TEACHING WRITING BY COMBINING

POWER WRITING STRATEGY AND COLLABORATIVE WRITING

STRATEGY AT SENIOR HIGH SCHOOL

Oleh
Aldinar Mukhtar *)
**) Belinda Analido , M.Pd Pembimbing atau Pengajar program Studi Pendidikan
Bahasa Inggris STIKIP PGRI Sumatera Barat

ABSTRAK

Dalam makalah ini, penulis akan menerangkan tentang pengajaran writing skill untuk anak-
anak SMA kelas XI dengan menggabungkan dua strategi Power writing dan Collaborative writing
strategy. Tujuan pembuatan makalah ini adalah memberikan informasi tentang teknik-teknik
pengajaran writing skill dengan menggunakan power writing dan collaborative writing strategy yang
bertujuan untuk menulis Report text untuk murid SMA kelas XI. Power writing strategy adalah sebuah
strategi yang membantu mengatur ide mereka dalam menulis dengan menggunakan struktur yang
mudah mereka pahami. Sedangkan collaborative writing strategy adalah sebuah strategi yang
mempunyai komponen penting dalam menulis, khususnya bagi siswa yang malas atau yang
membutuhkan dukungan dalam menulis. Dan bagi siswa-siswa yang sulit mengembangkan ide-ide
mereka dalam menulis.Tujuan dari penggabungan dua strategi ini agar siswa menjadi lebih aktif,
efektif dan efisien dalam menulis. Penulis mengharapkan agar penggabungan strategi-strategi ini bisa
menjadi panduan bagi guru dalam mengajar menulis.

Keywords: Writing, Power Writing Strategy, Collaborative Strategy.

