DEVELOPING STUDENTS’ ABILITY IN WRITING DESCRIPTIVE TEXT:

A CASE STUDY IN SMA NEGERI 1 WONOSARI

PUBLICATION ARTICLE

Submitted as a Partial Fulfillment of the Requirements

for Getting Bachelor Degree of Education

in English Department

by

YOSI MARETA MUTIA CHUSNA

A320120281

ENGLISH EDUCATION DEPARTMENT

SCHOOL OF TEACHER TRAINING AND EDUCATION FACULTY

MUHAMMADIYAH UNIVERSITY OF SURAKARTA

2016

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DEVELOPING STUDENTS’ ABILITY IN WRITING DESCRIPTIVE TEXT:

A CASE STUDY IN SMA NEGERI 1 WONOSARI

ABSTRAK

Yosi Mareta Mutia Chusna. A320120281. DEVELOPING STUDENTS’

ABILITY IN WRITING DESCRIPTIVE TEXT: A CASE STUDY IN SMA

NEGERI 1 WONOSARI. Muhammadiyah University of Surakarta: Research

Paper. 2016.

Tujuan dari penelitian ini adalah untuk mengamati langkah-langkah pembelajaran,

teknik yang digunakan oleh guru, masalah yang dihadapi dan solusi guru untuk

mengatasi masalah yang dihadapi dalam kegiatan belajar mengajar menulis teks

deskriptif di SMA Negeri 1 Wonosari. Jenis penelitian ini adalah deskriptif kualitatif.

Teknik yang digunakan dalam penelitian ini yaitu observasi, wawancara dan

dokumentasi. Data dari penelitian ini adalah informasi dari siswa dan guru tentang

langkah-langkah pembelajaran, teknik yang digunakan oleh guru bahasa inggris

SMA Negeri 1 Wonosari, masalah yang dihadapi dan solusi guru dalam mengajar

menulis teks deskriptif. Subjek dari penelitian ini adalah guru bahasa inggris dan

siswa dari kelas A dan B. Penelitian ini menggunakan pemilihan data, menunjukkan

data, dan menulis kesimpulan dan pembuktian untuk menganalisis data. Temuan

dalam penelitian ini menunjukkan bahwa langkah-langkah pembelajarannya

berdasarkan pada KTSP yaitu: pembukaan, kegiatan inti (eksplorasi-elaborasi-

konfirmasi), penutup. Teknik pembelajaran yang digunakan oleh guru adalah

mendeskripsikan gambar, umpan balik, menggunakan benda nyata, hafalan,

menerjemahkan, membuat grup, dan mengoreksi. Masalah yang dihadapi saat

pengajaran menulis deskriptif teks adalah mengembangkan ide, mengorganisasikan

ide, kesulitan pada kosakata, pola kalimat, dan tata bahasa, kemampuan siswa yang

berbeda, dan waktu yang singkat. Solusi guru untuk mengatasi masalah adalah

memberi materi dengan jelas, memberi tugas yang sederhana, mengulangi materi,

dan menggunakan dua bahasa.

Kata kunci : langkah-langkah pembelajaran, teknik pembelajaran, masalah dan

soluti, kelas menulis.

ABSTRACT

The objectives of this study are to describe classroom procedures, teachers’

techniques, problems faced and teacher’s solutions of teaching writing descriptive

text at SMA Negeri 1 Wonosari. This research uses descriptive qualitative research.

The techniques for collecting data used in this study are observation, interviews, and

documentation. The data of this research is information elicited from the students and

teacher concerning classroom procedures and the techniques used by English teacher

of SMA N 1 Wonosari. The writer also obtained data from the English teacher and

students regarding problems faced and teacher’s solutions of teaching writing

descriptive text. The subject of this research is English teacher and students of A and

B class. This research used data reduction, data display, and conclusion drawing and

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verification to analize the data. The findings of this study shows that the teacher used

classroom procedures based on School-Based Curriculum: opening, main activities

(exploration-elaboration-confirmation), and closing. The techniques used by the

teacher are describing the picture, feedback, real objects, memorizing, translating,

grouping, and correcting. The problems faced in teaching writing descriptive text are

problem in developing idea, organizing idea, difficulties in vocabulary, tenses, and

grammar, different capability of the students, and limited time. The solutions of

English teacher’s problems are: give material clearly, give simple assignment, repeat

the previous materials, and used mix language.

