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ERROR ANALYSIS ON STUDENTS` DESCRIPTIVE WRITING
(Case study at the first grade of SMP PGRI 2 Ciputat)
A “ Skripsi “
Presented to the Faculty of Tarbiyah and Teacher`s Training
In Partial Fulfillment of the Requirement for the Degree of S.Pd. in English
Language Education.
Written by:
Margawati Natalina
203014001573
DEPARTEMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS` TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2011
i
ABSTRAK
NATALINA,MARGAWATI,2011, Error on students` descriptive Writing (Case
study at the first grade of SMP PGRI 2 Ciputat) Skripsi,
Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan
Keguruan Universititas Islam Syarif Hidayatullah Jakarta.
pembimbing: Dr. Fakhriyani, M.Pd.
Key Word : Mengajar, Menulis Descriptive
Skripsi ini bertujuan menganalisa kesalahan-kesalahan yang umum dibuat
siswa dalam menulis descriptive yang dilakukan di SMP PGRI 2 Ciputat.
Berdasarkan tujuan tersebut penulis merumuskan masalah sebagai berikut: “Jenis
kesalahan apa saja yang dibuat oleh siswa kelas satu SMP PGRI 2 Ciputat dalam
menulis deskriptive?” Untuk menganalisa bentuk kesalahan tersebut penulis
menggunakan bentuk analisa kualitatif dengan mendescripsikan kesalahan-
kesalahan yang dibuat siswa.
Temuan penelitian menyebutkan: (1)Kesalahan dalam penggunaan word
order 28.10 %, singular-plural 25.58%, addition 12.94%, punctuation 7.94%,
ommision 5%, word form 4.44%, capitalization 4.41%, diction is 3.52%, article
3.52%, Spelling 3.23%, verb tense 1.17%. (2)Penyebab kesalahan adalah karena di
pengaruhi oleh bahasa Ibu.
Berdasarkan hasil penelitian tersebut , penulis memberikan saran yaitu:(1)
Guru harus menjelaskan secara jelas dan meyakinkan bahwa siswa benar- benar
paham materi tersebut,(2) Guru harus lebih kratif dalam mengajarkan writing
didalam kelas.
ii
ABSTRACT
NATALINA,MARGAWATI,2011, Error on students` descriptive Writing (Case
study at the first grade of SMP PGRI 2 Ciputat) Skripsi, English
Departement,The Faculty of Tarbiyah and Teacher`s Training Syarif
Hidayatullah State Islamic University Jakarta.
Advisor by Dr. Fahriany, M.Pd.
Key Word : Error Analysis, Descriptive Writing
The objective of the study to know out the most type of common error made
by the first grade students writing at SMP PGRI 2 Ciputat. It includes the common
errors in descriptive writing . Based on that purpose the writer intends to answer this
question “ What kinds of errors made by the students in descriptive writing?” In
doing this study, the writer uses descriptive analysis in form qualitative.
The finding of the study research that: (1) The most of students errors in
descriptive writing there are: word order is 28.10 %, singular-plural is 25.58%,
addition12.94%, punctuation is 7.94%, ommision is 5%, word form is 4.44%,
capitalization is 4.41%, diction is 3.52%, article is 3.52%, Spelling is3.23%, verb
tense is 1,17%. (2) the causes of errors the students made in descriptive writing is
the influence of their mother tongue.
Based on the finding previously, it can be suggested that (1) The teacher
should explain the descriptive writing clearly to the students and make sure that the
students understand it, (2) The teacher should be creative in developing the teaching
learning activities in the classroom.
iii
ACKNOWLEDGEMENT
In the name of Allah the gracious and the most merciful, praise to be Allah
the lord of the worlds. Pease and blessing be our prophet Muhammad SAW, his
family , his Campion, and follower.
First of all the writer would like to give gratitude, respect and appreciation to
Dr. Fahriany, M.Pd, as her who has patiently given valuable advise, support and
guidance to finis this skripsi. The writer also gives her great honor to her beloved
parent (Oe. Sarwono and Sartinah), to my husband (Adi Nurhadi) and my childrens
(Naufal and Haura) who have supported her so much, may Allah bless all of you.
Her gratitude also goes to who helped her finishing her work among there’s:
1. Prof. Dr. H. Dede Rosyada, MA. As the dean of faculty of Tarbia and Theacher`s
Training.
2. Drs. Syauki, M.Pd. as the head of English Department.
3. All lectures in English Department who have taught and educated the writer, so
she knows many things her study.
4. Syamsuddin, S.Pd, as the head master of SMP PGRI 2 Ciputat, who has given
permission in doing the research at the school he laeds.
5. All teacher in SMP PGRI 2 Ciputat, especially Lailiani Hidayati, S.Pd.
Who has given advise to the writer .
6. All of her friends whose name are cannot mentioned here one by one (thank
you for your support).
Finally, the writer have realized that this skripsi in not perfect enough ,
therefore the writer would like to accept any contributive suggestion, to make this
skripsi better. She hopes some suggestion and critics from the readers for this simple
paper and will have some values for her and better thing in the future.
Jakarta, 2011
Writer
iv
TABLE OF CONTENT
ABSTRAK ................................................................................................. i
ABSTRACT ................................................................................................ ii
ACKNOWLEDGEMENT ........................................................................ iii
TABLE OF CONTENT ........................................................................... iv
LIST OF TABLE .................................................................................... v
LIST OF APPENDIX ............................................................................... vi
CHAPTER I : INTRODUCTION ................................................ 1
A. Background of the study ..................................... 2
B. Limitation and formulation the problem ............ 3
1. The limitation of problem ........................ 3
2. The Formulation of problem ........................ 3
C. The Objective of study .................................... 4
D. Organization of writing ................................... 4
CHAPTER II : THEORITICAL FRAMEWORK ........................ 5
A. Error ............................................................ 5
B. Writing ............................................................ 6
1. Definition of writing ................................... 8
2. Kind of writing ............................................... 9
3. The forms of writing .................................... 11
4. Kinds of descriptive writing ........................ 14
C. The Purpose of teaching descriptive writing ......... 17
CHAPTER III : RESEARCH METHODOLOGY ......................... 18
A. The objective of the study .................................... 18
B. Method of the study .................................. 18
C. Instruments of the research .................................. 18
D. Population and sample ……………………… 18
v
E. Place and time of study ……………………… 19
F. Technique of data analysis .................................. 19
CHAPTER IV : RESEARCH FINDING ....................................... 20
A. Data description ............................................... 20
B. Interpretation data ............................................... 27
CHAPTER V : CONCLUSION AND SUGGESTION ............. 29
A. Clonclusion ......................................................... 29
B. Suggestion ........................................................... 29
BIBLIOGRAPHY ................................................................................... 31
APPENDIX ............................................................................................... 33
vi
LIST OF TABLE
1. Table 4.1 The recapitulation of the students errors in a descriptive
writing .................................................................................... 20
2. Table 4.2 The sequence of students`error …………………………… 27
vii
LIST OF APPENDIX
Appendix 1. Sample of students` errors decriptive writing..................................... 33
Appendix 2 Instrument of test .................................................................... 44
Appendix 3a Example of descriptive writing describe thing ....................... 45
Appendix 3b Example of descriptive writing describe place ..................... 46
Appendix 3c Example of descriptive writing describe person .................... 47
1
CHAPTER 1
INTRODUCTION
A.The Background of Study
English as one of important languages in the world is widely studied and used
as tool of communication among people. It is communicated in oral and written. It is
functioned to express some informations, thought, feeling, and develop any kind of
science, technology and culture.1 That is why people in order to communicate each
other and to help them to get information and knowledge.
In Indonesia English is considered as one of foreign language and becomes
compulsory subject which is learned by the student from the junior high school up to
university level. Therefore it is necessary for students to improve their English to be
better. There are many reasons why students need to be good and to be fluent in
English, any other are to continue their studies at university and to have a successful
career in the future.