*Penulis
**Pembimbing
ITRODUCTION
Information can be gotten in
many ways. It can be gotten through
written or oral forms. Through oral forms
can be like as listening to the news on
television and radio. While the written
forms can be like journals, articles, books,
magazines, and encyclopedias. For written
forms, the readers can learn more
information. It is also an authentic
material, where the readers can understand
well about them. So that, writing become a
skill important. Writing is a skill to express
feeling and ideas into a written form.
Through writing, the students will be able
do indirect communication and they can
express their mind, feelings, ideas, and
opinions in order to produce a text. To
produce a text, students need much times
and much attention for arranging the ideas,
spelling, punctuation and vocabulary. So
the students need to understand the process
of writing to produce a good text.
In reality, there some problems
in teaching writing process at senior high
school. Based on the writer observation at
SMA 1 Lembah Gumanti, the writer found
several difficulties still happening at that
school in teaching writing. Like, some
students can not explore their ideas into be
a good paragraph, and they have less
motivation to write, and some students
think that writing is a boring skill to be
learnt, and also writing is a difficult.
Because, they have to have knowledge
about writing that involves vocabulary,
grammar, rhetoric, and also involves the
rule of writing such as how to organize
ideas and how to choose the right word to
be good sentence. The problem is not only
come from students, but also from the
teachers, like: the material is not
interesting for students, the strategy used
by the teacher is not creative and also the
teacher seldom asks to students divide into
several group, so they can’t share their
ideas. Among of those of skills, writing
might be the most difficult and
complicated skill to learn. It involves the
knowledge about vocabulary, grammar,
and rhetoric, it also involves the rules of
writing such as how to organize the ideas
and how to choose the right word sentence.
In order to solve the problem above,
English teacher should create some of
interesting strategy or approach in order to
develop the students’ ability in writing and
it is very important to find a suitable in
teaching writing. So, writing can be easy
for the students. As stated above, there are
some strategies to solve the problem. But
in this paper discuss about using
combining Power writing and
Collaborative in teaching Writing at senior
high school grade two. By using Power and
Collaborative to help students in
expressing and developing their ideas.
Review of Related Literature
Writing is a tool of students to
share their information and knowledges
and put them down on paper. Writing has
much defenitions from the experts.
According to Wingersky et al. (2009:2),
writing is a good way to control your ideas
and write them on the paper. Writing is a
step to write all of the ideas in mind and
we have to control all of the ideas so it is
not become jumping ideas. By writing the
ideas, the writer should make the reader
understand with their writing. On the other
hand, if the reader does not know what is
the meaning from the writing of the
writers, of course the reader is not
interesting to read more.
Then, Grainger et al. (2005)
defines that writing is the process which
make students get the benefits from
imaginative contexts. Writing is likely
have advantages from imaginative
context for students. When students
imaginative their ideas, they can share it
on their paper and make a good writing
based on their own words.
Last, Bouehl (2013:173) states
that writing is a good and an effective
way to help student to combain their
understanding. This is an effective way
 to synthesize all of understandings of the
students. When students understand
about one topic, they can share their
knowledge when doing writing. Students
should know how to develop their ideas,
how they can get a good writing, how to
make a good sentence with a good
structure and how to use the rules of
grammar.
Based on the explanation above,
the writer concludes that writing is a
good and an effective way to share
understandings about something on the
paper and it should be mastered by the
students although this is difficult and
complicated subject with all of the rules
by using grammar. Every ideas in writing
should be understand by the reader to
make the ideas deliver and the reader will
interest with our writing.
Teaching Writing
Teaching writing is a process to help
students to able to express their ideas
through into a piece of paper. It means that
writing is process, it is not a product point
out. The ideas should be developed and we
have to know or have knowledge about the
subject that will be discused. Whereas,
Caswell and Mahler (2001:3) state
teaching writing provides opportunities
for students to develop clear thinking
skills. It means that, the students will get
opportunities to develop their ideas in
writing.
Moreover, Hyland (2003:4) proposes
teaching writing predominantly involves
developing learners’ skills in producing
fixes patterns, and responding to writing
means identifying and correcting problems
in the student’s control of the language
system. It means that, repair or identifying
grammatical made by the student and their
control in making a sentences by using a
good language system.
Meanwhile, Carter (2003:182)
explain that teaching writing is focuse on
students’ writing in order to enables
students to get progresif purpose. This
statement means when teaching writing,
the teacher should guide the teacher how
to open their ideas in writing, and critical
action to make students enable to achieve
progressive aims in writing. The teacher
lets students think critically, develop and
arrange their ideas into paragraph. In this
case, the teacher as facilitator and the
students as the writer.
Based on explanation above, it
can be concluded that teaching writing is
a process of the teacher to guide and
help students to express their ideas, to
know how to choose a corect vocabulary,
using grammar and knowing about the
steps in writing. Besides, teaching
writing is not easy for the teacher, they
have to know how to be a good guide
Component of Writing
In the writing process, the
teacher should tell the students about the
writing component, while the student as
writers need to know how the
components in writing before they make
the writing. The writing process is some
steps that will the writer in writing.
According to Clark (2007:6), here are
some ideas for each station of the writing
process:
a. Prewriting
The first step of writing to the poured
of existing ideas motivate students to
write a sentence.
b. Drafting
The second step, it helps the students in
the preparation writing and their goals
in writing in order to be understood by
the reader.
c. Revising
The third step, students rearrange
their ideas in sentences and made
changes to the text or sentences that
they made more clearly and
effectively.
d. Editing
The fourth, the teacher helps the
students in checking or checking
rechecking grammatical and neatness
of the students in writing.
e. Publishing
The last, the students’ writing showed
that they make to their friends.
