something.

1). Generic Structure of Procedure Paragraph

According to Priyana (2008:54), divided three organization of procedure

text; they are the goal of activity, any materials needs to achieve the goal, steps

to accomplish the goal. To give more explanation about them, the generic

structure of a procedure text consists of:

1). The goal (or title); it refers to the purpose what will be doing in the text

procedure.
2). Materials (not required for all procedure texts); it refers what we need to make

something procedure.

3). Steps; it refers to the sequence of procedure that use temporal like first, then,

after that, next and finally to be a good procedure. It is that what we will do step

by step to get the purpose.

4. Concept of Quick On The Draw Strategy

Quick on the Draw is a literacy strategy that gives students the opportunity

to reflect on what they have learned. The idea is for students to write as much as

they can during a timed period.

According to Ginnis (2008:163), quick on the draw strategy is an activity of

research with the incentive to default teamwork and speed. The theory means

that in strategy Ginnis wanted students work together in cooperative on the small

group with the goal to become the first group to complete a set of questions that

had been prepared by teacher.

If looked at the steps of his education, learning strategy is based on the concept

of cooperative learning due to meet elements of cooperative learning. According

to Sanjaya (2009:241), there are four essential elements in cooperative learning:

(1) there are participants in the group; (2) there is a rule of the group; (3) an

attempt of learning each member of the group; and (4) there is the goal to be

achieved.

From explanation above, the strategy of quick on the draw is

strategy that students designed to perform the activity of thinking, independence,

fun, interdependence, multiple sensations, articulation and emotional intelligence.

 There are elements in this strategy; the individual work, teamwork, moving,

speaking, listening, reading, writing, and see.

1). Advantages of Using Quick On The Draw Strategy

The advantages of the use of the strategy of quick on the draw (Ginnis

2008:164)

1. These activities motivate the group. The effesient,the faster to progress. The

group can learn that devision of job is more productive than to duplicate.

2. Give the experience of various skills of reading, which is driven by the speed

of activity, plus the independent study and the skills of another exam, like

reading the question carefully, answering questions correctly, to distinguish

the important and unimportant material.

3. These activities help students to get used to study at the source, not only

from teachers.

4. According to students a kinaesthetic characteristic can't sit still for more than

two minutes.

This is a versatile strategy used to develop writing fluency, to build habit of

reflection into a learning experience, and to informally assess student thinking.

This strategy asks students to respond in 2-10 minutes to an open-ended

question or prompt posed by the teacher before, during, or after reading a text.

Students write and draw their response.

F. Procedure of Teaching Writing Procedural Paragraph through Quick On

The Draw Strategy
 To find the suitable strategy for the students, the teacher of English should

realize the condition of the students; their abilities, and way of learning. The

teacher should know how to manage the classroom, how to motivate and

encourage the students to write.

The procedure of teaching writing procedural paragraph through strategy

of quick on the draw (Ginnis 2008:163-164) :

1. The teacher prepares a set of, say, ten questions about the topic in hand. Copy

enough sets for each group to have its own. Each question needs to be on a

separate card. Each set of questions needs to be a distinctive colour. Put the

sets out on the teacher’s desk, numbers facing up with number 1 on top.

2. The teacher divides the class into groups of three (four if nesecary, although this

invites the passenger), allocate a colour to each group so they can identify their

set of questions on the teacher’s desk.

3. The teacher gives each group the source material that contains the answers to

all the questions-one copy per student.

4. The teacher says "go", one person from each group "runs" to the teacher’s desk,

takes the first question only of their colour and runs back with it the group.

5. The teacher uses the source material, the group finds and writes down the

answer on a separate piece of paper.

6. The teacher checks the answer. This is taken to the teacher by the second

person if the answer is accurate and complete, the second question from their

colour pile is collected … and so on. If any answer that is inaccurate or

 incomplete, the teacher sends the runners back to the group and try again.

Writers and runners should rotate.

7. The student anwers all their questions quickly “wins”.

8. The teacher makes conclusions with the student.

Next, according to Saleh (1997:58), the teaching and learning activities always

proceed through a format which consist of three major components

( three-stages techniques): (1) pre-activity stage (2) during-activity stage, and

(3)post-activity stage.

Based on the theory above , the writer will apply the following procedures.

Pre-Activities

- The teacher greets to the students

- The teacher calls out the students’ attendance
- The teacher gives motivation the students
Whilst-Activities

- The teacher explains about definition of procedural paragraph

- The teacher explains about definition of quick on the draw and give example
how to write procedural paragraph
- The students ask the question about procedural paragraph
- After all students understand about material that discuss by teacher
- The teacher makes a group and gives exercises
- The teacher shows the question (card,text) then asks the students to take the
question and answer correctly.
- The teacher checks the students’ works.

Post-Activities

- The teacher makes conclusions of material and gives chance to the students
to ask some questions about material.
- The teacher gives the students homework.
 - The teacher closes the activities.

G. Teaching Variation with Proposing Technique

As a teaching technique, it is can be use in teaching english writing especially to
the junior high school. by using this technique the students can be understand about
teaching writing in the topic. Because the students will be used easily to understand in
teaching variation.

H. References

Brown, H.D. 2007. Principles of language learning & teaching. (4th edition). New
York: Longman.

Ginnis, Paul. 2002. The teacher’s toolkit:raise classroom achievement with

strategies. Translated by Wasi Dewanto. Jakarta: PT.Indeks.

Ghaith, Dr. Ghazi. 2009. Writing. The website assisted language learning.
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2016.

Harmer, Jeremy. 2004. How To Teach Writing. England Longman. Pearson

Education Limited.

Harmer, J. 2007. The Practice of English Language Teaching (4th edition).

Essex:Pearson Education Limited.

Harsyaf, H. N., & Izmi, Z. 2009. Teaching Writing. Jakarta: Ministry of National
Education PPPPTK.

Knapp, Peter & Watkins, Megan. 2005. Genre, Text and Grammar. Sydnet:
University of New South Wales Press Ltd.

Octavianinur. Definisi Belajar, Mengajar, dan Pembelajaran Menurut para Ahli.

(http://www.ocatavianinur.wordpress.com/2013/11/07/definisi-belajar-mengajar-
dan-pembelajaran-menurut-para-ahli/) Accessedd on April 17 th, 2016.
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Poiyo, N. 2010. A descriptive study on Students’ Ability in Using Time Order in
Procedure Text. Gorontalo: Gorontalo State University.

Priyana, J., Virga, R., & Arnys, R.I. 2008. Interlanguage. Jakarta.

Richards, J. C., & Schmidt, R. 2010. Longman dictionary of language teaching

and applied linguistic (4th ed). London: Longman (Pearson Education).

Saleh, Yusrizal.1997. Technique for Teaching English as a Foreign Language.

Unpublished manuscript, Palembang, UNSRI.

Sanjaya, Wina. 2009. Strategi Pembelajaran Berorientasi Standar Proses.

Pendidikan. Prenada: Jakarta

Thangpermpoon, Thanatkun. 2008. Integrated Approaches to Improve Students

Writing Skills for English Major Students. ABAC Journal. Vol.28, No.2 (1-9).

Siahaan, S. And Shinoda, K. 2008. Geneneric Text Structure. Yogyakarta: Graha

Ilmu.

Yakhontova, T.V. 2003. English academic writing for students and researchers. Bureau
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Zemach, Dorothy. E., & Rumisek, Lisa, A. 2005. Academic writing from
paragraph to essay. Macmillan.