Using Demonstration in Teaching Writing through Procedure Text for SMA Students

<jats:p>This paper is mainly about using demonstration for teaching writing 'by using procedure text in relation to local culture in English language teaching. Recipe of local food is one of the procedure texts that can be applied in teaching writing. The local culture exposed in the text is the local food of Palembang, Pindang, in term of how to make it. How to make Pindang consists of a series of steps which shows how to achieve some goals, called procedure text. In curriculum of SMA, procedure taught as one kind of text materials in English teaching learning process at school. The technique employed for comprehending and appreciating this text is demonstration teaching technique and presenting technique designed especially for motivating students' focus on the text, technique activities for developing students' writing ability.</jats:p>

section_content: In government curriculum, school should have, their own curriculum which is called KTSP (Kurikulum Tingkat Satuan Pendidikan) of themselves. KTSP could be differ one and the other districts. KTSP usually made by the school curriculum team based on the students' need and local situation. KTSP includes the school interestand facilitiesrelated to their sorrounding. 

Writing is a complexprocess that allows writers to explore thoughts and ideas, and make them visible and concrete. Writing encourages thinking and leaming for it motivates communication and makes thought available for reflection. When thought is written down, ideas can be examined, reconsidered, added to, rearranged, and changed. Writing is most likely to encourage thinking and learning when students view writing as a process. By recognizing that writing is a recursive process, and that every writer uses the process in a different way, students experience less pressure to "get it right the first time",and are more willing to experiment, explore, revise, and edit. Yet, novice writers need to practice "writing" or exercises that involve copying or reproduction of learned material in order to learn the conventions of spelling, punctuation, grammatical agreement, and the like. 

Teaching English writing is basically not easy. It is imderstandable because there are some problems faced by the English teachers. First, the students are generally confused by what they want to write. They have no idea what to write. Worst, a few minutes before the class ends, they just write one to three sentences. Second, the students do not always hear English in their daily life. They just hear English at school. So it is very difficult for them to master all the English rules and a lot of vocabulary items taught. Third, the students have different reasons to learn English. They leam English because it is a compulsory subject provided by the curriculum. They only want to pass the examination. Therefore, the students do not always have motivation to reach the optimal target. Students' understanding and ability in writing procedure text is still low. They tend to imitate the sample that is' given by the teacher without considering the difference ofthe text. It is caused by the use ofinappropriatetechnique in teaching writing especially in procedure text, so in this time the writer use demonstration as a medium in teaching writing especially in procedure texts.
section_name: A. Introduction

section_name: B. General Concept ofWriting

section_content: Definition of writing is conveyed differently by Banner (2007:113). He says that writing is various stages (planning, drafting,editing, etc) that writers go through in a variety ofsequences in orderto compose written text. 

The definitions above imply that writing is an activity of creating and composing written text. B. 2. The Writing Process Richards (2002: 14) states that "learning to write involves imitating and manipulating models provided by the teacher and is closely linked to learning grammar". It means thM the students need to know the sequence of activities involved in a writing lesson. They are as stated below:' 1) Familiarization 2) -ControlledWriting 3) FreeWriting 4) Guided Writing

Procedure, according to Anderson and Anderson (1997: 50) means "a piece of text that gives us instructions for doing something". The purpose of a procedure text type is to explain how something can be done such as directions, recipes,instructionmanual, anditineraries. Anderson andAnderson(1997:52-55) state that the generic structureofa procedure text contains:

1) An introductorystatementthat gives the aim or goal This may be the title of the text or an introductoryparagraph 2) A list ofthe materialsthat will be needed to completeprocedure a. This may be a list or a paragraph b. This step maybe left out in some procedures 3) A sequence ofsteps in the order they need to be done a. Numbers can be used to show first, second, third, and so on b. The order is usually important; such words as now,next, and after this can be used c. Usually the stepsbegin with a command such as add, stir,or push While thelin^istic features ofaprocedure textare:

a. The use oftechnical language b. Sentences that begin with verbs and are stated as commands c. The use of time words or numbers that tell the order for doing the procedure d. Theuse of adverbs to tellhow the actionshouldbe done(Andersonand Anderson, 1997:52).
section_name: B. 1. Definition ofWriting

section_content: The aim of teaching writing is to help students deal with writing in their real life. Yet there isahuge variety oftypes ofwriting inourreallife. Itissuggested that we choose some ofthe writing situations that largely feature the students' daily activities, such as how to send an e-mail, how to sharpen a pencil, how to make a pencil box,how to cook something etc. Hyland (2004:12) explains that to create a well-formed and effective text, students should know how texts are organized, and the lexicogrammatical patterns used. It involves the social purposes ofthe text type, the kinds ofsituation, who the probable audience is, what readers are likely to know, and the roles and relationships of text users, the types of textual variation, and how the genre is related to thetarget context. Furthermore, Hyland (2004: 54) states that "Genres are specific to particular cultures and communities. It means that ifthe students create texts in English, they should know the rhetorical stages used in English. The cycle of teaching and leaming activities in genre approach consists of a number of stages. Hammond et al. (1992: 17) states that "the classroom program is based on four stages in a teaching-leaming cycle: Building Knowledge of the Field, Modeling, Joint Construction, and Independent Construction ofthe Text". 

