2

It also can help us discover gaps in our understanding and flaws in our
thinking. We can know when we need to gather additional information or insight,
when we need to rethink a question, or when we need to discard a belief or idea
from writing. Then, writing becomes a way of defining ourselves and our
problems, of clarifying our knowledge and our ideas, of understanding and
solving our problems.
Self-actualization in writing means writing as a way of discovering and
developing ourselves. What we learn about ourselves and develop within
ourselves through writing can help us to realize our individual potential and to
achieve personal goals. Therefore, besides being an external activity through
which we communicate with others, writing also serves our inner selves.
Helping us control our personal environment in writing lesson means
students can continue communication from afar once they have returned to their
countries or taken jobs at great distances from familiar academic settings.
Therefore, student-writers need to recognize that writing is a tool for survival in
the real world, that is, the world beyond the classroom. Writing is a tool upon
which we continually rely.
Basically, the meaning of learning writing is to learn how to express
ideas or thought to be arranged into a paragraph. Learning writing makes writer
produce his composition freely depends on all thought in his brain. However, to
finish writing is not an easy job. Writing is also considered as uneasy matter.
When students start to write, actually they provide not only the
spark of their inspiration in writing, but also the fuel to sustain it
(Bob Mayer, 2007). It means that students have to show

everything in their mind which is became their inspiration to

write

something

in

order

to

motivate

them

in

creating

composition.
Based on the explanation above, a teacher must take strategy in teaching
writing for students and also has ability to stimulate students to write intensively.
He must ask students to do more writing practice in order to make them familiar
with writing lesson and make them feel easy in doing next writing assignment. In
addition, Reid (1993: 98) approves that teacher should allow students ample
opportunities to write, not just talk about how to write.

2.2 The Teaching Learning of Writing

As one of language skills, writing is a productive endeavor as opposed to
listening comprehension and reading which are receptive. It is a skill which asks
students to produce their composition. According to Murphy (1984:56), writing as
productive skill is likely considered as unnecessary skill by students, since of the
four skills, writing is the least critical within the framework of foreign language
learning.
On the contrary, Reid (1993: 105) convinces that writing is the most
demanding language skill. It is a demanding skill for students because they will
need it either in their school area or their career. Many students claim that the act
of writing helps them discover idea, make new connection, or say something they
know. Zang and Chang (1989: 34), approve that writing is a comprehensive ability
involving grammar, vocabulary, conception, rhetoric, and other elements.
Likewise, writing can help each student individually to improve their writing with

their respect to expression, content, logical organization, grammar, spelling, and

also mechanic. They can express everything they thought in the form of
composition by doing writing.

2.3 The Nature of Descriptive Text

In the area of eighth graders of junior high school, as a kind of text,
descriptive text is being discussed because of it is in the eighth graders material.
Descriptive text is to describe a particular person, place or thing (Wardiman,
2008:46).
Descriptive writing is usually used to help a writer develop an aspect of
their work, e.g. to create a particular mood, atmosphere or describe a place so that
the reader can create vivid pictures of characters, places, objects etc. The meaning
of text itself based on http://www.yourdictionary.com/text is a passage from a
written work used as the starting point of a discussion.
Every text actually has certain purpose. Texts are structured in different
ways to achieve their purposes. The structure of a text will typically move through
three stages: (a) stating the goal (i.e. what has to be made or done); (b) outlining
any materials or equipment needed; and (c) detailing the steps to be taken.
A text has certain purpose and certain characteristic that makes anyone
interested to read it. Because of a text shows the detail information about its
content, so readers feel challenged and enthusiastic in abreast of the combination
of sentences in it. Therefore, descriptive text interest students to read and learn it
because of it describe thing, place or person in detail. Students will get detail

information about something if they read descriptive text. It causes students have
high interest in learning descriptive text.
Basically, the descriptive text concentrates upon words that relate to
human sense, such as sights, smells, and sounds when you are outdoors. When we
are in park, we ever pay attention about tree formation and also the play there.
While when we are in the seashore, we often pay attention about color of the
water and the waves. What we talk about previous explanation is in the area of
description because they give special features in each condition. And it relates to
descriptive text.
The writer must supply details in his description in order to clear the
pictures in readers mind. Through the pictures of something he wants to describe,
the readers can find the description more meaningful. In the written good
descriptive paragraph, there are two things required. First is observing as many
details as you can. Second is selecting the ones that give the clearest picture
( Pollock, 1955: 213).