Keywords: classroom procedures, teacher’s technique, problem faced and solution,

writing class.

1. INTRODUCTION

Mastering English means mastering the four basic skills, namely listening,

speaking, reading, and writing. People have to master all of those skills in order to

improve their English language. In addition, they must learn other aspects of

English which can support their ability.

Teaching English in Indonesia is focused on the ability of student’s

communication. The communication can be in oral and written forms. The

learners should be capable of the four language skill (Depdiknas, 2006: 6).

One of skills that must be learned is writing. According to Byrne (1997:1)

writing is producing sequence of sentences arranged in a particular order and

linked together in certain ways. Then, according to Admin (2009:16) that based

on generic structure and language feature dominantly used, there are some types

of text. They are report, analytical exposition, narrative, procedure, recount,

spoof, anecdote, discussion, description, explanation, review, hortatory

exposition, news item. In the teaching of writing skill a descriptive text is

popularly known as descriptive paragraph. The students are trained to describe

certain object in a written language by developing one main idea as a topic

sentence. So it will be quite easy to them producing the simple text.

In this study the writer is interested in researching descriptive text as one of

types of genre implemented in teaching writing. Descriptive text is a text which

describes what a person or a thing is like. The main aim of descriptive text is to

inform about the thing to be described. So, it provides generalized information on

facts, qualities and characteristics about the object under consideration so as to get

a systematic, accurate and almost photographic description. This type of texts are

just straight facts and do not give the reader any ideas about the feelings or

opinions of the author. Descriptive text has structure as below: (1) Identification;

identifying the phenomenon to be described. (2) Description; describing the

phenomenon in parts, qualities, and characteristics.

Writing is an important part of language teaching, it also functions as an

essential tool for learning. This skill must be explicitly taught because writing

outside school setting is relatively rare. Writing is also viewed as a social and

cultural phenomenon as it is meaning-making that is socially and culturally

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shaped and individually and socially purposeful (Weigle, 2002). In this sense,

writing falls into complexity and importance as well.

Andiko (2009:1) stated that there are some functions of writing: First, writing

can be the media for us to express what we feel, what we think. Second, writing

can enlarge our knowledge, because it will motivate and stimulate people to learn

something new. Third, through writing the charity side comes. When we are

writing something, we will probably share useful things to others - worldwide in

the internet.

There are some general difficulties that EFL students face in writing the

descriptive paragraph. First is problem in developing the ideas. Students write

many main ideas in one paragraph; the ideas of the paragraphs are ambiguous.

Second is problem in organizing the ideas to write a descriptive text. A paragraph

needs more than a unified point. Third, the students find difficulties in grammar.

Fourth, students have limited knowledge of vocabulary. As we know that English

is not the Indonesian native language. It is difficult for the students to remember

all the words in English. Many of the students have poor choice of words.

Dixon and Nessel (in Cahyono, 2001:44) noted that writing is the most difficult

skill among the four language skills. It is because of writing is not only mastering

how to use language but also everything about what we are going to write and the

way we arrange and write it. According to Meyers (2005:2), writing is an action.

There are some steps in writing process, they are process of discovering and

organizing the idea, writing or putting them on paper, reshaping and revise the

writing.

To write well, people must have good capabilities in writing. Moreover, people

who want to write the essay must know the steps of writing process and aspects of

writing. They must be able to organize the idea, to construct the sentences, to use

punctuation and spelling well. Besides, they must be able to arrange their writing

into cohesive and coherent paragraphs.

English teacher especially in SMA Negeri 1 Wonosari is encouraged to teach

interactively and communicatively in classes. The phenomenon is found that

many students have difficulties to write text especially descriptive text. They have

problem to develop main idea, difficulties in grammar and vocabulary. Some

students try to find out word by word using dictionary. There are many

alternatives techniques used by teacher.

The writer is interested in having a study on the techniques of teaching writing

descriptive text at the first year of SMA Negeri 1 Wonosari. The writer wants to

know the technique used in teaching writing descriptive text.

Based on the review above, the writer interested to describe the classroom

procedures, teacher’s techniques, problems faced and solution of problems faced

by English teacher of SMA Negeri 1 Wonosari. To prove the originality of this

research, the writer takes some previous study related to the teaching writing.