In learning English, there are four basic language skills; listening, speaking,
reading, and writing. One of the language skills, writing is considered as the most
difficult skill, especially for students in any level of English because to make a good
writing, the learners should study to write extensively and they have to master some
features that support those skills.
The guidelines of development School-based Curriculum, (goverment
Regulation No.22/2006), in the KTSP 2006 the aim of writing is to, “Expressing the
written meaning in the form of simple interactional and transactional discource
informal or formally in the form of recount, narrative, procedure, descriptive and
report in daily life context”.2 From that quotation, the students should master
1 Depdiknas, Standar kompetensi Mata Pelajaran Bahasa Inggris SMP/MTs, (Jakarta: Pusat
Kurikulum, Depdiknas, 2004), p.14
2 Depdiknas, Regulation of minister National Education No. 23 Tahun 2006 , (Jakarta: PT.
Binatama Raya, 2006), p.76.
2
listening, speaking, reading, writing interactional text and monologue in form of
procedure, descriptive, narrative, recount, report texts.
Teaching writing is different from teaching other language skills, because
writing is a way of thinking process.3 As the students which develop their writing
skill, they need some integrated abilities to make their writing correctly, such as
structure, vocabulary, spelling, phonetic and meaning. As Harmer stated about
teaching writing “When teaching writing, therefore, there are special considerations
to be taken into account which include the organizing of sentences into paragraphs,
how paragraph are joined together, and the general organization of ideas into a
coherent piece of discourse”.4 That means that students should have competence to
develop the word into sentences, and into paragraph. Therefore, the ideas that will be
written, can be written in organize.
In fact, there are only a few students who can write as well as they speak.
They face some problems in writing. Meanwhile, writing is considered as one way
for the students to express their ideas. Yet, there are many students who still confused
how to express their ideas in writing because they probably lack of knowledge about
writing correctly. Even they have idea, they cofuse how to develop the idea in the
correct one. They sometimes use the wrong diction in sentences or paragraph.
Meanwhile, when the writer starts to write, they should have competence in word
order, diction and develop the idea into good paragraph.
The success on learning especially writing skill is determined by some factors,
those factors came from the intrinsic and extrinsic aspects. The intrinsic aspects are
from the inside of the student themselves such as motivation, physical conditions the
teacher, and success. Another factor is from aspects namely from the outside affect of
3 Walter T. Petty and Julie M. Jansen, Developing Children’s Language, (New York: Allyn
and Bacon INC, 1989) p. 362
4 Jeremy Harmer, The Practice of English Language Teaching, (New York: Long Man ,
1991), p . 53.
3
the students learning process affect such as educational background, economic
background, society and culture.5
In KTSP syllabus at SMP for first grade the students get descriptive writing.
Descriptive writing is one of the specific instructional objects, as a competence of
achievement target that should be understood by the students. In fact in teaching –
learning process there are some problems faced by the students, there are many
students who do not understand clearly what the descriptive writing is, how to
indentify the descriptive text and how to do the exercises of descriptive writing.
From the explanation above, the writer would like to make a research in order
to solve the problems, so the title of this skripsi is Error Analysis On Students
Descriptive Writing At The First Grade of SMP PGRI 2 Ciputat.
B. The Limitation and Formulation of Problem
1. The limitation of Problem
In this “skripsi”, the writer limits the study in analyzing what kind errors
made by the students`on descriptive writing. This study were focused on the first
grade of SMP PGRI 2 Ciputat.
2. The Formulation of The Study
To make effective and efficient of this study, the discussion focused on the
first grade of SMP PGRI 2 Ciputat descriptive writing, and the problem will be
limited in:
1. To know the types of errors do by the students in descriptive writing
2. To know the causes of errors made the students in descriptive writing at first grade
of SMP PGRI 2 Ciputat class VII.2.
5 Jeremy Harmer, The Practice of English Language Teaching, (New York: Long Man ,
1991), p.p. 4-5.
4
D. Organization of the study
The writer divides this skripsi into four chapters
Chapter one is an introduction, which about introduction that includes
Background of Study, The Limitation and Formulation of Problem, The Objective of
Study, and Organization of Writing.
Chapter Two is Theoretical Framework. It is consist of two subchapter, the
first is Error, the second The Writing.
Chapter Three is Research Methodology .The research methodology
includes Method of The Research, Instrument of the Research , Population and
sample , Place and Time of Study , Technique of Data Analysis.
Chapter Four is an Research Finding includes data description, data analysis
and data interpretation.
Chapter Five is conclusion and suggestion based on study.
5
CHAPTER II
THEORITICAL FRAMEWORK
In this chapter, the writer will explain some theories that related to the
topic.
A. ERROR ANALYSIS
As we know, that learning foreign language is regarded different from
learning first language, therefore the students often made errors while they learn
foreign language during the teaching learning process. Errors occur when learners
could not respond correctly in lesson teaching learning process. According to
Brown “ the fact that learners do make errors and that errors can be observed,
analyzed and classified to reveal something of the system operating within the
learner, led to surge of study of learners‟ errors, called errors analysis.”1 In
learning foreign language, errors analysis become one of the important teaching
learning processes, it is to know the causes of the errors from the students and as
the teacher must be able analysis of the errors. .
The errors that made by the students do not mean as a failure or
inadequacy, but they can be viewed as important evidence of strategies or
procedure employed by the leaner in learning a foreign language. Brown assumed,
error analysis stands for two major purposes, they are :(a) provides data from
which interference about the nature of language learning process can be made,
(b)indicated to teacher and curriculum developers, which part of the target
language students have the most difficulty producing correctly and which error
1 Doughlas Brown, Principles of Language Learning and Teaching. ( New York :
Prentice hall, inc., 1987), p. 171.
6
types detract most from learners ability to communicate effectively.2 From
statement, the errors analysis is important to describe what kinds of error that the
students make, to know the causes of the errors and how the student can learn for
mistakes and correct in their writing. The teacher must be to analysis the errors,
and the teacher able to correct the method while she teach.
The writer concluded, the study of error is called of error analysis.The
errors made by student of the target language. Error analysis tries to identify, to
describe and to explain the error. It can help the teacher to minimize the students`
error in learning.
1. The Meaning of Error
The errors are systematic and making error is natural for the learner in
learning a foreign language as natural as errors that occur in learning a first
language. “Error is a systematic deviation, when a learner has not learnt something
and consistently gets it wrong”.3 It mean when students made a mistake leant
foreign language, he does not apply the rule norm language. Douglas Brown
defines an error as “ Noticeable derivation from the adult grammar of a native
speaker, reflecting the inter-language competence of the leaner”.4 The causes of
errors made by students of foreign language limited to their exposure to the target
language in the classroom and it is influenced by mothertangue. Acoording to
Dullay said, “ Error is the flawed side of leaner speech or writing”.5 Some time
2 Doughlas Brown, Principles of Language Learning and Teaching. ( New York :
Prentice hall, inc., 1987), p. 215.
3 Norrish, J. Language Learning and their Errors. ( London: Macmillan Publisher Ltd,
(1987), p. 87. 4Doughlas Brown, Principles of Language Learning and Teaching, ( New York : Prentice
Hall, Inc, 1987) , p. 170
5Heidy Dullay, et.al., Language Two, ( New York: Oxford University Press, 1982), p.183
7
Errors are caused by differences between the native language of the learner and
the language she is learning.
According to those definitions about errors, so the writer conclude it
shows that errors are something that the learner do in their speech and writing by
using unacceptable and inappropriate form that the learner of grammar of the
target language and competence of second language.
2. Causes Error
The error occurs for many reason. One obvious cause is interference from
the native language. In this case, the students may make erros because he
assumed from the native language and their native language are similar, but in
fact, they are different . Another obvious cause is an incomplete knowledge of
target language. Causes of error come from inter-lingual, intralingua transfer
context of learning and communication6. There are :
a. Inter-Lingual Transfer
Mother language or native language of the learner has great deal of
influence in learning second language or foreign language. It is called interference
or inter-lingual transfer. In these early stages, before the system of second
language is familiar, the native language is the only linguistic system in previous
experience upon which the learner can draw
b. Intra-Lingual Transfer
In learning second language, inter –lingual transfer is one of the sources of
error that must be recognized, but it is now clear that the transfer within the target
language (intra-lingual). As Brown stated, “Principles of language learning and
teaching that intra –lingual transfer (within the target language itself) is a major
factor in second language learning. Researcher have found that the early stages of
6 Doughlas Brown, Principles of Language Learning and Teaching. ( New York :
Prentice hall, inc., 1987), p.p. 212-217.
8
language learning are characterized by a predominance of interference (inter-
lingual transfer-generalization within the target language – is manifested.”7
c. Context of learning
A third cause of error, though it overlaps both types of transfer, is the
context of learning. “Context” refers to the classroom with the teacher and the
material in the case of school learning or the social situation. In the classroom
context, the teacher or the textbook can lead the student to make faulty hypothesis
about the language , what Ricard called “ false concepts” and what Stenson
termed “Induced error”. Student often make error because of a misleading
explanation from the teacher, faulty presentation of a structure or word in the
textbook, or even because of a pattern, that was rote memorized in a drill but not
properly contextualized.
From the explanation previous, the writer concludes about the causes error
, there are 3 causes error in learning foreign language. Firstly, inter-lingual
transfer, it is causes the sound between their mother language and foreign
language, that make the students have problem in transferring their mother
tongue into foreign language. Secondly, intra-lingual transfer it influence by
mother language , it defined as the students habitual in learning foreign language.
Thirdly, context of learning, the factor in learning foreign language it influence
the student‟s itself motivation in expose their target language, they don‟t have
time enough if they just learn English inside classroom. It should more practice in
their home.
3. The types of Error
The error of students may be classified as the errors of competence and the
errors of performance. The Errors competence are systematic and continuously.
Otherwise, errors of performance is unsystematic, and the students‟ can correct
their by themselves.
7 H. Doughlas Brown, op.cit.,p. 217
9
To describe the types of the error which classified by Betty S. Azzar. She
divided into fourteen, they are; “Singular-plural, verb tense, diction, addition,
ommision, word order, word form, spelling, punctuation, capitalization, article,
meaning not clear , incomplete sentence, and run on sentence”.8In this study the
writer limits the scope only eleven, those are” Singular-plural, verb tense, diction,
addition, ommision, word order, word form, spelling, punctuation, capitalization
and article.
B. Writing
1. The definition of writing
There are some opinions about writing, as Scrivener assumed, „„Many
people actually do very little writing in day-today life, and great deal of what they
do write is quite short brief notes to friends or colleagues, answers question forms,
diary entries, postcards, etc.”9 Based on that quotation, writing is a kind of
communication to get information from the other world, that is human language in
order to explain an idea and people interact in the ways of writing.
When the students write, they have to concern their knowledge with
content, organization, finding ideas and forming sentences to make organize
meaning and put together facts to make something new. Jordan stated “Writing
are organized in a similar way introduction development of main ideas or
arguments; conclusions”.10 Students need to be able to write coherently, and
support their ideas and arguments. Successful students know how to draft an
outline before they write. They should understand the steps in the writing process.
Barnet and Stubbs stated that, “writing is a physical act. It requires
materials and energy. And like the most physical acts, to be performed skillfully,
8 Betty Schamper Azzar, Understanding and Using English Grammar, (New Jersey:
Prentice Hall, Inc, 1989), p.p. A29-A30.
9 Jim Scrivener, Learning Teaching : A Guidebook for English Language Teachers,
(Mac Millan: Mac Millan Publiser Limited, 2005), p. 192.
10 RR Jordan , Academic Writing Course , (London: Butler and Tanner Ltd, 1980), p. 8.
10
to bring pleasure to both performer and audience, it requires practice”11
. For this
idea, it can be seen that writing is a skill which needs a hardworking for some
people to produce it into good sentences or paragraph because the writer wrote to
get the reader respond inorder tobe understood easily. In addition Writing is one
way to communicate with other people in the world. Raymond stated, “Writing
is more of communication .It is way of remembering and way of thinking as well.
Writing also a way of finding out what we know and what we need to learn.
Writing is also a way of learning. None of us can write much of interest without
first thinking, probing, observing, asking questions experimenting and reading” 12
.
From the definition above, it can be seen that writing is the process which need
the hard thinking, the process of discovering, and the process of formulating ideas
into a good piece of writing.
Based on the opinion above, so the writer conclude writing is a kind
communication to get information, way introduction mind idea, her/his physical
act and way of remembering and thinking as well.
2. The kind of writing
Generally, there are three kinds of writing ; those are Free writing,
Controlled Writing, and Guided Writing as explained by experts below:
a. Free writing
In free writing, “activities resource pool of possible writing ideas,
vocabulary ,and language structures”13
. This opinion almost same as Sedley, “Free
writing is a technique for finding the ideas in your head mind without worrying
about whether the ideas are good or the grammar is correct that you do not even
11 Sylvian Barnet and Marcia Stubbs, Barnet and Stubbs`s Practical Guide to Writing,
(Boston: Little Brown and Company Publisher, 1983), p.3
12
James C. Raymond, Writing is an Unnatural Act, ( New York: Harper & Row
Publishers, 1985), p. 2.
13 Teresa Walter, The how To Hand book; Teaching English Language Learners ,
( London: Longman, 2004 ), p. 78 .
11
know are there”14
. It means writing comes to the technique of free writing is very
simple. The student pick up a pen and start writing and do not stop writing for ten
minutes. If they do not develop their ideas or get stuck, they repeat what they have
written.
b. Controlled Writing
Control writing is the opposite of free writing, Raimes said, “controlled
writing is all the writing for which a great deal of the content and/or form is
supplied”.15
In using of writing to teaching writing, the student are focused to get
words down paper and concentrating on one or two problems at a time; they are
thus spared from tackling the full range of complexity that free writings entails.
Controlled writing focuses the students‟ attention on specific features of the
written language. It is good method of reinforcing grammar, vocabulary and
syntax in context.
c. Guided Writing
Raimes assumed in her book Technique in Teaching Writing,
Guided writing is a controlled writing; it is less than controlled writing. In
using kind of writing to teaching writing, students are given a first
sentence, a last sentence, an outline to fill out, a series of question to
respond to, or information to include in their piece writing. Student should
be able to discuss, make notes, share finding, and plan strategies together
before they begin to write.16
The writer assumed that, the students will not make serious errors if they
follow the instruction, In addition Mora assumed, ”Guided writing is teaching
component design to teach a specific skill or strategy to the whole group, a small
14
Dorothy Sedley, College Writer’s Workbook, (Ohio: Bell and Howell Company,
1981), p. 2. 15
Ann Raimes, Technique in Teaching Writing, (London: Oxford American English,
1983) , p. 95.
16 Ann Raimes Technique in Teaching Writing, (London: Oxford American English,
1983) , p. 103.
12
group or individuals and to give students practice in writing.”17
So the writer
concluded that guided writing is an instructional situation where the teacher
guides the students through the completely process. It includes brainstorming,
drafting, revising and editing. Guided writing can be occured with an individual
student, in small group or in whole class.
3. The Forms of Writing
Form of writing is required for different purposes. In general, writing can
divide into three forms: Narration, Description, and Exposition.
a. Narration
Narration or story telling is writing about a succession of events. The
simplest kind of narration follows chronological order. Anderson and Anderson
said about Narration writing as follow:
Form of narrative account or describe of event in the past which entails
following a time sequence or chronological order .And forms commonly
used are the simple past active, simple past passive and past perfect active.
