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TEACHING HOW TO WRITE DESCRIPTIVE TEXT
TO THE SEVENTH GRADE STUDENTS OF SMP N 3
BOYOLALI
FINAL PROJECT REPORT
Submitted as a Partial Requirement in Obtaining Degree in the English
Diploma Program, Faculty of Letters and Fine Arts,
Sebelas Maret University
By
Ikha Nurmayla
C9309041
ENGLISH DIPLOMA PROGRAM
FACULTY OF LETTERS AND FINE ARTS
SEBELAS MARET UNIVERSITY
SURAKARTA
2012
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MOTTO
Never give up although we should face many difficult obstacles.
(The writer)
There are many ways to reach our successful goal. (The writer)
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DEDICATION
I would like to dedicate this final project report for:
My beloved Parents, Sugiman and
Widiastuti
My beloved Husband, abibq Yunus
My big family
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PREFACE
The writer would like to say thank to Allah SWT, who always blesses and
guides her. The writer also extends her greatest thank to everyone who helped her
in accomplishing this final project.
In this final project report, the writer presents an explanation of teaching
how to write descriptive text to the seventh grade students of SMP N 3 Boyolali.
The final project report also contains information about the result of the
observation, covering the problems emerging and the solutions provided.
The writer realized that this final project report still has some weakness.
Any suggestions, criticisms and corrections are expected to make it better.
Hopefully, the final project report is useful to the readers
Surakarta, June 2012
Ikha Nurmayla
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ACKNOWLEDGEMENT
Alhamdulillahirobbil’alamin. All praise for Allah SWT the Almighty.
Because of His blessing, I could accomplish my final project report as the
requirement to be fulfilled to graduate from English Diploma Program.
Therefore, I would like to express my deepest gratitude and appreciation to
the following:
1. Drs.Riyadi Santosa, M.Ed., Ph.D, the Dean of the Faculty of Letters and
Fine Arts, Sebelas Maret University,
2. Yusuf Kurniawan, S.S, M.A, the Head of English Diploma Program and my
supervisor. Thank you very much for your kindness, guidance, and your
patience in giving me suggestions to finish this final project report.
3. Ida Kusuma Dewi, S.S, M.A as my academic supervisor. Thank you very
much for your guidance, support, and advices during my study.
4. All of the lecturers of English Diploma Program for the guidance during my
study.
5. Sumadi, S.Pd as the headmaster of SMP N 3 Boyolali for the chance given
to me to do job training in the school.
6. Hastati Prihatin, M.Pd, the English teacher of SMP N 3 Boyolali for the
guidance and advice to me during the job training. All the teachers and
students especially VII A-VII F. Thanks for welcoming me there and for the
new experience given to me for being an English teacher.
7. My beloved parents. Thank you for everything. I am proud to be your
daughter.
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8. My beloved husband. Thank you very much for your love, support, and
advice, and endless prayer for me. For my sister and my brother, thank you
for your help. For my big family, thank you for your support and prayer for
me.
9. My friends, Riza Putri Utami, Fika Ratna Ayu, Fatimah, and Nadia. Thank
you very much for your kindness, helps, support, and advices to me. And
others who I can not mention here, thanks. You make my day more colorful.
10. All staffs in English Diploma, mbak Heny, mbak Devi, mbak Susy, thanks
for your kindness and advices to me.
11. All people whom I can not mention one by one.
Surakarta, June 2012
Ikha Nurmayla
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ABSTARCT
Ikha Nurmayla. 2012. Teaching How to Write Descriptive Text to the Seventh
Grade Students of SMP N 3 Boyolali. English Diploma Program, Faculty of Letters
and Fine Arts, Sebelas Maret University.
This final project is written based on the job training which has been done in
SMP N 3 Boyolali for two months. The writer had an opportunity to teach English lesson
to the seventh grade and focused on teaching how to write descriptive text.
The objectives of this final project report are to describe the process of teaching
descriptive text to the seventh grade students of SMP N 3 Boyolali, to describe the
difficulties encountered by the writer in teaching descriptive text, and to provide solutions
to the problems encountered by the writer while teaching descriptive text.
The writer collected the data by observing the class, interviewing the school’s
English teacher to get more information, and also conducting the teaching process to the
seventh grade students.
The process started with teaching Descriptive text to the students based on the
lesson plan approved by the English teacher. The writer used three steps in teaching how
to write descriptive text, namely exploration, elaboration and confirmation. In the end of
the process, the writer gave final test for measuring the students’ ability in writing
descriptive text.
The writer discovered that the students found difficulties like having no idea to
develop their paragraphs and having tediousness in writing process. Besides, the writer
also had obstacle while conducting teaching process such as number of students, lack of
facilities, class management, and lack of the time. Based on direct experience and some
resources that were learnt by the writer, she made several problem solutions to overcome
the difficulties faced by the students and the writer. The solutions were grouping the
students, having creativity in teaching process, using real object, and giving a game to the
students.