There are Windiyati (2010), Emilia (2008), Sari (2007), Ikrima (2014), Wijayanti

(2008), Mustika (2014), Kristanti (2013), Nurjannah (2012), Setiawati (2012),

Sarlinda (2015).

Windiyati (2010) studied about the problems faced by English teacher in

teaching writing. The significance of her study was to reveal that problems in

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writing were not only faced by the students but also by the teachers of SMPN 1

Kasembon Malang. The data obtained from questionnaires, observation,

interview, and field notes was classified then tallied. All the data were analyzed

descriptively. The teachers face problems in relation to teaching preparation,

teaching techniques, and the textbook used. Both teachers made teaching

preparation before they taught. However, they only made lesson plans and a

semester program for one year in the early semester. As a consequence, the

teachers got difficulties in (1) understanding the instructional objectives, (2)

choosing themes and topics, (3) combining materials from the textbook and the

workbook used, and (4) having insufficient time to prepare all the instructional

preparation. In the process of teaching writing, the techniques used by the teachers

were almost the same for every meeting. Both teachers rarely used other

techniques because of their lack of knowledge on teaching writing and they got

difficulties in (1) determining an appropriate technique for the students who had

low ability and interest in writing, (2) choosing an activity that could encourage

and attract students' attention to write better, and (3) arranging the activities which

were going to be used in the class. To overcome this problematic condition, the

teachers explained the materials for several times until the students understood. In

relation to the textbook used, the teachers got difficulties because there was not

any clear guidance and the instruction given was unclear.

Emilia (2008) studied the effects of picture strip story on writing skill at the

first grade of MTs Ma’hadul Muta’alimin Katerban Ngawi. The study aimed to

describe the implementation of teaching writing by using picture strip story to

improve the students’ writing skill at MTs Ma’hadul Muta’alimin Katerban

Ngawi. To collect data, the writer conducted observation, document and test. The

writer used new picture strip story to influence students’ attention, so that they

focused on the material. The result of the research showed that 13 students

increased their writing achievement and 2 students had static achievement. The

results of pre-test was 66, 25% and post-test was 82, 81% which means that the

students’ writing skill increases after they were taught using picture strip story.

Sari (2007) observed the method of teaching writing at SMA Negeri Kebak

Kramat. That research aimed at describing the method of teaching writing applied

by the second year teacher at SMA Negeri Kebak Kramat. It was conducted to

know the objectives of teaching writing and the problem faced by the teacher at

SMA Negeri Kebak Kramat. The result of analysis showed that objectives if

teaching writing SMA Negeri Kebak Kramat were to improve the writing

competence of the students, prepare the student to face the national examination

and prepare the students to continue their study to university. The methods

applied by the teacher were process-based approach and product-based approach.

Ikrima (2014) observed the problems faced of writing by senior high school

students in writing. To gain the data, the writer conducted a descriptive qualitative

research at SMA 4 Banda Aceh. To conduct this study, the writer used interview

and writing test. The result of her research showed that EFL students faced the

main problem in grammatical and the least problem was vocabulary. In addition,

many efforts are able to be used for students that given by teachers such as

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learning more about grammar, memorizing the vocabulary, and giving more

feedback to students.

Wijayanti (2008) observed the error correction feedback at SMA Negeri 1

Wonosari. The study aimed to describe the improvement of the students’ writing

skill after the facilitative error correction feedback was applied at the second

grade students of SMA Negeri 1 Wonosari of Klaten in 2008/2009 academic year.

The data sources were event, informants, and document. The methods of

collecting data were observation, interview and documentation. The data were

analyzed through the steps, namely reducing data, presenting data, and verifying

the data. The study was conducted in following the four procedures, namely

planning, acting, observing, and reflecting. The result of the study showed that

was each cycle, there is improvement in the study. The genre used was report text,

and the focused in improvement are draft, grammar, and vocabulary. The

improvement was proven by the scores of pre-test and post-test. The scores of

post-test were higher than pre-test. Thus it can be concluded that the student

writing skill in improved.