Narrative text has some features in constructing a narrative, and the steps
for constructing the narrative text are:
1. An orientation in which the narrator tells the audience about who is
in the story, when the story is taking place and where the action is
happening.
2. A complication that sets off a chain of events that influences what
will happen in the story.
3. A sequence of events where the characters react to the complication.
4. A resolution in which the characters solve the problem created in the
complication.
5. A coda that provides a comments or moral based on what has been
learned from story ( an optional step )18
From the explanation above, narrate is to tell a story what happened.
Narration is writing about writing about a succession of events. The simplest kind
17
Kerper J Mora, Guided Writing in Second Language Classroom, (California: San
Dieogo University Press, 1991), p.2.
18 Mark Anderson and Kathy Anderson, Text types in English 3, ( Australia: Macmilan,
1998), p. 3.
13
of narration follows chronological order. Narrative writing usually find in novels,
short stories, biographies and autobiographies.
b. Description
Description is writing to describe about person, animal, or things appear. It
normally takes on of three forms. Description tells how something looks or feels
or sounds. It talks about such features as size, shape, color, sound, or taste.
According to Stanley et all, “The patterns of description the appearance of
things that occupy space, whether they be objects, building or cities. The aim of
description is too convey to the reader what something looks like19
. Lila Fink at
all, has two opinions about writing description “In general, writer has two possible
approaches available to them: they can tell and show what want to communicate.
To tell means to relate information efficiently, that is, to sketch a word outline; to
show, in contrast, means to describe fully, that is, to paint a complete word
picture20
. From some definition above, the experts have same concept about
description itself; they said that a description is to describe something like a
person, place, or object.
There are some features in a description that we must give a serious
attention, they are features in construction a description. A typical description has
an opening paragraph introducing the subject of the description, followed by
series of paragraph each describing one feature of the subject. There can also a
final concluding section that signals the end of the description or in another hand
are an identification and description in a text. The identification of a descriptive
text is usually as a main idea of the paragraph or called as a general statement, and
the description of the descriptive text is about the explanation of general statement
or main idea or supporting details to general statement.
19
Linda C Stanley et al. , Ways to Writing, (New York: Macmillan Publishing Company,
1987 ), p. 4.
20 Lila Fink et al., Text For Writing and Reading, ( Boston: Little Brown and Company ,
1983), p. 58.
14
In addition feature is grammatical feature of a description. Factual
description usually include the following grammatical features: (a) verb in the
present tense, (b) adjective to describe the features of the subject , and (c) topic
sentence to begin paragraph and organize the various aspects of the description. 21
Other hand Fink assumed, “Writing description has purpose, this following
element to write and reading description there are :
1. Concrete details.
A concrete detail is a specific description that support, reflects, or
expands a writer‟s attitude purpose.
Examples: The modern math student, using a calculator instead of
a slide rule, make speedy and accurate calculations.
2. Images.
An Images is a concrete, literal (real, actual) description of a
person, physical object, or sensory experience that can be known
through one of
the five senses (sight, sound, taste, touch and smell).
Examples
Lighting crackled and sizzled across the darkened sky (sound and
sigh)
3. Similes
A simile is a comparison, using like or as, between two objects.
The comparison is between two things essentially different yet
similar in one aspect.
Examples
Anger heated up in me like water about to boil.
4. Metaphors.
A metaphor is an implied (indirect ) comparison between two
things without the use of like or as.
5. Connotative language.
Connective words or phrases imply or suggest meaning different
from their dictionary definition; they may carry a positive
(favorable, good) or negative unfavorable, bad) meaning. 22
From definition above the writer concluded description is the kind of
writing used to bring the reader into the picture, for examples by telling the
readers something strike the sense, how it looks, smells, sound, feels even
21 Mark Anderson and Kathy Anderson, op.cit.,p.26.
22 Lila Fink et al, Text For Writing and Reading, (Boston: Little Brown and Company ,
1983), pp. 41-42.
15
sometimes how it tastes. Description writing uses concrete language to portray the
characteristic of object.
c. Exposition
Exposition is writing that explains something exposition is writing with a
referential aim. The aim of exposition to present ideas, to make the ideas clear as
possible and to persuade reader or listener by presenting one side of argument.
Mark and Kathy opinion about features of an exposition, there are features
of an exposition;
a. Constructing an exposition, in the text usually has three section :
Introduces the author`s point of view and can preview argument
that may d reinforce follow in the text.
The series of arguments that aim to convince the audience
Conclusion that sums up the arguments and reinforces the author`s
point of view
b. Grammatical features of an exposition such as
Word that express the author`s attitude (modality) example, will,
may, must, always, rarely,
Emotive nouns and verbs,
Adverbs that show a time sequence and link arguments23
From the explanation, the writer concludes about exposition is used to give
information, making explanations and interpreting meaning. It includes editorials,
essays, and informative and instructional material. In other hand Tricia Hedge
defines, “Exposition is writing that inform, clarifies, defines, analyzes, or
otherwise treats a subject by letting the reader. It often answer the question what,
why, how”.24
4. Kinds of Descriptive Writing
As we know that descriptive is to describe something, such as a person,
place, or thing. When the people describe, they often describe each of people in
23
Mark Anderson and Kathy Anderson, Text types in English 3, ( Australia: Macmilan,
1998), p. 22.
24 Tricia Hedge, Writing Resources Book for Teacher, (New York: Oxford University
Press, 1988), p.83
16
terms of age, nationality, clothes, hair, face, height, etc. Therefore, based on that
statement it can be seen that describe has three types kind
a. Describing people
If you are writing a description of a person, you can start off their subject,
physical appearance, the clothes, the clothes they wear the sound of their voices,
the language they use, or simply they walk.25
In the describing people, there are many ways such as his/her face, color of
hair, clothes, skin, body shape, etc.
b. Description of a place
When we start to write anything in a description, it should be clear. As
stated by McKay 26
“The best way to describe a place is to show someone the
actual place or to take a picture of it or just give the characteristics of the place”.
For example, if the place is a home or a room, so it is important to give clearly
picture of the size and arrangement of space involved. Therefore, in describing a
place we should be taken consideration of (a) the location of the objects of the
place should be clear, (b) the details should be arranged logically and
systematically so that it is easy for reader to imagine the object in their mind, and
(c) controlling idea, this is the most important in writing process, because if we
have a strong controlling idea it can give the paragraph focus.
The Grammatical is used in describing a place is subject-verb agreement
and as a notice that since the selection describes an area that now exists, all the
verb are in the present tense.
25
Santi V Buscemi , A Reader for Developing Writer, (Boston: Mc Graw Hill, 2002), p.
305.
26 Sandra McKay, Fundamentals of Writing for a Specific Purpose, (New Jersey:
Prentice-Hall,Inc.,EnglewoodCliffs, 1983), p. 33.
17
c. Description of a Thing or an Object
McKay 27
gives her opinion about description of a thing or an object that
the best way to describe the physical characteristics of an object or a thing that is,
of course, to point the actual object or thing or to show a picture of it. At times,
however, it is not necessary or possible to include an illustration of the object or
thing, such as its, shape, color, etc, in a descriptive an object or thing, the verb to
be is frequently used to describe it, and a verb it self must agree with the
number of the subject in the sentence or called subject-verb agreement.
C. The Purpose of Teaching Descriptive Writing
Descriptive writing is one of the most important skills you can teach to
junior high school students. By thinking the details that can make a description
come a live, the students can improve their writing ability and their skills in
describing an object. To make the students capable in explaining something in
form of descriptive writing. Stanley et all said purpose descriptive writing,
“Description may be used as end in it self but often serves other purposes.”28
The description can used for the other purposes, in general the primary
for writing are:
To entertain the reader
To relate experience and/or express feelings
To inform the reader about something interesting or important
To persuade the reader about to think or act a particular.29
27
Sandra McKay, Fundamentals of Writing for a Specific Purpose (New Jersey: Prentice-
Hall,Inc.,EnglewoodCliffs, 1983), p. 17.
28 Linda C Stanley et al., Ways to Writing, (New York: Macmillan Publising Company,
1987),p. 149.
29 Barbara Fine clouse, Patterns for A purpose, (Boston: McGraw-Hill Publised, 2003),
p.33
18
CHAPTER III
THE METHODOLOGY OF THE RESEARCH
A. The Objective of The Research
Based on the research questions above, the writer has the objectives of
the research as following :
a) To know the types of errors the students made in descriptive writing.
b) To know the causes of errors the students made in descriptive writing
B. Method of The Research
In this research, the writer should the descriptive analysis study. At the
first writer focused on the problem such as the errors on the descriptive writing.
a writing test and analyze them classifying them into eleven types. Finally the
writer interpreted the data about what kind of errors that the students made and
the cause of those errors in descriptive writing.
C. Instrument of The Research
The writer used a writing test as the instrument for collecting the data.
For the test, the writer asked the students to write a descriptive text which the
topic about animal or thing, the student had to make a short text relate the topic
given.(See appendix 2p.44).
D. Population and Sample
The population of this is the 40 first grade students of “SMP PGRI 2
Ciputat”, class VII.2 to fulfill her research.
19
E. Place and Time of Study
The research took place at SMP PGRI 2 Ciputat Tangerang ,which is
located Jl. Cendrawasih Km.4 Sawah Lama Ciputat. The time of the research
was conducted is on January 24th
up to February 1st 2011
F. Technique of the Data Analysis
Based on the qualitative data, the writer used simple statistic analysis to
process the data. This analysis is looking for proportion, percentage and ratio.
The writer analyzed all of the data which support to the topic of the research. In
the table percentage the writer used formula:
P = F x 100%
N
P = Percentage
F = Frequency
N = Number of the students1
1 Prof. Drs. Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja
Grafindo Persada,2004),p.40
20
CHAPTER IV
RESEARCH FINDING
A. Data Description
As previously stated above, the writer conducted the field research at the
first grade SMP PGRI 2 Ciputat. To get the data, the writer gave essay test the
students.
To know the result of the test the writer made a table that shows the
student errors that taken from the data analysis on the test descriptive writing, it
can be stated that:
Table 4.1
The Recapitulation of The Students Errors in a Descriptive Writing
SS` Kind of errors Total
No S-p V Dict Ad Om WO WF Sp Pun Cap Art
1 4 1 2 5 1 1 14
2 3 2 1 1 2 9
3 3 1 1 5
4 3 1 3 1 8
5 3 2 2 1 8
6 3 2 6 2 1 1 15
7 3 3 1 2 1 10
8 1 2 3
9 1 2 1 1 5
10 2 1 1 1 5
11 1 1 5 2 9
12 12 1 2 2 2 19
13 4 2 7 3 2 1 2 21
14 1 2 1 1 1 1 7
15 13 1 6 20
21
16 5 1 6
17 4 1 6 1 1 1 14
18 3 1 2 1 7
19 3 1 5 1 1 2 13
20 1 1 1 3 6
21 4 1 5 10
22 1 1 1 1 2 6
23 3 7 2 12
24 1 2 1 1 5
25 1 1 2 1 1 6
26 2 1 2 1 6
27 3 1 1 2 1 8
28 2 1 1 1 5
29 2 1 4 1 8
30 2 1 1 4
31 4 3 2 9
32 4 6 1 11
33 1 2 1 1 1 6
34 1 1 1 3
35 2 2 1 1 1 1 8
36 1 2 1 3 1 1 1 10
37 1 1 1 2 1 6
38 3 1 6 10
39 1 4 1 6
40 3 1 1 1 1 1 1 9
Total 87 4 12 44 17 95 15 11 28 15 12 340
Note :
1. Ss` : Students`
2. S-p : Singular – Plural
3. V : Verb
4. Dic : Diction
22
5. Add : Addition
6. Om : Omitted
7. WO : Word Order
8. WF : Word Form
9. Sp : Spelling
10. P : Punctuation
11.Cap: Capitalization
12. Art: Article
Percentage of Student`s Errors on Descriptive Writing
1. S-p : Singular – Plural : 87 x 100% = 25.58%
340
2. V : Verb : 4 x 100% = 1.17%
340
3. Dic : Diction : 12 x 100% = 3.52%
340
4. Add : Addition : 44 x 100% = 12.92%
340
5. Om : Omittion : 17 x 100% = 5%
340
6. WO : Word Order : 95 x 100% =28.10%
340
23
7. WF : Word Form : 15 x 100% = 4.44%
340
8. Sp : Spelling : 11 x 100% = 3.23%
340
9. P : Punctuation : 27 x 100% = 7.94%
340
10.Cap: Capitalization : 15 x 100% = 4.41%
340
11. Art: Article : 12 x 100% = 3.52%
340
From the data above the writer can get a description concerning to the
students achievements in the test. There were Singular-plural 25.58%, verb
tense1.17%, diction3.52%, addition 12.92, ommision 5%, word order 28.10%,
word form 4.44%, spelling 3.23%, punctuation 7.94%, capitalization4.41%,
article 3.52%.
The writer analyze the whole data, the highest errors is made word order
95 errors or 25.58%, and the lowest is verb 4 errors or 1.17% .
B. The Analysis of Data
From the data collected, the writer found eleven types errors of the
writing. The focus of error will be analyzed, as following criteria
a. Singular – Plural
Some students made mistake in using singular and plural noun. They
didn`t use the plural form for the plural nouns, it made in default of the words
that come after expression of quantity. The singular form can be edified by
putting “ a “ or “ an” before a noun. While the plural form can be indentified
24
by the addition of “s” or “es” in the end of a noun. In this case the students
didn`t use singular – plural is 25.58 %.
b. Verb Tense
Tense is a form taken by a verb to indicated the time at which the action or
stated is view as occurring. 1Some of students made mistake in using tense,
they were confused in using tenses in their writing. Verb tense is the verb used
indicated the time at which the action or statement is occurs. It caused by their
lack of grammar understanding or their carelessness. In this case the students
who didn`t use the right tenses are 1.17 %
c. Diction
Diction or word choice is choosing the right word in a sentence.
Sometimes one word has same meaning but has different usage in the sentence.
For example pale and pail look same spelling but there are different. pale is
an adjective and pail is a noun, they are used different way. Other problem
word that sound the same or almost the same but have different meaning, for
example quiet and quite. Some students made mistakes in diction because they
choose the wrong words which has un appropriate meaning with the sentence.
The result is that a sentence is unclear or the students fail to express what they
mean carelessness. In this case the students didn`t choose the right word are
3.52 %.
d. Addition
When the writer analyzed the students` writing she found the students miss
several words in their writing. Since , she should add some words to complete
their writing, “Name cat Pusy,” it should be ” The cat`s name is Pusy”. In this
case the students miss several word in their writing are 12.92%.
1 Sylvia Chaker, Edmund Weiner, The Oxford dictionary of English Grammar, ( New
York: Oxford University Press), p. 324
25
e. Omissions
Omission errors are characteristic by absence of an item that must appear
in a well-formed utterance. Sometimes, the students in their writing added
some useless words in a sentence that had better be omitted. For example , it`s
smart pet cat. It is better if the word “pet” is omitted. In this case the students
added some useless word in a sentence are 5%.
f. Word order
The term word order is used to the order elements in the clause, the
elements which are to the order elements in the clause, the elements which are
of course often realized by phrases or clauses are rather than just one word:
subject, verb, object, predicative, and adverbial.2 It is known that Indonesian
wrd order and English word order is different .For example, “she has eyes
two”, it should be ,”she has two eyes” .In this case the students difficulties in
used word order are 28.10%.
g. Word form
The term word order is often used refer to the order of the elements in the
clause, element which are, of course, often each realizes by phrases or clauses
rather than just one word: subject, verb, object, predicate and
adverbials.3Indonesian word form is different from English word form. They
often over generalize the form words. Some students made errors in using the
word form in their composition. For instance, they misuse a word when the
sentence is followed by modal auxiliary, or the verb form using inappropriate
words in a sentence like adjective and adverb form. In this case the students
difficulties in using word form are 4.44%.