There are two major categories ofgenres. They are story genres and factual genres. Story genres divided into six subcategories, such as narrative, recount, anecdote, exemplum, repartee, and dialogue. Factual genres divided into eight subcategories, such as description, report, biography, procedure, exposition, explanation, discussion, and exploration. Instructions include procedure in factual geiues (cf. Martin 1992 : 546-573, Larson 1984 : 365-388, Callaghan & Rothery, 1988 : J3-90andTou 1997:387-389). The principal type is setoutinTable 1. In curriculum of SMP and SMA, procedure taught as one kinds of text materials in Englishteachinglearningprocessat school.
section_name: B. 4. Teaching Writing Procedure Text

section_content: The definition ofdemonstration according to some experts are:

1) Demonstration is an instance of somebody showing and explaining how something worksor is done. (Hornby, 1995:310) 2) Joesoef Djajasastra (1982: 93) states thatdemonstration is a wayto represent thesubjectby showing theobjects directly orawaytodosomething

3) Demonstrationmeans the simple actofpointing toanobject, area, orplace like the sun,the moon. (Wikipedia:2009). 

From the definitions above, we come to the conclusion that demonstration is a mediumused in the teaching-learning processes to show something by using objects directly. 

The functions of media in general, demonstration in particular, and their contributions tolanguage learning according toDe PorterandHemacki (2004:13) are "to create an optimal environment, eitherphysical or mental". Furthermore, Sukartiwi, citedin Depdiknas (2004:13) explains that demonstration gives some advantages intheteaching-learning processes: toimprove students* motivation, to avoid students' boredom learning in the classroom, to ensure that the teachinglearning processes runsystematically, to make it easier forstudents to understand the teacher's instructions, to build the students' knowledge of the expected teaching in the context.
section_name: C. General Knowledge ofDemonstration

section_content: Muchof whatwe say in dailyconversation in any languageispromptedby what we see or have seen. Therefore, Haycraft (1978: 97) proposes that "in a language learning situation a teacher should give much practice in reacting in English to objects, or things". Objects or things allow us to explain a word or concept ina simple way. Ashasbeen mentioned before, timecanbesaved byusing objects orthings because showing theobjects directly isa more rapid process than speaking or explaining. We choose demonstration as a medium for teachinglearning processes intheteaching ofwriting procedure text. 

How to demonstrate something can be shown to the students with the sequence of steps done by the teacher while writing the text of the demonstration model on the blackboard. The students, in this case, did not only pay attention to teacher's demonstration, but also guess the answer to teacher's questions of demonstration. So here, the teacher created the teaching-learning process to become interactive learning. By applying the demonstration, teaching writing of procedure text became more understandable. Besides, students became interested in joining the writing class, could break their boredom, and improve their knowledge in writing skill. Demonstration can be applied in the teaching writing of procedure text. How to demonstrate something can be shown to the students with the sequence of steps doneby the teacher while writing the textof the demonstration modelon the blackboard. The students, in this case, do not only pay attention to teacher's demonstration,but also guess the answer to teacher's questions of demonstration. So here, the teacher creates the teaching-leaming process to become interactive learning. By applying the demonstration, teaching writing of procedure text became more understandable. Besides, students will interested and improve their knowledge in writing skill.
section_name: D. TeachingWritingusingDeraonstration

section_name: b. WhilstActivities

section_content: Students listen the text ofHow to make Pindang. Teacher demonstrates How to make Pindang.
section_name: b. WhilstActivities

section_name: Pindang MERANJAT

section_content: Fish Gabus 250 gr ♦ Afterboilinginputfish,basil,scallions,sugarandsaltflavor. 

♦ After basil and wilted leeks lift, serve with fresh basil and a sprinkling offried onions. 

Note:

♦ Fish should use the river fish (cork and catfish). Fish should be fried first or directly incorporated into the sauce without frying first, depending on taste. ♦ If you use traditional marine fish, we suggest you choose white meat fish such as snapper, and fried fish first, so no fishy taste.
section_name: Ingredients: