MODEL PENGGALIAN POTENSI MENULIS MELALUI PENULISAN OTOBIOGRAFI

Abstract

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