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TABLE OF CONTENTS
TITLE ................................................................................................................. i
APPROVAL OF SUPERVISOR ....................................................................... ii
APPROVAL OF THE BOARD OF EXAMINERS .......................................... iii
MOTTO ............................................................................................................. iv
DEDICATION ................................................................................................... v
PREFACE .......................................................................................................... vi
ACKNOWLEDGEMENT ................................................................................. vii
ABSTRACT ....................................................................................................... ix
TABLE OF CONTENTS ................................................................................... x
CHAPTER I: INTRODUCTION
A. Background ..................................................................................... 1
B. Objectives ....................................................................................... 3
C. Benefit ............................................................................................ 4
CHAPTER II: LITERATURE REVIEW
A. Teaching Definition .......................................................................... 5
B. Learning Definition .......................................................................... 7
C. Teaching Writing ............................................................................. 8
D. Writing Process ................................................................................ 11
E. Descriptive Text ............................................................................... 13
CHAPTER III: DISCUSSION
A. Description of SMP N 3 Boyolali ................................................... 15
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B. Activities During the Job Training in SMP N 3 Boyolali ................ 17
1. Class Observation ....................................................................... 17
2. Making Lesson Plan .................................................................... 20
C. The Process of Teaching Writing Descriptive Text to The
Seventh Grade Students of SMP N 3 Boyolali .............................. 21
D. Difficulties in Teaching Descriptive Text to The Seventh
Grade Students of SMP N 3 Boyolali ............................................. 25
E. The Problem Solutions Made by the Writer while
Teaching Descriptive Text ............................................................. 28
CHAPTER IV: CONCLUSION AND RECOMMENDATIONS
A. Conclusion ...................................................................................... 31
B. Recommendations .......................................................................... 32
BIBLIOGRAPHY
APPENDICES
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TEACHING HOW TO WRITE DESCRIPTIVE TEXT TO
THE SEVENTH GRADE STUDENTS
OF SMP N 3 BOYOLALI. D III BAHASA INGGRIS
Ikha Nurmayla1
Yusuf Kurniawan, S.S, M.A.2
ABSTRAK
2012., Fakultas Sastra dan Seni Rupa, Universitas Sebelas
Maret.
Laporan Tugas Akhir ini disusun berdasarkan hasil magang yang
telah dilaksanakan selama dua bulan di SMP N 3 Boyolali. Penulis
mendapatkan kesempatan untuk mengajar pelajaran Bahasa Inggris
di kelas VII dan fokus dalam cara mengajar penulisan teks
diskripsi.
Tujuan dari laporan Tugas Akhir ini adalah mendiskripsikan proses
pengajaran penulisan teks diskripsi kepada siswa-siswa kelas VII
di SMP N 3 Boyolali, mendiskripsikan kesulitan-kesulitan yang
dihadapi oleh penulis dalam pengajaran teks diskripsi, dan
memberikan solusi-solusi terhadap masalah yang dihadapi oleh
penulis ketika mengajar teks diskripsi.
Penulis mengumpulkan data berdasarkan observasi kelas,
mewawancarai guru Bahasa Inggris sekolah untuk mendapatkan
informasi, dan melakukan kegiatan belajar mengajar terhadap
siswa-siswa kelas VII.
Kegiatan belajar mengajar dimulai dengan mengajar teks diskripsi
kepada siswa-siswa kelas VII berdasarkan rencana pengajaran
yang telah disetujui oleh guru bahasa Inggris SMP N 3 Boyolali.
Penulis menggunakan tiga tahap dalam cara mengajar penulisan
teks diskripsi yaitu eksplorasi, elaborasi, dan konfirmasi. Pada
akhir pembelajaran, penulis memberikan ujian terakhir untuk
mengukur kemampuan siswa dalam penulisan teks diskripsi.
1 Mahasiswa Jurusan D III Bahasa Inggris Dengan NIM C9309041
2 Dosen Pembimbing
Penulis menemukan bahwa siswa mengalami kesulitan seperti
tidak memiliki ide untuk mengembangkan paragraf dan mengalami
kebosanan dalam proses penulisan. Disamping itu, penulis juga
mengalami hambatan ketika melakukan proses pembelajaran
antaralain jumlah siswa, kurangnya dukungan fasilitas, pengaturan
kelas, dan terbatasnya waktu mengajar. Berdasarkan pengalaman
secara langsung dan beberapa sumber yang telah dipelajari oleh
penulis, penulis membuat beberapa penyelesaian dalam kesulitan-
kesulitan yang dihadapi oleh siswa dan penulis. Solusi tersebut
antara lain pengelompokan siswa, mempunyai kreatifitas dalam
pembelajaran, menggunakan benda asli, dan memberikan
permainan kepada siswa.
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CHAPTER I
INTRODUCTION
A. Background
Nowadays, English has become very important language especially in
Indonesia. Now English is second language in Indonesia, besides mother
languages in each province of Indonesia. Moreover, many information and
technologies are written and abstracted in English language. English also become
one of important requirements when we look for a job and get foreign scholarship.
As we know, Indonesia has become one of interesting tourist attractions in the
world, so we should know English to communicate with foreign people.
Furthermore, now English has become international language of diplomacy,
science, business, banking, education and the others due to the importance and
popularity of English.
Because of the importance of English, the government makes a decision to
include English as one of school curriculum started from Elementary School,
Junior High School, Senior High School, until University. But, now kindergarten
has started to introduce and teach English to the students. English has also become
one of graduation requirements that is embedded in the national final examination
or UAN. So students should learn and master English well from the basic
vocabularies until the difficult one.
In learning English, there are some skills that should be learned or
mastered by students. The skills are speaking, listening, reading, and writing. We
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can divide those skills into two parts; they are active skill and passive skill. The
active skills are speaking and writing. In speaking and writing students should
produce words orally or in written words. However, the passive skill are listening
and reading. At those skills, students just absorb information that they get from
listening and reading some media like video, text, or person. All of those skills
need some features to be learned but writing skill is more complicated than the
other skills.
In writing, students should learn some features, such as grammar,
vocabularies, cohesion, and coherencies. Those features are very important and
considered the basic part in writing when students want to make and arrange good
and meaningful sentences which are constructed into paragraphs and complete
text. For getting the good and meaningful writing, students should also have
some steps. The steps are planning, drafting, and revising.
In Junior High School especially in the seventh grade, the students were
taught about descriptive and procedure texts. Both of them are basic texts that are
very useful in daily activities. Here, the writer was concerned about descriptive
text. The descriptive text is useful for the students when they want to describe or
present a portrait of a person, a thing or a place to others.
Teaching descriptive text to the seventh grade students is not easy. There
are some language features that should be learned by the students such as text
structure, adjective, noun, noun phrase, pronoun, and grammar. Besides, the
students should also write their idea or what they think into some sentences and
develop those sentences to become good paragraphs. But sometimes, the students
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were confused and could not focus on what they write. Besides, the students were
confused to choose word or vocabularies that are suitable in their writing. The
students were also still confused to make and arrange a correct noun phrase.
After reading the explanation above, the writer wants to teach the seventh
grade of Junior High School by giving detailed explanation and concrete example
that can be found in daily life or around the students’ environment. Besides, the
writer gave some methods to help the students absorb about the materials given
easily and to make a good descriptive text. So the writer presents a report entitled
“Teaching How to Write Descriptive Text to the Seventh Grade Students of SMP
N 3 Boyolali”
B. Objectives
The objectives of this report are:
1. To describe the process of teaching descriptive text to the seventh grade
students of SMP N 3 Boyolali
2. To describe the difficulties encountered by the writer in teaching
descriptive text to seventh grade students of SMP N 3 Boyolali.
3. To provide solutions to the problems encountered by the writer while
teaching descriptive text at SMP N 3 Boyolali.
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C. Benefits
1. SMP Negeri 3 Boyolali
The writer hopes that this report will be helpful in teaching
English especially descriptive text. The teacher can also improve their
teaching method in teaching descriptive text.
2. The readers
This report is expected to be beneficial for the readers to
increase their knowledge about descriptive text.
3. The Students of English Diploma Program
This report is expected to be beneficial for the students to increase their
knowledge about descriptive text and the way to teach and learn it by learning
some methods in this report
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CHAPTER II
LITERATURE REVIEW
In chapter II, the writer presents literature review related to the topic of
discussion in this report. This will cover the teaching definition, learning
definition, teaching writing, writing process, and descriptive text.
A. Teaching Definition
According to Brown in his book “Principles of Language Learning and
Teaching”, it is defined that teaching is showing or helping someone to learn how
to do something, giving instructions, guiding in the study of something, providing
with knowledge, and causing to know or understand (Brown, 2000:7). This
definition is also supported in Longman dictionary of Contemporary English that
teaching is to give lessons in a school, college, or university, or to help someone
learn about something by giving them information (Summers, 2003:1700). Based
on Brown and Longman‟s definition above, the writer can conclude that teaching
is an activity to help and facilitate someone in learning something by giving a new
knowledge and information in order that they can understand what they are
learning.
In teaching process, there must be a person who has a role as a controller,
organizer, and tutor. Teachers do all these roles in teaching process. When a
teacher does his responsibility, he should have a good behavior and attitude to do
these important roles in controlling and organizing learning of students during the
learning process. Jeremy Harmer argues that the behavior and the attitude of the
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teacher are the most important factors in the classroom (Harmer, 1991:249).
Besides, the other important requirement in teaching activity is that teacher should
have knowledge about class management. When teacher has ability to conduct
and encourage his students, he can teach and do learning process well.
Meanwhile, class management can be done if a teacher and his students have
relationship and students feel if they need that teacher to teach them. This
explanation is supported by Harmer that class management – the ability to control
and inspire a class – is one of the fundamental skills of teaching. Teachers find it
much easier if their students believe that they are genuinely interested in them and
available for them ( Harmer, 1998:3).
In 1970, a study done by Denis Girard attempted to know what the
qualities of good teacher in order to help in providing intrinsic motivation of
students. In the result of his study, there are 10 criteria of a good teacher:
1. He makes his course interesting.
2. He teaches good pronunciation.
3. He explains clearly.
4. He speaks good English.
5. He shows the same interest in all his students.
6. He makes all the students participate.
7. He shows great patience.
8. He insists on the spoken language.
9. He makes his pupils work.
10. He uses an audio-lingual method.
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Besides, Harmer states “A simple answer to the question ‘what makes a good
teacher?’ therefore, is that good teacher care more about their students’ learning
than they do about their own teaching” (Harmer, 1998:3).
Based on the explanation above, the writer concludes that a teacher not
only has responsibility to teach students but also to conduct and inspire students in
learning process. Furthermore teacher should have criteria as a good teacher.
Teacher is called by good teacher if the teacher knows what students need and
make them enjoy doing learning process. By being good teacher, a teacher can
have successful learning process and student can learn easily.
B. Learning Definition
According to “Longman Dictionary of Contemporary English” learning is
to gain knowledge of a subject or skill by experiences, by studying it, or by being
taught. Klein in his book “Learning Principles and Application” defines that
learning is an experiential process resulting in a relatively permanent change in
behavior that cannot be explained by temporary states, maturation, or innate
response tendencies (1996:2). This definition is also supported by Kimble and
Garmezy as cited by Brown (2000:7) that learning is a relatively permanent
change in behavior and is the result of reinforced practice. Considering the
definitions above, these imply that learning is an activity not only to improve
knowledge but also to change behavior permanently by a process of practicing
and studying.