Mustika (2014) studied about feedback technique to improve writing skill

hortatory exposition text. Her study was intended to find out whether teacher’s

feedback can improve students’ writing skill in writing hortatory exposition text

or not and to know the aspect of writing which was improved more after teacher’s

feedback. To gain the data, the writer conducted an experimental research in SMA

Negeri 1 Model PBKL Peukan Bada in which the writer acted as a teacher. She

used one group pretest-posttest design. She took one class from six classes by

applying purposive sample technique and took nineteen students. Pre test was

conducted before experimental action in order to know the students’ achievement

before the treatment. On the other hand, post test was conducted to know the

students’ achievement after the treatment. To find the differences between pre-test

and post-test achievement, the writer used t-score. The result showed that the

mean score of the pre test was 53.97 and the score of the post test was 71.03and

the result of t-score was 7.68. The t-Value at the level significant 0.05 was 2.101

and at the level of significant 0.01 were 2.878 with the degree of freedom 18.

Since, the result of t-test was higher than t-Value, the alternate hypothesis was

accepted. In other words, there was a significant difference between pre test and

post test score. It proved that the use of teacher’s feedback was effective to

improve students’ achievement in writing hortatory exposition text. In addition, it

was found out that the aspect of content was improved more than other aspects of

writing.

Kristanti (2013) observed about students’s ability in writing descriptive text.

Her research was descriptive research. It was intended to describe the eighth grade

students’ descriptive text writing ability and the students’ ability in each aspect of

writing. It was conducted at MTsN Tlasih chosen by purposive method. The

sample was taken through proportional random sampling by lottery as many as

50% from the population. Thus, the number of the sample taken was 50 students.

The data of her research were collected by conducting descriptive text writing

test. The students were asked to write a descriptive text based on the picture

chosen consisting of 2-3 short paragraphs. The result of the students’ descriptive

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text writing test showed that the eighth grade students’ descriptive text writing

ability at MTsN Tlasih in general was 67. 22 which achieved the students’

standard score (SKM). It meant that their ability categorized as good. Based on

the Students’ Standard Score (SKM), it can be known that the categories of the

eighth grade students’ ability in writing descriptive text at MTsN Tlasih are 64%

of students categorized as good and 36% of students categorized as fair Based on

the students’ classification score in each aspect of writing, it can be concluded that

the most serious problem of the eighth grade students’ descriptive text writing

ability at MTsN Tlasih was grammar because most of the students categorized as

fair. Most of the students not mastered well and still got difficulties in making

grammatically correct and meaningful sentences especially simple present tense.

While the students’ problem in vocabulary is most of the students’ lack of

vocabularies. They also made some errors of word choice and usage that

sometimes make the meaning of the sentences obscured and difficult to

understand. While the students’ problem in the aspect of content was most of their

writing was relevant with the topic they have chosen but lack details. It might be

caused the students did not have much information about the topic. The students’

problem in mechanic was their writing did not show their mastery in using capital

letter, punctuation devices, and word spelling well.

Nurjannah (2012) studied about improving writing skill using picture series.

The data were obtained from the observation during the implementation of the

actions, interview with the students and the collaborator, students’ writing tasks,

and tests. The data were in the forms of interview transcripts, field notes and

students’ writing scores. The validity of the data was obtained through process

validity, outcome validity, democratic validity and dialogic validity. Based on the

result of the research, the use of picture series in this study was believed to be

effective to improve the students’ writing skills. Implementing picture series was

also effective to improve the students’ motivation in the writing process. In

reference to the students’ writing scores, the students’ skills in four aspects of

writing improved after picture series were implemented. The students’ gain score

from pre-test to post-test in the content was 4, 52. Then, the gain score in the

organization aspect was 3, 63 and 2, 91 in the vocabulary aspect. Lastly, students’

gain score in the language use aspect was 3, 56.

Setiawati (2012) studied about ability in writing descriptive text of seventh

grade. This research was quantitative research. The writer used experimental

research method. The population of this research was the seventh grade students

of SMP N 4 Bae Kudus in the academic year 2011/2012. The total number of

sample was 35 students. And the instrument that used to get the data of this

research was written test from pretest and post-test. Before getting the post test

data, the writer gave the treatment in five meetings to the students. Then, the data

that had been taken were analyzed by using t-test method to find out whether or

not there was any significant difference between the ability in writing descriptive

text of the seventh grade students of SMP N 4 Bae Kudus in the academic year

2011/2012 before and after being taught by using classical music. The result of

this research showed that the mean of pretest was 61, 8 and the mean of post-test

was 78, 67. It can be concluded that the t-observation (to) 9, 29 in the level of

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significance α = 0, 05 and the degree of freedom (df) 34, the t-table (tt) was 2, 04.