2.3.1 The Components of Descriptive Texts.

There are some components of descriptive text which make it has
differentiation with other texts. The components of Descriptive text are Schematic
Structure and Language Features.

2.3.1.1 Schematic Structure

According to Depdiknas (2004: 48), the schematic structures or generic
structures of descriptive text are:

1. Identification
Identifies phenomenon to be described.
Example of identification of a descriptive text entitles Bongo the
Orangutan:
There is an orangutan in the Bandung zoo. People call
her Bongo. She comes from a dense forest on the island of
Kalimantan.tan
2. Description
Describes parts, Qualities, and Characteristic.
Example of description of a descriptive text entitles Bongo the Orangutan:

She has physical features similar to a human. Bongo has

brownish fur, and walks with two feet. Bongo is almost as big as
a human. She is a mammal, which means she gives birth to her
children and breast feeds them

An example of a Descriptive Text entitles Bongo the Orangutan:

Bongo the Orangutan
Identification :
Description :

There is an orangutan in the Bandung zoo.

People call her Bongo. She comes from a dense forest
on the island of Kalimantan.
She has physical features similar to a human.
Bongo has brownish fur, and walks with two feet.
Bongo is almost as big as a human. She is a mammal,
which means she gives birth to her children and breast
feeds them

2.4.1.2 Language Features.

As a text, descriptive text also has language features to show its
characteristic. According to Depdiknas (2004: 48), the language features of
descriptive text are:
1. Focus on specific participants
Example: City park, Batman
2. Use of attributive and identifying processes
Example: the scenic roadway, a formidable superhero fiction figure
3. Frequent use epithets and classifiers in nominal groups
Example: picnic areas, The cool vehicle
4. Use of simple present tense
Example: This scenic roadway lies in, The cool vehicles comprise
with

2.5 The Nature of Pictures

Picture is a visual representation or image painted, drawn, photographed,
or otherwise rendered on a flat surface(http://www.thefreedictionary.com/picture).
It can interest people to see the image inside it. Schulevitz ( 1985: 16) convinces
that pictures can complete the information. It shows that people can get all
information about the situation of something they want to know.
Based on the explanation above, it can be known that pictures are the
most appropriate media to use in learning language. They will give easy way for

students in describing something they see in the pictures. According to Sadirman

et, al (1993: 29), among teaching media, pictures can help the students to visualize
language from abstract to concrete one easily. Pictures are also interesting media
to stimulate students to express their ideas in the form of written.
Picture which can be applied as media in teaching learning process can
be obtained easily. Everyone does not need to take much money to get it because
the cost is cheap. To use picture as media in teaching learning writing, teacher can
cut it from books, magazines, newspaper, and also they can copy it from compact
disc. So, it is an interesting media to teach students to write.

2.5.1 Types of Pictures

In teaching learning activity, pictures, as media are commonly printed
and photographically processed. Gerlach and Elly (1971: 365) point out that most
commonly, picture is a photograph, but it also maybe a sketch, a cartoon, a mural,
or even a chart, graph or map. Picture has various kinds based on the image inside
it. Finocchiaro (1974:37) divides pictures into three types, they are (1) pictures of
individual person and object, (2) Pictures of situation, (3) Pictures of series.

2.5.2 Kinds of Pictures in Teaching Learning English.

Pictures are frequently used as the instructional media in English
teaching in classroom. There are three kinds of pictures which are usually applied
for teaching learning English. They are:
1. Pictures of individual person and object.