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In fact, learning is the human activity which least needs manipulation by
others. Most learning is not the result of instruction. It is rather the result of
unhampered participation in a meaningful setting (Illich in Harmer, 2007:52). It
means that learning is not always done by self but we need participation from
others like teacher, peer, resource or environment to get the best result of learning.
It is also supported by Harmer that “Learning is a partnership between teachers
and students (Harmer, 1998:9).
In other words, in learning process, a learner or student also need
motivation from himself or others to get predicate of successful learner. Harmer
states that whatever kind of motivation students have, it is clear that highly
motivated students do better than ones without any motivation at all (1998:8).
There are many students‟ motivation for learning especially foreign language like
for getting a better job, passing globalization, and others but assimilating culture
of its native speaker and having hard interest to master foreign language are the
most important motivation to become successful language learner. Gardner and
Lambert as cited by Harmer (1998:8) suggest that students who felt most warmly
about a language and who wanted to integrate into the culture of its speakers were
more highly motivated (and learnt more successfully) than those who were only
learning language as means to an end (e.g. getting a better job).
C. Teaching Writing
According to Carrol, Wilson, and Forlini (2003: 3) writing is one of the
most powerful communication tools and it is useful for sharing the thoughts and
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ideas with others without face to face. Besides, writing is the act or art of forming
letters and characters on paper, wood, stone, or other materials, for the purpose of
recording the ideas which characters and words express or communicating them to
others by visible signs (www.brainyquote.com/words/wr/writing240703.html).
Ardi in his blog argues that writing is not the only activities combine words.
Writing is a process repeated, namely process of revising and rewriting. Teaching
writing means that we create a science education that helps students see that
writing requires steps to find, plan, and create a draft text
(http:smp3lembang.blogspot.com). “Longman Dictionary of Contemporary
English” defines that writing is the particular way that someone writes. Based on
the definitions above, the writer concludes that writing is a process of someone to
write in a media like paper, wood, or stone by characters or symbols in order to
reveal and express his idea or his thought to others, and teaching writing is
helping students to write through some steps like find, plan, draft, write, revise,
and rewrite.
Teaching writing is one of skills that are important in teaching language so
people learn it to make a good writing or others reason that push someone to do it.
There are many reasons and situations that motivate people to do writing such as
to share problems and emotions to others, to please writer himself or to facilitate
his hobbies like a diary entry and personal poem, and to fulfill task or homework
assignments at school or business letter at work (Kramer, Leggett, and Mead
available at http:smp3lembang.blogspot.com) Besides, in the book “How to Teach
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English”, Harmer states that there are some reasons in teaching writing to
students, they are:
1. Reinforcement: some students acquire language in a purely oral/aural way,
but most of us benefit greatly from seeing the language written down. The
visual demonstration of language construction is invaluable for both our
understanding of how it all fits together and as an aid to committing the
new language to memory.
2. Language development: writing helps us to learn as we go along. Besides,
constructing proper written texts is all part of the ongoing learning
experience.
3. Learning style: writing is appropriate for such learners who think things
through and produce language in slower way. It can also be a quiet
reflective activity instead of the rush and bother of interpersonal face- to-
face communication.
4. Writing as a skill: writing is a basic language skill. Students need to know
some of writing‟s special conventions (punctuation, paragraph
construction, etc.) just as they need to know how to pronounce spoken
English appropriately. (Harmer, 1998:79-80)
The psycholinguist Eric Lenneberg cited by Brown (2001:334) once noted,
in a discussion of “species specific” human behavior, that … we learn to write if
we are members of a literate society and usually only if someone teaches us. It
means that writing is not a process which is done by self but it needs some
stimulation and teacher or tutor to do it. Brown suggested that teacher who is
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teaching writing should give attention to how the writing process is. Writing
needs long process from planning until editing. Teacher should conduct students
step by step. Sometimes, students also need prompter to help them when they
cannot get ideas to continue their writing. Teacher as a prompter has responsibility
to give some suggestion that can make students‟ idea appear. Besides, teacher
should also give feedback so students can know the mistake in their writing
Moreover, in teaching writing, a teacher should play an important role as a
facilitator, helping and guiding students in order just to find and plan their idea in
writing. That is supported by Brown (2001:340) who explained that “As a
facilitator, the teacher offers guidance in helping students to engage in the
thinking process of composing but, in a spirit of respect for student opinion, must
not impose his or her own thoughts on student writing”.
D. Writing Process
Tribble in Harmer (2007: 326) explains that the writing process is more
complex than others, of course, and the various stages of drafting, reviewing, re
drafting and writing, etc. are done in a recursive way: wee loop backwards and
move forwards between these various stages. It is also supported by Harmer who
defines that writing process is as a kind of process „wheel‟, where writer moves
both around the circumference of the wheel and across the spokes. A writer can go
back and re-plan or re-visit stages they had thought (Harmer, 2007: 326).
These statements from Tribble and Hammer implies that writing process is a
complex process which need various steps from planning until writing and it
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needs revising until writer feels satisfied about his writing. In writing process we
can pass the steps easily, we should look up again each step to find the mistake
and know how to revise and continue the writing.
The activities involved in writing fall into categories we can term
planning, organizing, drafting, revising, and editing/proofreading. Taken together,
these activities are called the writing process.
1. Planning: identify the writing task and its requirements, identify the
audience(s), decide what information will be needed, and account
for constraints.
2. Organizing: take a stance on the topic, turn the stance into a thesis statement,
and arrange ideas to support the thesis statement.
3. Drafting: use information in body paragraphs to support the thesis and write
an effective beginning and ending.
4. Revising: make changes for meaning.
5. Editing/Proofing: make changes for correctness.
For getting successful writing process, writers should pay close attention to
principles for designing writing techniques. There are six techniques that is
explained by Brown in his book “Teaching by Principles”, they are incorporate
practices of good writers; balance process and product; account for
cultural/literary backgrounds; connect reading and writing; provide as much
authentic writing as possible; and frame your techniques in terms of prewriting,
drafting, and revising stages (Brown, 2001: 346-348)
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Based on the explanation above, writing process is not simple. It needs
various steps from planning, organizing, drafting, revising, editing until we get a
good and correct writing. Writing process is like a circle or wheel because in each
step has relation and supports each others. A writer sometimes should look up
again each step which has been passed to check and find out mistake or change
word and meaning of the writing. Getting a good writing, writer should have some
techniques. Writer not only just writes but also reads his writing. Writer should
pose himself as a reader, so he can know whether his writing acceptable in
readers‟ culture or not.
E. Descriptive Text
Description is a piece of writing or speech that gives details about what
someone or something is like (Summers, 2003: 423). Caroll, Wilson, and Forlini
argue that description is a writing that uses vivid details to capture a scene,
setting, person, or moment (2003: 63). It implies that descriptive text is a writing
that describes a thing in detail according to a pattern that helps the readers
understand and can imagine the thing described.
In descriptive text, there is generic structure which constructs the text:
1. Identification: identify phenomenon to be described.
2. Description: describe parts, qualities, and characteristics.
Descriptive text has also some language feature to present the content like focus
on specific participants, use of attributive and identifying processes, frequent use
classifiers in nominal groups, and use of Simple Present Tense.
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Description is useful in our daily activities to present and figure out
something to others. There are many types of descriptive text according to Carroll,
J. Armstrong (et.al.), 2003 they are:
1. Physical Description
It may focus on the appearance of a person, place, or thing, as well as on its
significance.
2. Description of Ideas
It uses concrete images or analogies to help the readers understand abstract or
complicated concept.
3. Functional Description
It describes the component parts of a whole for a practical purpose, such as
fixing a bicycle.
4. Remembrances
It illustrates memorable parts of the writer‟s past by describing a person,
place, thing, or event.
5. Character sketches
It illustrates the appearance and personality of a real or fictional character.
(Caroll, Wilson, and Forlini, 2003)
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CHAPTER III
DISCUSSION
In this chapter, the writer discusses things related to the activities which
have been done by the writer during the job training in SMP N 3 Boyolali. This
chapter is divided into five sub-chapters, namely Description of SMP N 3
Boyolali, Activities during Job Training in SMP N 3 Boyolali, Process of teaching
descriptive text to the seventh grade students of SMP N 3 Boyolali, Difficulties
encountered by the writer in teaching descriptive text to seventh grade students of
SMP N 3 Boyolali, and The problem solutions encountered by the writer while
teaching descriptive text at SMP N 3 Boyolali.
A. Description of SMP N 3 Boyolali
SMP N 3 Boyolali is a public school which was established in 1968. It is
located on Karanggeneng Street, Boyolali, Boyolali. SMP N 3 Boyolali is a junior
high school which gets A score in school accreditation. Since in 2010, this school
gets achievement status as SSN (Sekolah Standar Nasional) from the government.
SMP N 3 Boyolali is one of best junior high schools in Boyolali and it has several
academic and non academic achievements especially in sport.
The junior high school has vision and missions to support the
implementation of learning process and activities in SMP N 3 Boyolali. The
school’s vision is to produce graduates who are religious, good quality, respectful,
and creative. The indicators of the vision are loyal in doing religious activities,
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best in religious activities, optimum in academic achievement, excellent in non
academic achievement, well mannered in social activities, respectful in social
activities, skilled in skill level, and excellent in sport activities.
For achieving that vision, SMP N 3 Boyolali has several missions namely
increasing students’ awareness to do their religious activities loyally, increasing
students’ enthusiasm in doing religious activities tolerantly, making religious
condition internal and external school environment, optimizing learning process in
class, utilizing all school resources, making environment condition for learning
process which is enthusiastic, encouraging and helping students to improve their
aptitude and interest optimally, making favored and respectable social condition,
increasing students’ attention, responsibility, and pride to school, developing
students’ creativity in skill and art level, developing students’ skill in sport,
making learning environment that are orderly, clean, healthy, beautiful,
comfortable, and peaceful, and providing facilitation for academicals and non
academicals especially in sport.
This junior high school has several facilities and extracurricular to
encourage, to improve and to develop the students’ skill and learning process
which is done in school not only in academic but also in non academic especially
English. The school provides some laboratories such as language laboratory,
biology laboratory, computer laboratory, and physics laboratory. Besides, the
school also provides some facilities like library, multimedia room, art room, and
skill room. All facilities and laboratories have complete tools and facilities or
resources which can be used by the students.
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In English lesson, the students of SMP N 3 Boyolali are enthusiastic and
interested very much. They are very active to join English competition like speech
contest and debate. In this school, English lesson is taught by four competent
English teachers who are graduated from bachelor degree and doctoral program.
For developing their English skill, the students’ are given an extracurricular
program named English club which is held one time a week after learning process
is end. The activities in English club are speaking, discussing difficulties in
English lesson, practicing speech and debate or making a poem and a story.
Based on the description and explanation above, the writer finally decided
to conduct job training in SMP N 3 Boyolali because the school has good quality
and enthusiastic students.
B. Activities During the Job training in SMP N 3 Boyolali
The writer did some activities in SMP N 3 Boyolali before conducting the
process of teaching descriptive text to the seventh grade students. The activities
done by the writer are conducting class observation and making lesson plans.
