MODEL PENGGALIAN POTENSI MENULIS MELALUI PENULISAN OTOBIOGRAFI
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Date
2009-10Author
Sabardila, Atiqa
Maryadi
Prihartanti, Nanik
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The objective of the study is to describe the teaching practice of autobiography
writing to students taking “Composition Class” in Indonesian and Regional Language
Department (PBSD), School of Teacher Training and Education (FKIP), Muhammadiyah
University of Surakarta (UMS). Data source is taken from document in the form of
students’ autobiography writing, response, input, and evaluation of linguists on their
autobiography writing. Furthermore, their autobiography writing is analyzed by
identifying information and experience. Through autobiography writing is further
understood whether or not they express their emotion transparently.
The techniques of collecting data are questionnaire, observation, and interview
(done by (1). lecturer of composition class to the students taking the class, (2) linguists,
and (3) psychologists).
The activity of the second year is the application of teaching autobiography to
students of PBSD, FKIP UMS, by using assignment technique and interactive analysis.
To analyze the autobiography based on the transparent or not transparent
expression is done through classifying experience and information they write and
studying the linguists’ response on the autobiography they write. Their autobiography
writings are analyzed by studying the meaning contained (reference) in the writing
(verstchen) or by using the referential comparative method. The referential comparative
method is a method for analyzing language by using non-verbal means of the related
language.
In analyzing the experience and information is used hermeneutic approach. This
approach is used by explaining and interpreting the text (autobiography writing by
students). The technique of taking sample is purposive sampling. Method of presenting
the result of analysis is informal method, i.e. formulating the result by using common
words (Sudaryanto, 1993:41). All results are narrated, not written by using symbols or
formulas.
The study shows that the teaching model of autobiography writing applied to
students is by using assignment technique carried out for six sessions by completing one
topic per session. Topic is narrated on the basis of chronological order. In writing the
title, the students may develop it creatively. Before being presented in the printed form,
autobiography is written in hand writing in a book. Then, on the next sessions,
mechanics, spelling, diction, grammatical structure, and the integration of ideas are
corrected. The correctors can be their own peers who every week correct their peers’
writing and give notes for revision. This activity lasts for six sessions. Writing
autobiography develops three domains, namely: (1) psychomotor (writing good and
correct language), (2) cognitive (improving and understanding about valid data source),
and (3) affective (appreciation of pleasing or hurting experience to others (family, friend,
teacher, or member of society).
By having six times exercises, the students are hoped to be well prepared to
accept another genre, writing of scientific composition