 Then, Oshima and Hugue (1991:1)
strengthen that there are four main stages
in the writing process: prewriting,
planning, writing and revising drafts, and
writing the final copy to hand in.
a. Prewriting
The first step, in writing by found the
ideas that there to proceed the next
step. Here the students can explore
their ideas before they make writing.
b. Planning
The second, determine the context,
develop a thesis, and outline the
ideas. In this step should have some
planning about what they want to say
by making outline.
c. Writing
The third get your ideas down on a
paper. After the students plan their
writing the students have to write
their ideas.
d. Revising
The fourth re-view and re-write your
writing. It involves more than simply
fixing spelling mistakes and adding
missing details. Students re-read their
writing to know whether their writing
still have many mistakes or not.
e. Edit
The last step is edit. In this edit step,
check the final version for mechanical
check and edit their writing mechanic
overall such as organization,
punctiation, spelling, grammar, and
content.
In addition, Connelly (2010:11)
exposes that there are six steps to
save time and improve students’
writing:
a. Prewriting
Good writing explores ideas and
analyzes people and events. In here
the students can explore their ideas
before they make writing. Thus,
students have to use their background
knowledges and collect ideas befire
begin to writing.
b. Plan
Determine the context, develop a
thesis, outline the ideas. In this case,
the students should have some
planning about what they want to say
by making outline.
c. Write
Get your ideas down on a paper.
After the students plan their writing
now at this time the students have to
write their ideas.
d. Revise
Re-view and re-write your writing. It
involves more than simply fixing
spelling mistakes and adding missing
details. Students re-read their writing
to know whether their writing still
have many mistakes or not.
e. Edit
The last step is edit. In this edit step,
check the final version for mechanical
errors. Students check and edit their
writing mechanic overall such as
organization, punctiation, spelling,
grammar, and content.
There are several steps when do
Firstly, select the topic. In this case, before
the writing that should be learned by the
students. students begin their writing, they
should to know and choose the topic that
will be used on their writing. Secondly,
pre-writing. In here, the students begin to
explore their ideas and gathering their
information to make their writing. Thirdly,
drafting. It means, the students have to
make some lists that will be discussed on
their writing. Fourthly, revising and
editing. Students read again their writing to
know if there is a errors and have to make
editing after finding the errors. And the
last, publishing. Here, students can publish
their perfect writing to share to the public.
This is as a result of the writing.
Report Text
There are several types of genres in
writing, among others: report, recount,
narrative, descriptive, and others.
However, the writers just choose the report
text in this paper. Report text also describe
by some expert about Definition of report
text, According to Yudantoro (2010:84),
report text is the kind of text to describe a
nature phenomenon, social aspect, or
phenomenon human product around us.
The purpose of report text is to describe
something. For example from nature
phenomenon, like earthquake, flood, and
storm. In social aspect, like demonstration,
style life, transportation, economic, and
education. Thus, it is to give information
about thing in the world.
According to Dadang and
Anggraini (2008:27), report text is a text to
present information about something as the
result observation systematic or analysis.
The purpose of report text is to describe the
way things are generally by using
observation and analysis. The aspect is
discuss in this text is about behavior,
habitat, the propagation about the topic. As
usual, this text tells about the creatures or
sometime about the nature.
In addition, Atmawinata et al
(2011:183) mention report text is a text to
present information about something as the
result observation systematic or analysis.
The purpose of text is to describe the result
based on the observation. For example to
present the quality of things product based
on useful it. The information presented in
the report text is the result of systematic
observation and analysis.
In conclusion, the writer
concludes that report text which present
information about something generally
based on systematic observation and
analysis. It also provides about natural or
non natural phenomena. Report text is also
organize and store factual information on a
topic, classify and describe the phenomena
of our world about a wholes class of things
not about one specific thing
Generic Structure of Report Text
According to Yudantoro (2010:84),
report text has some generic structure:
a. General classification.
It is about statement or sentence that
contains information relating to the
topics that will be described.
b. Description.
It is about what the phenomenon
under discussion is like in terms of
part, qualities, habits and behaviors.
Next, according to Adip et al
(2014:351), mentions that the structure
on report text includes:
a. Classification.
It is about statement a general opening
statement.
b. Description.
It is consisting of a series of paragraph.
Furthermore, According to
Dadang and Anggraini (2008:27), the
generic structure of generic structure:
a. General statement.
Expression that clarify subject
explanation and classification.
b. Description.
More detail explanation by the result
analysis.
Based the experts explanation
above about the generic structure of the
report text, the writer concludes that are
two structure of report text: first, general
classification, second identification.
General classification is a statement to
introduce the topic of the report.
Description is to provide details of topic.
Language Feature of Report Text
In this part, the writer will discuss
about language features of report text. It is
very important student to know it.
According to Blake (1998:5), there are
some language features of report texts as
follow: use a factual and precise
descriptive adjectives to give details about
appearance, function and component, use
relating verb to link features, use of action
verb to describe behavior, use of present
tense, use of preposition such as behind,
beside, under, etc, and the last use of
comparative adjective and classifying
adjectives.
Then, According to Yudantoro
(2010:84), there are some language
features of report texts as follow: focus on
generic participants, use of relational
processes to state what is and that which it
is, and not use temporal sequence. It is
refers to a sequence of happening in a
space of time.
In addition, according to Adip et al
(2014:351), there are some languages
features of report texts are: first, use
general noun. A general noun is a word for
a broad category of noun. Second, use
relating verbs. Relating verbs is
identifying, it equates one thing with
another. Third, use present tense. It is a
tense that expressing an action that is
currently going on or habitually performed,
or a state that currently or generally exist.
The last, use technical terms, a word that
has a specific meaning within a specific
field of expertise.
In conclusion, based on the expert’s
above, the writer concludes that there are
some language features of report text from
the expert are use of present tense, use of
comparative adjective, use of action verbs,
use of relating verb, use of general nouns,
and use of relational processes. In making
text language features is very the important
that should be known by the students
because it will help them in making a good
composition in writing a text. In addition,
by knowing the language features the
students is easier how to produce a good
writing and the content of their writing is
more interesting and qualifying.
Power Writing Strategy
In teaching writing at classroom, the
teacher needs to know meaning of Power
writing Strategy, to be more easy when
applied Power writing Strategy in the
classroom. According to Fearn and fernan
in frey (2011:142), power writing strategy
is a strategy to improve writing fluency
through brief, time writing events. It means
that, students need to increase their writing
ability to make them fluency in writing.
So, power writing is the appropriate
strategy to make it happened.
Furthermore, According to
Department of education and training
(2007:95) power writing is a strategy to
help students to organize their ideas by
using a complete structure that students can
understand more easily. It means that,
Power writing strategy can be make
students easier in writing. Because, this
strategy an effective way to teach in
writing skill. Especially, when they make
assignment given by the teacher. In power
writing strategy, the teachers’ guides the
students start from organize their idea until
the students can make their own writing
Meanwhile, Johnson (2008:185)
mentions that power writing strategy is a
strategy that requires student to write as
many words as they can do on topic in
given amount of time. This strategy
expects student to begin writing
immediately. Through this strategy the
students builds the energy and confidence
in writing. So, power writing strategy can
guide students to make them can write
many words and ideas on the topic.
Base on explanation above, the
writer concludes that power writing is a
power writing strategy is a strategy to
improve writing fluency through brief,
time writing events. And also this strategy
that aims to help students organize their
ideas. This strategy also gives the easier
way for students who want to make a good
writing. In power writing also the teacher
guides students in making their own
writing starts from find their ideas until
they publish their writing.
Procedure of Power Writing Strategy
According to Graham et al (2007:148),
an overall writing strategy is represented
by the mnemonic Power (Plan, Organize,
Write, Edit, and Revise)
a. Plan
In this step, the teacher prepares some
topics, and the teacher gives
brainstorming to the students, to
make them easier connect with their
ideas.
b. Organize
In this step, students make content
organizer appropriate for the
particular text structure. The purpose
of a graphic organizes for the students
are to help them organize their paper.
c. Write
In this step, involves the students
thinking the information from the
planning guide and organizing, and
then students write their first draft
into paragraph form. It is not needs
the correctly. The just write as well as
they can do., and the teacher guide
the students as they write.
d. Edit
 In this step, the students critique their
own writing and to identify areas in
which they need clarification or
assistance. The teacher gives attention
their critique.
e. Revise
The last step, Student evaluated their
text alone and with a perusing a set
evaluation question that included
general criteria like clarify as well as
criteria related to the specific text
structure.
Power writing strategy has several
advantages. There are some advantages of
this strategy. According to Department of
education and training (2007:99), there are
some advantages of Power writing
strategy:
a. Straightforward, Easy to explain and
understand
b. Increase students’ motivation
c. Help student to write quickly
d. Encourage activity
e. Build confidence
f. The students can produce their
writing easily
Collaborative Writing Strategy
For understood this strategy, the experts
explain the definition in their books,
according to Taylor and Francis (2014:35),
Collaborative writing is an effective
strategy for teaching writing in which
students work to together. It means that, in
Collaborative writing strategy the students
can make a group. Because, they can share
their ideas with others. So collaborative
writing is an effective strategy to help
students in teaching writing.
In addtion, according to Storch
(2013), collaborative writing is a writing
strategy which uses distinct process and
product. It means that collaborative writing
is has different process and effect for the
students. It means that, the process refers
to the act of gathering ideas and working
them until they are presented in a manner
that is polished and comprehensible to
reader. The product in collaborative
writing refers to how to process jointly and
share text.
Furthermore, as stated in Issues in
Informing Science and Information
Technology (2009:54), collaborative
writing is a strategy that composed of
several sub-activities. Thus, sub-activities
are arranged collaborative writing they are:
brainstorming, note taking, organizational
planning writing, revising, and editing.
Every sub-activities help students on their
writing process. So their writing will be not
jumping idea and will be structure.
Based on the experts’ explanation
about the definitions of Collaborative
writing Strategy above, the writer can
conclude that Collaborative writing is a
strategy in which students should work
together, because from the group students
can share their ideas, and Collaborative
writing composed of several sub-
activities: brainstorming, note taking,
organizational planning, writing, revising,
and editing. So, this strategy help students
on their writing process, and make their
writing will be not jumping idea and will
be structure
Procedure of Collaborative Writing
Strategy
According to Johnson (2009:115),
how collaborative writing works:
a. Ask students to get in groups of three
or four and work collaboratively.
b. Ask students to work together to select
a topic.
c. Next, student should work together to
select a topic sentence.
d. Students should work together to write
an attention grabber.
e. Students work together to make
transitions.
f. Students should work together and
decide on at least three supporting
details for each paragraph topic.
g. Students then write, the essay using
powerful action words.
h. Students should then edit, revise, and
finish their writing.
i. Invite student to provide a formal
presentation of their collaborative
writing.
 j. Finally, students should provide their like clarify as well as criteria related to
own evaluation and assessment of their the specific text structure. (PW)
work. 8. Invite student to provide a formal
Advantages of Collaborative Writing presentation of their collaborative
Stratgey writing. (CW)
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