1. Class Observation
Class observation was the first activity done by the writer before doing the
teaching process to the seventh grade students of SMP N 3 Boyolali. This activity
was done by observing each classroom condition, facilities inside the classroom,
the way the English teacher in the school taught the students, and the students’
motivation in learning English. By doing class observation, the writer knew each
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class condition and students’ motivation so the writer could decide and planed
how to conduct the learning process in the school.
The class observation was done on Monday, 2nd
January 2012 and
Wednesday, 4th
January 2012. The writer observed six classes of the seventh grade
because the writer got opportunity to teach all seventh grade students in that
school from class A – F. There, the writer followed the English teacher to join
each class and wrote all information that was observed by the writer such as
physical classroom condition, number of the students, students’ interest, and the
way the English teacher taught English to the students.
The physical condition of each class is mostly same each others. The
classroom is wide, clean, and bright so it is comfortable for learning process.
Every classroom is facilitated with two wide boards, students’ desks, student’s
chairs, teacher’s desk and chair, cupboard, and a speaker. All classrooms are
located in the first floor. That makes the students can interact easily with others.
The number of students from class A until F is 194 students. They were
divided as follows: class VII A consists of 31 students, 13 boys and 18 girls; VII
B consists of 31 students, 16 boys and 15 girls; VII C consists of 31 students, 14
boys and 17 girls; VII D consists of 34 students, 14 boys and 20 girls; VII E
consists of 34 students, 16 boys and 18 girls; and VII F consists of 33 students, 17
boys and 16 girls.
Meanwhile, based on the writer’s observation can be concluded that
students’ motivation and interest about English lesson is high and very
enthusiastic. Each class is differentiated according to the score and ability of the
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students. It means that VII A is the best of all other classes. According to the
observation, VII A, VII B, VII C and VII E were more respectful and understand
the material than VII D and VII F. The teacher needed extra creative activities to
facilitate the students in VII D and VII F to conduct the learning process. Class
management is very important and can be the main factor to remember when the
teacher taught in VII F students, because they were busy with their own activities
like chatting each other and making a joke. However, all the students have active
participation in the learning process and have high motivation in English learning.
Moreover, the writer observed the way the English teacher taught the
students. First, she greeted the students, asked the previous lesson and gave
motivation to them. After that, she explored the students about the new material
by giving answer and question or facilitating them with picture. Then, she gave
task, discussed together, and evaluated or gave students opportunities to ask and
solve the difficulties which they faced. At the last, students and teacher made a
conclusion about the material that they have learnt. In the learning process, the
teacher used bilingual language with the English as the most language used when
giving direction and discussion. Sometimes, the teacher spoke fast so the students
could not understand what the teacher meant. But the teacher used her gesture and
clear pronunciation to direct and to explain what she said. That method made the
students understand well and interested in their teacher. She also divided the
students into several group for abridging discussion of the students.
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2. Making Lesson Plan
Lesson plan is an important thing for a teacher before teaching and
learning process is done. It is used for managing and organizing what the teacher
should do in the teaching and learning process and in order to make it run well.
The writer made lesson plan based on the standard competence and
objectives in the curriculum that have been adapted by SMP N 3 Boyolali. The
writer also saw the handbook and student task sheet when making lesson plan. It
is done due to balance between the curriculum and the students’ hand book that
they learnt at home. Not only were the curriculum and hand book, the writer also
considered time management when making lesson plan. The writer should manage
the time well so all the materials that will be given to the students can be delivered
and finished based on the curriculum.
Based on the lesson plan that is used at the school, it was divided into
three parts; they are introduction activity, main activity, and closing activity.
a. Introduction activity
In introduction, the writer greeted the students. The writer also gave
apperception by doing question and answers about the previous lesson
materials and discussed the students’ homework.
b. Main activity
In this section, the writer explored the students by conducting a
question and answer activity related to the new lesson material that will be
given to the students. The writer also facilitated the students with a media like
pictures then made questions and answers about the picture. After the writer
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gave question and answer activity to the students, the writer gave a task
related to what have been discussed before. While doing the task, the students
were divided into several groups. After finishing the task, the teacher and the
students discussed it together. The last section in the main activity was
confirmation. There, the writer gave response and reinforcement about the
lesson material that had been learned orally or in written form. Besides, the
writer also gave reinforcement from some resource related to the material. In
this section, the students could also ask what they did not understand.
c. Closing activity
In closing, the writer and the students made a conclusion about the
material and the writer gave score or reflection related to the task that was
given to the students. Then, the writer made and gave planning about next
lesson material and what to do in the next meeting.
C. The Process of Teaching Writing Descriptive Text to The Seventh
Grade Students of SMP N 3 Boyolali
The writer got chance for doing job training in SMP N 3 Boyolali to teach
writing descriptive text to the seventh grade students in SMP N 3 Boyolali. The
writer taught six classes, VIIA to VII F. In each class, the writer had 80 minutes to
teach writing descriptive text. The learning process was held from 9th
January
2012 until 3rd
March 2012. Sometimes, the writer also helped the English teacher
teach the students when the English teacher could not come to the school. The
writer taught class VII A on Thursday at 8.20 am until 9.40 am, VII B on Monday
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at 11.30 am until 12.50 pm, VII C on Friday at 7.15 am until 8.35 am, VII D on
Monday at 8.20 am until 9.40 am, VII E on Saturday at 8.20 am until 9.40 am,
and VII F on Saturday at 9.55 am until 11.15 am.