Thus Ho was rejected and Ha was accepted. So, the hypothesis stated, “There is a

significant difference between the ability in writing descriptive text of the seventh

grade students of SMP N 4 Bae Kudus in the academic year 2011/2012 before and

after being taught by using classical music” was accepted.

Sarlinda (2015) studied an instructional design of extracurricular speaking

class. The study was aimed to describe the teaching learing process based on

instructional design at SMP N 2 Kebakkramat, Sragen. This was a descriptive

research. The subjects of the research were English teacher and the students of the

first year of SMP N 2 Kebakkramat. The object of the research was an

instructional design. The techniques of collecting data were observation,

interview, and documentation. The result of her research revaled that there were 3

syllabus used by English teacher: lexical syllabus, structural syllabus, and task-

based syllabus. The classroom procedures used by the teacher in teaching

speaking was 5E (Engagement, Exploration, Explanation, Elaboration,

Evaluation) and 3E (Engagement, Exploration, Evaluation). The classroom

techniques used by teacher were discussion, problem solving, read aloud, and

question/answer. The teacher’s roles for teaching were as facilitator, instrucor,

consultant and evaluator. The student’s roles for teaching were as listere and

performer. The assessment models for teaching English were quiz, homework,

daily test, and oral test.

This research extends it aims at describing the classroom procedures, the

teacher’s technique, problems faced and teacher’s solution. The underlying

consist of notion of writing skill, notion of descriptive text, classroom procedures,

roles of teacher in the writing class, strategy for teaching writing process,

principles for teaching writing, the technique of teaching writing, the general

problem of writing descriptive text, writing skill according to School-Based

Curriculum used in SMA Negeri 1 Wonosari.

According to Harper (2004: 160), writing is one of four main macro-skills

taught in the ESL classroom, besides reading, speaking, and listening. He also

adds that writing is one of four basic skills which involved in productive (output)

skill.

According to Larson (1984:118), a descriptive text is a text which says what a

person or a thing is like. In other words, it’s used to develop a picture of “what it

looks like”. When someone describes something, he needs to capture both details

wholeness.

Bybee (1997) stated that there were five steps in the classroom procedures in

writing class: engagement, exploration, explanation, elaboration, and evaluation.

Richards and Lockhart (1999: 101) stated that role of teacher in the context of

classroom teaching and learning may also be influenced by methodology which is

followed by teacher. The following are the roles of teacher: need analyst,

curriculum developer, material developer, counselor.

Harmer (2004:96) stated there are a number of strategies we need to consider

for concentrate on the process of writing, they are: get students to plan writing,

encourage students to draft, reflect and revise writing, respond to students’

writing, general concept of text, general concept of genre.

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Nunan (2003: 74) stated that there were principles that every teacher should

consider while planning a course, they are: understand your students’ reasons for

writing, provide many opportunities for students to write, make feedback helpful

and meaningful, clarify for yourself, and for your students, how their writing will

be evaluated.

According to Raimes (1983: 97) there are some techniques for teaching

writing, they are: describing the picture, controlling composition, feedback,

guided composition, paragraph completion, real objects, role-play.

According to Barnet and Stubbs (1990:105) “A good paragraph has unity, it

makes one point, or it indicates where one unit of the topic begins and ends”.

Second, the problem in organizing the ideas to write descriptive text. Students do

not know the way to deliver organizing ideas to write descriptive text. It was

related to use coherence of writing descriptive text. Reep (2009:82) stated that “a

paragraph achieves coherence when the sentences proceed in a sequence that

supports one point at a time. Transitional, or connecting, words and phrases

facilitate coherence by showing the relationship between ideas and by creating a

smooth flow of sentences”. Third, the students found difficulties in grammar.

There were only few mistakes find in grammar component. It might because by

using simple present tense in descriptive text. Baron (1982) stated that English

teacher was often portrayed as an unattractive grammar monger whose only

pleasure in life is to point out the faults of others. Fourth, students had poor choice

of words. It might be because the students do not know many vocabularies in

English. Stahl (2005) stated that vocabulary is the knowledge of words and word

meanings and also puts vocabulary knowledge as the knowledge of a word

implies not only a definition, but also how that word fits into the context.