2 Douglas Bibe, Stig Johnson et.al, Longman Grammarof spoken and written English,
(london:s Pearson Education Limited, 1999), p. 260.
3 Douglas Bibe, Op. cit., p. 898
26
h. Spelling.
Spelling is how to write a word correctly. The difficulties of spelling is
often occurs because the lack of knowledge. Besides, the such error can also be
made by students because of less exercise. For example “luxuriant , cleaver”, it
should be “ luxuriant, clever”. In this case the students difficulties in spelling
are 3.23%.
i. Punctuation
Punctuation is the practice of inserting various marks in written text in
order to aid interpretation.4 It used to indicate the relationship between words,
phrases, and clauses. It is a mean for making the meaning of a sentence easily
understood. Period [.], comma [,],question mark [?], exclamation point [!],
colon [:], semicolon [;], etc, are the kinds of punctuation. Most of students
misused the punctuation, e.g. “ It has two eyes”, It should be used colon (, )
after sentence. In case of punctuation, the students made errors because they
do not pay much attention to the punctuation in writing, whereas it is
important to make the meaning clearly. In this case the students didn`t use
punctuation in writing are 7.94%.
j. Capitalization
Some students cannot decide whether an expression or word should be
capitalized or not. They used capital letter or not in a certain word or, it is
simply said, it is out of the ruler. They also used the wrong capital letter in
particular words. They did not put any capital letter at the beginning of the
sentence, in the name of a person, place, and abbreviation. In this case the
students didn`t use capitalization are 4.41%.
4 Sylvia Chalker and Edmund Weiner, The Oxford Dictionary of English Grammar, (New York:
Oxford University Press, 1994), p. 427.
27
k. Article
In Indonesian writing, there is no need to use an article. It influences the
students in their writing. Some students use wrong articles in their
compotation. They were confused to use a or an before singular that is
initialized with vowel. For examples: “she is an student”. It should be “ she is a
student” . In this case the student did not use are 3.55%.
C. Interpretation Data
After analyzing the students errors, the following table interprets the
students errors on descriptive writing.
Table 4.2
The Sequence of Students` Error
No Types of Error Frequency of Error
1 word order 95
2 Singular-plural 87
3 Addition 44
4 Punctuation 27
5 Ommision 17
6 Word form 15
7 Capitalization 15
8 Diction 12
9 Article 12
10 Spelling 11
11 verb tense 4
From table above that sentence pattern is the highest frequency of errors
with number of error is 95 errors. They did it because they were still influence the
mother tongue. This error is sometimes the result from immediate communication
strategy when the learner tried to express a meaning, which their competence
contained no appropriate items or rules at all. Overgeneralization and transfer may
28
also become the result of an immediate communication strategy. In Indonesia
word order and English word order is very different. For example “it has legs
four” it should be “it has four legs”
The second rate error frequency is singular – plural. The error number is
87 errors. It can be seen the most student could not used singular plural because of
their lack of knowledge and the influence of the mother tongue. In Indonesia
language there are no differences singular-plural. Singular-plural is number of the
form of word to show whether it is singular or plural. Singular number more then
a noun denotes one object. Plural number is a noun denotes more than subject.
Then, the error addition is 44 errors, sometime the students miss several
word in their text when they are writing a composition, because that when the
writer analyzes each of students` writing he should add some word to complete
their writing. For example “it very funny” it should be “it is very funny”. In
addition the student have no enough knowledge in English writing.
The last the most error is punctuation. The frequency of this error is 27
error. In this punctuation case , the students made errors because they do not pay
attention to the punctuation in writing, whereas punctuation is important to make
the meaning clear.
29
CHAPTER V
CONCLUSION AND SUGESTION
This chapter is presents the conclusions and sugestion from the reseacher
on the reseacher conducted at SMP PGRI 2 Ciputat.
A. Conclusion
The main objective of this study are to analyze the students errors in
descriptive writing made by the first year at SMP PGRI 2 Ciputat.
Based on the findings of the analysis , the writer conclude the sequence of
students` errors as follow: word order is 28.10 %, singular-plural is 25.58%,
addition12.4%, punctuation is 7.94%, ommision is 5%, word form is 4.44%,
capitalization is 4.41%, diction is 3.52%, article is 3.52%, Spelling is3.3%, verb
is 1.17%.
Finnaly, the writer concluded that, most students of the seventh grade at
SMP PGRI 2 made on types errors as mentioned above, in their descriptive
writing. These errors occur because of their lack of knowledge in English
grammar, they often overgeneralise the form words, do not attention to word order
and singular plural, because they influence of their native language or inter lingual
transfer and the context of learning.
B. Suggestion
After involving with the education environment the writer has some
suggestion to:
1. The English Teacher.
Teacher is one of the most important factors in teaching English. The
teachers who are actually the actor behind the teaching learning process,
therefore the writer would like to suggest as follow:
1. The teacher should explain the descriptive writing clearly to the students and
make sure that the students understand it.
29
30
2. The teacher ought to motivate his students to be more relax in learning
English. And tell them English is easy and not to make any mistakes,
because that is a process to gain a success.
3. The teacher should give more exercises to the students to train their writing
skill especially in descriptive writing.
4. The teacher should give the opportunity to the students to be more active in
learning English.
5. The teacher should be creative in developing the teaching learning
activities in the classroom, especially in developing their abilities and skill
in descriptive writing.
6. The teacher should also give clearer explanation about other
grammatical rule, such as article, spelling,and the sentence pattern that the
students can apply those rules correctly both in oral and written way.
2. The Students.
1. The students should more try about descriptive writing exercise and must be
encouraged in using grammar.
2. The students must improve themselves in understanding the tenses and
spent their time more in practicing their writing skill so they can convey
their ideas correctly and write it in a good paragraph.
3. It is better for students to get familiar with the English dictionary and the
correct use of every word.
31
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33
Appendix 1
The samples of students` descriptive writing.
No Students` Description Contruction
1. 1 My cat^ is Setiven. It has
four Leg^, it has ear^two, the
cat very funy, it has eyes two,
it has nose one, it has body
hair luxuriant and thick, it has
body small, it has tail one
My cat`s name Setiven.It has
four legs. It has twoEars, the
cat is very funny,It has two
eyes, it has onenose, it has
body luxuriant and thick
hair, it has a small body, it
has one tail
2
2
My cat name is catty. It has
two ear and four legs. It has a
strong body it is very funny.
it has body hair luxuriant
and thick. It favorite food is
fish. It has mustache and long
hair. It has two eye.
My cat`s name is catty. It has
two ears and four legs. It has
a strong body it is very
funny. It has body hair
luxuriant and thick. It`s
favorite food is fish. It has
mustache and soft fur. It has
two eyes.
3
3
The name of the cat ayuakari,
it has two eyes the color is
blue and white. The cat
body^ white. The cat food is
fish, it has four leg, it has two
ears, the cat like plaing in the
garden.
The name of the cat ayuakari,
it has two eyes the color is
black and white. The cat
body is white. The cat food
is fish, it has four legs, it has
two ears, the cat like playing
in the garden.
34
4 4 My name cat Anggeres. It has
four leg, it has body a
strong, she has ear two the
cat very funny, it has body
hair luxurios and trick, it
has tail. like eat
My cat`s name cat Anggeres.
It has four legs, it has a
strong body , she has two
ears, the cat very is funny, it
has two eyes , it has body
hair luxurios and trick, it
has tail.