The process of writing descriptive text to the students based on the lesson
plan was made by the writer and it was approved by the English teacher of SMP N
3 Boyolali. The writer divided the process of writing descriptive text into four
parts: BKOF, modeling of the text, joint construction of text, and individual
construction of text.
1. Building Knowledge of the Field (BKOF)
BKOF was also named as exploration. As usual, the first thing that was
done by the writer was greeting the students then the writer gave motivation
about the importance of English in real life and explained the aim of learning
writing descriptive text. After that, the writer explored the students to know
what description is by giving them some questions about a thing and showing
them the real thing. For example when the writer wanted to teach them about
description of person, the writer asked one student to come to in front of the
class as the example. Then the writer gave some questions such as Who is he?
What do you think about this boy? Is he handsome? Is he tall? and other
questions based on the students who came to front the class.
2. Modelling of text
In modelling of text, the writer showed a descriptive text of person.
The writer gave an example of descriptive text of person entitled “My Best
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Friend”. After showing the text, the writer asked the students to read and
discussed the structure of text.
After giving time to the students to discuss the text, the writer gave questions
about the main idea in each paragraph in order to know whether the students
understood the text structure or not.
3. Joint construction of text
Joint construction of text was also named as elaboration. In this
section, the writer gave a task which is done in pair or groups to measure the
students’ understanding. To know the students’ understanding, the writer gave
jumbled paragraphs like the example text. The writer asked the students to
arrange the jumbled paragraphs to become a good descriptive text in pairs.
My Best Friend
I have best friend in my class. Her name is Fika. She is beautiful
and nice. She lives in her grandma’s house near my house.
Fika is fat but she is tall. Her height is 155 cm. She has fair skinned
and long curly hair. Her hair is black. She has slanting eyes and flat nose.
She has brown eyes and she has round face. Her cheek is always red when
she feels shy. She wears glasses. She always wears pink headcraft with red
ribbon in her hair. She looks more beautiful with it.
My friend, Fika is an active student in my class. She is clever and
diligent. She likes reading a book and searching internet. She always helps
other students and teacher in school. She is very friendly and cheerful. I
love my best friend, Fika.
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Arrange these jumbled paragraphs into a good descriptive text with your
friend. Write down in a piece of paper.
Rambisa is a smart student in my class. She is diligent and helpful. She
always helps other students and teacher in school. She likes listening music
and writing a story. She is very friendly and cheerful.
Rambisa is my best friend in my class. She is beautiful and nice. She is from
Pekalongan. Now she lives in her grandma’s house near my house.
She is slim and tall. Her height is about 150 cm and her weight is about 38
kg. She has yellow skin. Her hair is short and straight. She has black hair.
She has almond eyes and pointed nose. Her eyes are black and she has oval
face. She always wears pink hairclip with red ribbon in her hair. She looks
more beautiful with it.
By discussing and arranging the jumbled paragraphs, the writer
expected that the students could know the text structure by themselves. After
doing the task, the writer and the students discussed result of the student’s task
together. In confirmation, the writer gave reinforcement about the text
structure based on the resource of students’ handbook and the writer’s
handbook.
4. Independent construction of text
In the last section of learning process, the writer gave final examination or
independent construction of text. The students should do the final task consist
of all feature that they were learned such as text structure, noun phrase,
grammar. In this final task, the students should write about description of their
classmate by themselves.
In the process of teaching writing descriptive text, the writer also gave
other features of descriptive text such as adjective, noun, noun phrase, and
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grammar. The writer gave three times opportunity in writing process to the
students. It was done in pairs and by self. In those opportunities, the role of the
writer to help the students was still done. The correction of the writing was not
only done by the writer as the teacher but also the students themselves. After
getting those opportunities, the writer asked the students to write by
themselves in independent construction of text and it was used for scoring as
final examination.
The writer made a game in each activity or task in order to get the
students interest and the students could understand the material that was given
by the writer well. The writer also made creative tasks such as provided
colorful writing tasks; used the real thing; and various tasks in each material.
The writer used bilingual language to deliver the lesson material. In class of
VII A until VII E, the writer could use English mostly but in class of VII F the
writer should speak slowly and always repeated what the writer say especially
in English because the students of VII F have limited vocabulary of English.
D. Difficulties in Teaching Descriptive Text to Seventh Grade
Students of SMP N 3 Boyolali
Teaching writing descriptive text to the seventh grade students is not an
easy thing. The seventh grade students were not always cooperative with the
writer as the teacher. Their way of thinking was like children when they were in
elementary school. Besides, writing process did not run easily because the
students should do several steps from planning until re-writing. One step of
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writing system called revising was not only done one time at least it needed about
two times for revising.
While doing the job training in SMP N 3 Boyolali, the writer found some
difficulties in teaching writing descriptive text to the seventh grade students.
1. Number of students
In Each class in the seventh grade there were 31 students and class of
VII D and VII E had of 34 students. The writer sometimes could not handle
one by one when the writer did some confirmation or discussion. The writer
also needed extra energy when the students were busy with their own
activities like chatting with each other or playing with something or with
friends.
2. Lack of facilities
The school has facilities that support English in the learning process
like language laboratory and multimedia room but the writer could not use it
because the facilities in each room were not complete. There was no projector
or LCD to show pictures in big size to the students. The writer also had
difficulties to make various tasks from students’ handbook. The handbook
mostly just focused on conversation and expression. It means that the
handbook lack of activities that support writing skill.
3. Lack of vocabularies and idea
In writing, the students should arrange and develop words or sentences
to become a good paragraph and a text. But, sometimes, the students were
confused in arranging and choosing appropriate words in their writing.