According to School Based Curriculum (2006), the goal of teaching and

learning at Senior High School is that students will be able to develop

communicative competence in written as well as in spoken form to achieve

functional literacy level. They are expected to be able to communicate in written

as well as in spoken form to solve problems in their daily live. In this curriculum,

the English material is taught based on the text. There are many types of written

form that should be learnt, for example, narrative, recount, report, news item,

procedure, spoof, etc.

2. RESEARCH METHOD

According to Bodgan and Taylor (1987) the qualitative research is a research

which the descriptive data in the form of written or oral words from observing

people and behavior. In other words, a qualitative research is a type of research

which does not include any enumeration. The writer takes descriptive qualitative

research because the writer wants to observe and describe classroom procedures,

teachers’ techniques, problems faced and teacher’s solutions of teaching writing

descriptive text at SMA Negeri 1 Wonosari.

The object of the research are classroom procedures, teacher’s techniques,

problems faced and teacher’s solutions of teaching writing descriptive text at

SMA Negeri 1 Wonosari.

Subjects of the study are English teacher and students of SMA Negeri 1

Wonosari in Academic Year 2015-2016. The English teacher who participated in

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this studied. There are 68 students, 40 males and 28 females. They are average

15th

years old. And they studied English material from elementary school second

grade.

The data of this research is information elicited from the students and teacher

concerning classroom procedures and the techniques used by English teacher of

SMA N 1 Wonosari. The writer also obtained data from the English teacher and

students regarding problems faced and teacher’s solutions of teaching writing

descriptive text.. There are three sources of data: event, informant, and document.

The method is a means that is used to solve problem, they are observation,

interview and documents.

The writer uses triangulation as the method and data to make credibility of the

data. Cohen and Manion (2000: 254) in Mohamed (2013: 30) define triangulation

as an attempt to map out, or explain more fully, the richness and complexity of

human behavior by studying it from more than one standpoint.

In this research adopted the framework developed by Miles and Huberman

(1994: 10-11) to describe the major phases of data analysis: data reduction, data

display, and conclusion drawing and verification.

3. FINDING AND DISCUSSION

The main points of this chapter is to describe the classroom procedures of

teaching writing descriptive text, the teachers’ techniques in teaching descriptive

text, the problems faced in teaching writing descriptive text and the solutions

applied by the teacher.

a. The classroom procedures of teaching writing descriptive text

In general, the teacher of SMA Negeri 1 Wonosari used School-based

Curriculum. The procedures are opening class, main activities, and closing

class. There are three steps in the main activities: exploration, elaboration, and

confirmation.

b. The techniques used to teaching writing descriptive text.

1) Describing the picture

English teacher always used picture to teach descriptive text. That

strategy can improve students’ creativity. The teacher used this technique at

A and B class. Describing pictures is the effective technique. From the

picture, the students could imagine about what they saw. The teacher also

said to the students that with picture, they could describe about the picture.

2) Feed back

The teacher applied feedback technique in teaching descriptive text. It

was very effective technique, because it helped them to make a good and

correct writing. They knew their errors, they knew the reasons why that

were wrong, and then they could correct it by themselves.

3) Real object

The teacher used real object to teach English at B class.

4) Memorization

Based on interview with some students, this strategy was commonly used

by English teacher. This strategy is the one of strategies to improve

students’ ability to memorize the new vocabulary.

5) Translating

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Translating is when the teacher asked students to translate some

sentences. Teacher helped the students when they find difficulties and

confused in translating sentences.

6) Grouping

The teacher also used grouping strategies to manage the class activity.

The teacher divided students in a group.

7) Correcting

Based on observation, the teacher always corrected the student’s work

and checked student’s understanding of the new vocabularies or material

that explained by teacher. While the students practiced the works,

sometimes they made some mistakes, so the teacher used the strategy to

correct their works.

c. Problem faced in teaching writing descriptive text.

1) Problem in developing the idea

They could not develop the paragraph well, they usually wrote in simple

sentences. Students always asked teacher how to write something. The

students admitted that this problem was due to the difficulties of

transforming the ideas from their mind into written text.