5 5 My cat^ is black has ^ hair
and fat body. Black has green
eyes. A flat nose and four leg.
Black has funny face. Black
salt fish.
My cat name is black has
clean hair and fat body.
Black has green eyes. A flat
nose and four legs. Black has
funny face. Black salt fish.
6 6 My name is cat boni it has
four laeg, it has ^ body
strong, she has ear two, the
cat^ very funny, it has eyes
two, it has nose one, it has
body luxuriant and thick, it
has body smell it has tail
one.
My cat`s name is cat Boni it
has four legs, it has a strong
body, she has two ear, the cat
is very funny, it has two eyes,
it has one nose, it has
luxuriant and thick body, it
has body smell it has tail
one.
7 7 Name is cat steve. It is four
leag, It has body strong. she
has two ears. The cat very
funy. It is eyes two. It has
one nose. It has body hair
luxuriant and thick.
Name cat`s name is Steve. It
is four legs, It has a body
strong. She has two ears. The
cat is very funy. It has two
eyes. It has one nose. It has
body hair luxuriant and
thick.
35
8 8 My cat^ Mittens. She was
week old. She feet and black
fur every were else. She got
fat and lazy, all she would do
is lays on the bed my room
My cat is Mittens. She was
week old. She has feet and
black fur every where else.
She got fat and lazy, all she
would do is laying on the bed
my room.
9 9 My cat Simson, he is orange
blak and brown, simson
comunicates ^^ by meowing,
when he is hungry and when
go to inside. If you hold the
cat food above my head he
will try to jump and get it. I
thing Simson is very happy
with us.
My cat is Simson, he is
orange blak and brown,
simson comunicates with us
by meowing, when he is
hungry and when go to
inside. If you hold the cat
food above my head he will
try to jump and get it. I thing
Simson is very happy with
us.
10 10 It has name is Sarah, it has
two eyes the color is black, it
has feather the color brown,
the cat eat mouse, it has four
foot it has two ears round, the
cat likes fish
It has name is Sarah, it has
two eyes the color is black, it
has brown fur, the cat eat
mouse, it has four foot it has
two ears round, the cat likes
fish.
11 My cat is Romeo. It four
legs. It has a strong body. It
has ear two the cat is very
funny. it has one nose, it has
eye two. It has one nose, it
has body hair luxuriant and
thick. it has body small, it
My cat is Romeo. It four
legs. It has a strong body. It
has ear two the cat is very
funny. it has one nose, it has
eye two. It has one nose, it
has body luxuriant and
thick hair. it has small body,
36
has tail one. it has one tail
12 12 My name is catty. It has fou
leg, it has hair thicks, it has
two eye, it has nose, it has
toes, it has two ear, it has
mustache, it has body strong,
it like fish, it is spoiled and
sweet, it eye sharp, it is
smart, it has de heavy and
brave, it has tail, it has
mouth.
My cat`s name is catty. It has
four legs, it has thicks body,
it has two eyes, it has nose, it
has toes, it has two ears, it
has mustache, it has a strong
body, it like fish, it is spoiled
and sweet, it eyes are sharp,
it is smart, it has de heavy
and brave, it has tail, it has
mouth.
13 13 My cat is pupi. it has four
leg, it has body hair de thick,
it has spolid and sweet, it has
spoiled and sweet, it has flat
nose, it like eat fish, it eye
sharp, it is smart^, it like
often fish, has it has fat, it
has de heavy and brave, it
has clean^ and big, it to speak
meow, it has tail.
My cat`s name is Pupi. It
has four leg, it has hair thick
body, it has flat nose, spolid
and sweet, it has spoiled and
sweet, it has flat nose, it like
eating fish, it has eye sharp,
it is smart pet, it like often
fish, has it has fat, it has fat
body. It has fat body . It is
heavy and brave, it has clean
fur and big, it`s to speak
meow, it has tail.
14 14 It has four legs, it has two
eyes, it has two ears, it has
one one and it has
moustache, and tail, mouth,
it eat fish and drink milk and
voice meauuu... meau...... my
It has four legs, it has two
eyes, it has two ears, it has
one one and it has
moustache, tail and mouth,
it likes eating fish and drink
milk and voice meauuu...
37
name cat is ara meau...... my name cat is
Ara.
15 15 My cat is ryan. It has four leg
it has a body strong, she has
ears two the cat is very
funny, it has eyes two, it has
nose one, it has thick, it has
hair cat ears, it has tail one, it
eat meat, it has one mouth
My cat is ryan. It has four
legs, it has a strong body,
she has two ears, the cat is
very funny, it has two eyes, it
has nose one, it has thick
hair, it has hair in the ears, it
has tail one, it eat meat, it
has one mouth.
16 16 My cat is sarah. It four legs.
It has a strong body. It has
ear two the cat is very funny.
it has one nose, it has eye
two. It has one nose, it has
body hair luxuriant and
thick. it has body small, it
has tail one.
My cat is Sarah. It four legs.
It has a strong body. It has
ear two the cat is very funny.
it has one nose, it has eye
two. It has one nose, it has
body luxuriant and thick
hair. it has small body, it has
one tail.
17 17 My cat is Joni, it has four leg.
It has a body strong, she has
ear two, the cat ^ very funny,
it has eye two, it has nose, it
has eye two, it has nose one,
it has body hair luxuriaunst
and thick, it has body small,
it has body small, it has tail
one.
My cat is Joni, it has four
legs. It has a strong body,
she has two ears, the cat is
very funny, it has eye two, it
has nose, it has eye two, it
has nose one, it has body hair
luxuriat and thick, it has
small body, it has one tail.
18 18 My cat ^ Dona. Dona has
hair and fat body. Dona has
My cat`s name is Dona.
Dona has soft fur and fat
38
green eyes. A flat nose and
four leg. Dona has funny
face. Dona like eat salt fish.
body. Dona has green eyes. A
flat nose and four legs. Dona
has funny face. Dona likes
eat salt fish.
19 19 My name is Astro boy. It
has four legs, it has ear two,
the cat very funy, it has eyes
two, it has nose one, it has
body hair luxuriant and
thick, it has body small, it
has tail short.
My cat`s name is Astro boy.
It has four legs, it has two
ears, the cat very funny, it
has two eyes, it has one
nose, it has body luxuriant
and thick hair, it has body
small, it has short tail.
20 20 My cat is Roro. It has two
eyes the color is white, it has
two eyes, it has hair much, it
also joy milk, it has four legs
and it has two ears and it^ joy
palys foot ball small. The cat
is very funny.
My cat`s name is Roro. It has
two eyes the color is white, it
have two eyes, it has much
hair, it also joy milk, it has
four legs and it has two ears
and it^ joy palys foot ball
small. The cat is very funny.
21 21 My cat^ is Alex. It has four
leg, it has ear two, the cat
very funoy, it has eyes two, it
has nose one, it has body
hair luxuriant and thick, it
has mustache, it has body
small.
My cat`s name is Alex. It has
four legs, it has two ears, the
cat very funny, it has two
eyes, it has one nose, it has
body luxuriant and thick
hair, it has mustache, it has
small body.
22 22 My cat is wilkand, it has
body fat, blue eyes, and
strong mustache, wilkand
My cat`s name is wilkand, it
has fat body, blue eyes, and
long mustache, wilkand has
39
hen blak hair blak hair
23 23 My cat is Putri Krisdayanti, it
has four leg, it has body
strong, she has ear two, the
cat rery funy, it has eyes
two, it has nose one, it has
body hair luxurian and
thick, it has ^ body small, it
has tail short.
My cat`s name is Putri
Krisdayanti, it has four legs,
it has strong body, she has
two ears, the cat very funny,
it has two eyes, it has one
nose, it has body luxuant
and thick hair, it has a small
body, it has short body.