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Examples:
1. Santi use a red long dress.
2. Santi likes see a movie with her brother.
The correct ones:
1. Santi wears a red long dress.
2. Santi likes watching a movie with her brother.
From that example, it shows that the student could not differentiate in which
form he should put the correct word. The word “use” has same meaning with
the word “wears” and “see” has same meaning with “watch”. Although, those
words have same meaning, the words have different use.
Besides, they could not imagine the thing that they would describe.
The writer also found the students stopped to write because they could not get
idea what they should write to continue their description.
4. Lack of grammar
While conducting writing process, the writer found that the students
made some mistakes in grammatical form.
For example:
1. Santi have beautiful black eyes.
2. Santi like a strawberry cake.
The correct ones:
1. Santi has beautiful black eyes.
2. Santi likes a strawberry cake.
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In their writing, the students always remember that descriptive text uses
simple present tense. But the students made mistake to differentiate the use of
has and have to the subject in a sentence and forgot to add “s” in the verb.
5. Tediousness
Writing is a long process from planning, drafting, editing, revising, and
re-writing. That process made tediousness to the students. The students
especially boys sometimes felt bored with the process of writing. If they felt
bored, they could not continue their writing or could not produce a good
descriptive text. The writer found several students just wrote several
paragraphs then they draw a picture or image in their paper.
6. Lack of time
The writer taught writing descriptive text for about 80 minutes in each
class and the writer just had two months to finish the job training. Meanwhile,
process of writing needed much time until getting a good descriptive text. The
descriptive text also had some features to be taught to the students. Besides,
writing needed several revisions that were done by the students themselves
and the writer as the teacher.
E. The Problem Solutions Made by the Writer While Teaching
Descriptive Text at SMP N 3 Boyolali.
Based on direct experience and some resources that were learnt by the
writer, she could found some solutions to solve some problems and difficulties
encountered by the writer while teaching writing descriptive text.
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1. Grouping the students
Grouping the students is one of steps in class management. The writer
always used student grouping when discussed lesson material. It was done in
pairs or groups consist of four or five students. By using student grouping, it
helped the writer to deliver the material and it facilitated the students to discus
with their peer when they got any problems. It also helped the writer to control
and organize the students so the writer could reduce the noisy in the class.
2. Having creativity in teaching process
A teacher should make various tasks for his students to make students
more understand with the lesson material that was given. The writer did not
only give tasks from their handbook but also from other resources. The writer
also provided task which was made by the writer herself. By giving task that
was made by the writer herself, the writer could measure every student’s
ability in absorbing the lesson. For developing and improving their
vocabularies, the writer asked the students to make a note or vocabularies
diary that contained vocabularies which had been learned.
3. Using real object
In teaching descriptive text, the writer as the teacher gave real
examples to be observed by the students. They could look at the object
directly and knew the details of the objects. That could also make the students
interested and stimulated their idea when they were writing.
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4. Giving a game to the students
The Seventh grade students were students who like playing with their
peer or chatting with others. Because of that, the writer tried to exploit their
interest to play by giving them a game. The game was always done in group
consisting of 4 or 5 students. Kinds of game that was given to the students
were arranging paragraphs, arranging sentences, making noun phrase, and
guessing an object. By giving the game, the students could be more active and
creative. They could also absorb and understand the lessons well.
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CHAPTER IV
CONCLUSION AND RECOMENDATIONS
A. Conclusion
After the writer did job training and taught to the students of SMP N 3
Boyolali, the writer gets some information and concludes that:
1. In teaching process of writing descriptive text, the writer used bilingual
language and taught the lesson materials based on the lesson plan which is
guided by the curriculum of SMP N 3 Boyolali. The First thing done by the
writer in learning process was giving a motivation and explained the aim why
the students should learn descriptive text and feature contained in the text.
There were some features that were taught by the writer, they were text
structure, adjective, noun, noun phrase, and grammar. Process of writing
descriptive text needed some steps such as planning, drafting, editing,
revising, and re-writing. The editing and revising process were done more than
once. The writer gave three times opportunity to the students for writing
before they did final examination. The writer always used real objects or
pictures when explained or gave the students a task. By using real objects, the
students could imagine, observe the object in detail, and stimulate their idea in
writing process. Moreover, the writer gave games to the students in each
activity to stimulate their participation and creativity.
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2. There were some problems encountered by the writer in teaching writing
descriptive text, they are:
a. Many number of students in each class made the writer difficult to handle
and organize them.
b. The writer has difficulty to develop the learning process because of the
lack of facilities in the school.
c. The students could not develop their idea to write and they were confused
with the vocabularies used in their writing.
d. The students were bored of the long process of writing.
e. The writer had limited time to teach writing to the students.
3. There were some solutions made by the writer in teaching writing descriptive
text, they are:
a. The writer used grouping method to manage and organize the students.
b. The writer made some creation in learning process such as giving varieties
tasks and asking the students to make vocabularies diary.
c. The writer used real object when explained and gave a task to the students.
d. The writer made games for stimulating and making interest to the lesson
material given to the students.
B. Recommendations
1. English teacher of SMP N 3 Boyolali
In teaching writing descriptive text, the teacher should provide
facilities such as various tasks, games, real objects, and pictures. The teacher
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should focus in each steps of writing from planning until re-writing especially
in editing and revising. Editing and revising process is the important steps to
get a successful writing text. These steps were done at least more than two
times.
2. SMP N 3 Boyolali
The school should provide complete facilities to the students like
projector or LCD that support in the teaching and learning process in the
school. The school should also create comfortable condition in order to
emerge the spirit of learning for each student.