2) Problem in organizing the idea

The second is problem organizing the idea. Students did not know the

way to deliver organizing ideas to write descriptive text. In organizing ideas

students have to use two components of generic structure of descriptive text,

there are identification and description.

3) Difficulties in vocabulary, tenses, and grammar

Based on interview to English teacher, students have many difficulties

about vocabulary and grammar. They have poor choice to choose the good

vocabulary; it made the students always asked the teacher about the

vocabulary that they did not know. They usually use the vocabulary that

they known and if they have difficulty, they seldom look for the new

vocabulary in dictionary, internet, or they want to ask the teacher. The

students felt difficult to use correct tenses and arrange the good sentences to

support the paragraph.

4) Different capability of the students.

Some of students could understand faster and the others learned slowly.

That situation make the teaching learning process did not run well. Every

student has different ability.

5) Limited time

Based on observation, one of the problems faced by teacher is limited

time. The teacher felt difficult to deliver all materials to the students. The

teacher has not enough time with 2x40 minutes in each meet. Whereas, the

material about descriptive text just one meet. It made the teacher felt

difficult to give the material. With the available time the English lesson

could not run well.

d. Teacher’s solutions of problems faced in teaching writing descriptive text.

1) Teach how to write descriptive text.

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The first solutions is explained the material clearly. Started by explained

the pattern of simple present tense. After that give example of adjective that

used to write descriptive text. The students had to improve their vocabulary.

2) Give simple assignment

The teacher seldom gives students difficult assignment that made the

students confused. The teacher just asked the students to do the simple

assignment. That solution helped the students with low understanding the

material.

3) Repeat the previous material

The teacher gave some practices to the students in the bottom level about

understanding material. The students had to repeat the previous materials

until the students understood the material.

4) Used mix languages

The teacher always used two languages to teach English. Because not all

of students knew the meaning of teacher’s said if teacher used full English

in the lesson. In the teaching activity, teacher did not use English language

fully. She combined with Indonesian language, because the students still got

difficulties to understand English language. So, in one utterance the teacher

used 2 languages.

4. CONCLUSION

After describing and analysis the data, the writer draw conclusion based on

result of observation of clasroom procedures, interview with English teacher and

some students and also documents when the writer did the research at SMA

Negeri 1 Wonosari.

Based on the findings, the writer concludes that the teacher used classroom

procedures based on School-Based Curriculum. The procedures are opening class,

main activities, and closing class. There are three steps in the main activities:

exploration, elaboration, and confirmation.

The teacher used some techniques to develop students’ ability in writing

descriptive text, they are: describing the picture, feedback, real object,

memorization, translating, grouping, and correcting.

There are some problems faced in teaching writing descriptive text are:

problem in developing idea, organizing idea, difficulties in vocabulary, tenses,

and grammar, different capability of the students, and limited time.

The solutions of English teacher’s problems are: give material clearly, asked

simple assignment, previous the material, and used mix language.

From the results of her observation, the writer gets some informations about

the teaching-learning process especially classroom procedures, teacher’s

techniques, problems faced and teacher’s solutions of problems faced in teaching

writing descriptive text of SMA Negeri 1 Wonosari in 2015/2016 academic year.

The writer draws some pedagogical implications such as:

a. In the teaching-learning process the teacher should prepare before conducting

the lesson. The first is classroom procedures in teaching-learning process.

Classroom procedures used by English teacher of SMA Negeri 1 Wonosari are

opening, main activities (exploration-elaboration-confirmation), closing.

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b. Using some techniques in teaching writing is to help the teacher convey the

materials when teaching-learning process. The teacher should use several

techniques in teaching writing process. The consequently, the teacher should

use effective technique based on classroom’s condition to make the students

more active in teaching writing especially writing descriptive text. So, the

teacher should have update their knowledge about technique to use in the

writing class in order to make the students more interesting to learn writing

especially writing descriptive text.

c. There are some problems faced in the teaching-learning process. The problems

faced are problem in developing idea, organizing idea, difficulties in

vocabulary, tenses, and grammar, different capability of the students, and

limited time. The consequently, the teacher should give solutions to cope the

problems faced in teaching-learning process. So, the teacher should be creative

to minimize the problem faced in teaching-learning process in order to make

the students enjoy with the materials and develop student’s ability.

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