24 24 My cat`s name is funny. It
has body hair thick. It has
four leg, funny`s food is fish,
it is a female cat and it has
finger nail of the legs, it has
two ears. Funny has eyes two
and mustache, it body hair is
orange and white colour.
The funny is beautiful and
smart cat.
My cat`s name is funny. It
has body thick hair. It has
four leg, funny`s food is fish,
it is a female cat and it has
finger nail of the legs, it has
two ears. Funny has two eyes
and mustache, it body hair is
orange and white color.
Funny is beautiful and smart
cat.
25 25 I have a pet, it is name is cat
pussy. It always sleep on my
bedroom, it eats animal food
and don`t like mouse. Pussy
is my beautiful cat
I have a pet, it`s name is
Pussy. It always sleep on my
bedroom, it eats animal food
and doesn`t like mouse.
Pussy is my beautiful cat.
26 26 My pt is important animal to
me. My fovourite pet is cat,
because it is not noise and it
is very cute, it short and tin, it
like to eat mice, it dosn`t
My pt is important animal to
me. My favorite pet is cat,
because it is not noise and it
is very cute, it short and tin, it
like to eat mice, it doesn`t
40
dog, because the dog always
disturbed him.
like dog, because the dog
always disturbed him.
27 27 My dog ^ Silo. I get him
from my mother. When I see
him I fell in love with him.
My dog has tail. I think that
is cute. He is one of the cutest
dogs I ever see. If he doesn`t,
I want miss him.
My dog is Silo. I got him
from my mother. When I see
him I fell in love with him.
My dog has tail. I think that
is cute. He is one of the cutest
dogs I ever see. If he doesn`t,
I will miss him.
28 28 It has name ^ Miouw, it has
two eye^ the color is black, it
has four foot, it has two ears
round, the cat like^ fish.
It has name is Miouw, it has
two eyes, the color is black, it
has four legs, it has two ears
round, the cat likes fish.
31 31 My cat is carry, it has body
hair thick, it has four leg,
carry food fish, it is a lady
and it has finger nail of the
leg. It has two ear and eyes
carry has mustache, the body
hair a black and white is
color. Carry sweet and
beautiful and smart. Carry
soft body hair and carry has
a tail
My cat name is carry, it has
hair thick body, it has four
legs, Carry`s food is fish, it
is a femaele and it has nail
finger of the leg. It has two
ears and eyes carry has
mustache, his body hair is
black and white. Carry sweet
and beautiful and smart.
Carry soft hairy body and
carry has a tail.
32 32 My cat is Bonar. It has ear
two. It has eye two. It has
nose one. It has body hair
thick. The cat very funny. It
has four leg. It has body
My cat`s name is Bonar. It
has ear two. It has two eyes.
It has one nose. It has body
hair thick. The cat very
funny. It has four legs. It has
41
smell. It has tail one. smell body. It has one tail.
33 33 My rabbit Manis. I like to
playing very much with my
rabbits and I love them very
much and I have a good time
with my rabbit to play with
them. My rabbit eat grasses
and carrot.
My rabbit Manis. I like to
very much to play with my
rabbits and I love them very
much and I have a good time
with my rabbit to play with
them. My rabbit eat grasses
and carrot.
34 34 My dog max. He have kind
of wavy hair on his back. His
hair is a light color. He has
beautiful brown eyes. Max is
friendly with other people
and with other dogs.
My dog is max. He have kind
of wavy hair on his back. His
hair is a light color. He has
beautiful eyes brown. Max is
friendly with other people
and with other dogs.
35 35 My cat is Britney, it has four
leg, flat nose, body hair
thick, it has eyes circle, it
eats fish, it has face cute, it
like drink milk, it has
mustache tin, it has tail and
savage
My cat`s name is Britney, it
has four legs flat nose, hair
body thick, it has eyes circle,
it eats fish, it has cute face, it
likes drinking milk, it has
mustache tin, it has tail and
savage .
36 36 My cat is sweety, it has body
hair the thick, it has four
legs, it is lady^, it is food a
fish and it has finger nail or
the leg, it has two ears and
eyes and sweety has
mustache, the body hair a
yellow and white is color
My cat`s name is Sweety, it
has thick hary body, it has
four legs, it is a female cat,
it`s food is fish and it has
finger nail of the leg, it has
two ears and eyes. Sweety
has mustache, the hair body
is yellow and white. Sweety
42
sweety soft and sweety has a
tail.
soft and has a tail.
37 37 My cat name is Pussy. It has
body big with soft white fur.
It`s eyes are round and big. It
has ling and thick furry tail.
It`s face is oval with long
whiskers. Pussy is a alzy cat
but it is very funny. It`s does
not like play but it like play
down on the sofa. Pussy
always make me smile.
My cat name is Pussy. It has
big body with soft white fur.
It`s eyes are round and big. It
has long and thick furry tail.
It`s face is oval with long
whiskers. Pussy is a alzy cat
but it is very funny. It`s does
not like playing but it like
play down on the sofa. Pussy
always make me smile.
38 38 My cat is Betong, it has four
leg, it has body strong, it has
ears two, the cat is very
funny, it has nose one, it has
body hair luxuriant and
thick, it has body small, it
has tail one.
My cat`s name is Betong, it
has four legs, it has a strong
body, it has two ears, the cat
is very funny, it has one
nose, it has luxuriant and
thick harry body, it has
small body, it has one tail.
39 39 My cat is gembul it has leg,
it has body strong, she has
ear two, it has nose one, it
has body small, it has tail
short.
My cat is Gembul it has four
legs, it has strong body, she
has two ears, it has one nose,
it has small body, it has
short tail.
43
40 40 It has name is coki, it has
two eyes the color is black, it
has feather the color brown,
the cat eat mouse, it has four
foot, it has two ears round,
the cat like fish
It has name is Coki, it has
two eyes the color is black, it
has brown fur, the cat eat
mouse, it has four legs, it has
two ears round, the cat likes
fish.
44
Appendix 2
ISTRUMENT OF THE TEST
Name :…………………………..
Class :………………………….
Make a description about your own pet
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Appendix 3a
Example of descriptive writing describe thing
“ KIMONO”
Kimono is the traditional clothes of Japanese people. This very beautiful
costume is made of silk and usually very expensive. But now, not many people
are wearing it in every day life. Kimono is only worn at formal or traditional
occasions such as funeral, weddings or tea ceremonies. There are many kind of
style and color of kimono. These styles and colors deepen on the occasion, the age
and the marital status of the person who wears it.
Adapted from
Yudistira text book for seven grades
46
Appendix 3b
Example of descriptive writing describe place
“ Bird Park “
One of the most interesting places to visit in Singapore is the bird park. It
is located in the industrial area of Singapore, called Jurong. The bird park is about
twelve kilometers from the center of the city, and it`s easy to get there by bus or
by taxi.
It is one of the largest bird park in the world. The birds are kept in the
large cages, and there are hundred of beautiful birds from many different parts of
the world, including penguins, parrots, eagles, and ostriches. There is a large lake
in the park, with a restaurant beside it, and there is also a very large cage which
you can walk inside to get closer looking at birds.
It takes about two hours to see all the birds. You can walk around the park
or ride on the bus. The best time to visit the park is in the park is in the early
morning or late afternoon, when it is cooler.
Adapted from
Yudistira text book for eight grade
47
Appendix 3c
Example of descriptive writing describe person
“ Britney Spears ”
Britney is popular artist. She is a singer. Her complete name is Britney
Spears. She was born on December 2nd
, 1981. She comes from Hollywood, USA.
Brit a call for her , has many fans clubs in the world. She is popular with her
albums. She is popular with Drive Me, Sometimes, I`m not a Girl, etc.
Brit is beautiful, she has blond hair and a pointed nose, She is about 170
cm tall, She is slim and slender. She is smart. She likes to wear jeans. Even she
always wears one labeled BJ short for Britney Jeans.
Adapted from
Exercise book seven grades
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