A picture of individual and object is the simple picture. It actually shows a

single person and object According to Kreidler (1968:4), individual or single
pictures are pictures which are drawn in a card about seven inches by ten inches,
with the meaning written near top of the back of the cards. Superheroes pictures
are in this category. The meaning of superheroes pictures themselves are visual
representation to short of thing about stock character possessing "extraordinary or
superhuman powers" and dedicated to protecting the public and has some visual
characteristic

(typically

an

outfit)

which

make

them

(http://en.wikipedia.org/wiki/Superhero)
Examples of pictures of individual:

Car
fig. 2.1

Plane
fig. 2.2

Spiderman (a kind of Superheroes pictures)

fig. 2.3

identifiable.

10

2. Pictures of Series
Pictures of series are a number of related composite pictures linked to
form series or sequence of events on one chart. (Finacchiaro, 1975: 37).

Helping someone
fig. 2.4

11

Buying BBM
fig. 2.5

3. Pictures of situation
Pictures of series show a group of related things, events, etc occurring one
after the others. A pictures consequence is like a pantomime, it presents an action,
such as a figure dancing or a face smiling, which can be seen readily and
understood immediately ( Shulevitz, 1985:18)

12

Playing Football
fig. 2.6

Cooking
fig. 2.7

Studying
fig. 2.8

2.5.3 The Criteria of Good Pictures

A picture actually has good criteria in order to make it easy to see and to
understand. Betty and Bowen (1982:5-6) state that there are some criteria that the
teacher should take into consideration to select pictures which are used in learning
English.
The criteria of good picture are:
1. Appeal
Appeal means the content of the pictures should capture interest and
imagination of the students.

Batman
fig. 2.9

Batman
fig. 2.10

13

Appeal picture (The picture has color)

(The picture has no color)

The picture (fig. 2.9) can capture and interest imagination of the students
because most students (eighth graders) often see superhero movie. It is picture of
Batman. He belongs to superhero. By seeing the picture, students will capture
imagination about him. It is better to use colored pictured (fig. 2.9) than a picture
which has no color (fig. 2.10) to present a picture for students because it will ease
students in knowing and describing the picture based on its color.
2. Relevance
Relevance means pictures that are going to be presented should be
appropriate and relevance to purpose of the lessons.

Spiderman
Fig. 2.11
In descriptive text, students will learn about description of the features of
someone, something, or a certain places. The picture above is relevant with the
purpose of the eighth graders writing lessons. In writing descriptive text, they are
asked to be able to describe the feature of someone, something, or a certain places.
By seeing the picture of Spiderman above, students will know the features of
Spiderman.
3. Recognition

14

Recognition means the significance feature of the pictures should be

within the students knowledge and cultures understanding.

Batman
fig. 2.12
The picture of batman above is a kind of picture which has recognition
element. Most students (eight graders) have knowledge about Batman because
they often watching superhero movie or reading superhero comics. They will have
knowledge of the character little bit more. Therefore, it is easy for students in
understanding the picture above.
4. Clarity
Clarity means the pictures must be clear since a crowded picture makes the
students confuse and distract. It should be able to see the relevance detail clearly.
Strong outline and contrast in tone and color are important to avoid ambiguity.

15

Superman
fig. 2.12
The picture of superman above has clear focus especially in Superman
character. Although the background of the Superman picture above is crowded
(there is broken car, burned building, and messy street), but we can still see the
superman character clearly because he has strong illumination in the picture.
Therefore, students can see the detail picture of superman without ambiguity.
5. Size
Size means a picture is being held before the class should be large
enough to be seen clearly by all detail of pictures should be visible from the back
to the room.

Batman
fig 2.13
According to Celce-Murcia (2000:312), Pictures are a very flexible
language teaching aid. They should be large and clear enough to use form the
front of the room with the whole class (i.e., about 7 x 10 or larger with an
uncomplicated image). It means that the appropriate size of Superheroes pictures
must be presented in class is about 7 x 10 in order to make students in a room
can see the picture clearly both students who sit in front row and back row.

2.5.2 The Advantages of Using Pictures

16

Pictures can be used as educational media in teaching learning activity

because of the advantages. Gerlach and Ely (1971:218) mention the advantages of
picture. They are:
1. The pictures are inexpensive and widely available
2. It provides common experience for an entire group.
3. The visual detail makes it possible to study subjects which would
otherwise be impossible.
4. Picture can help to prevent and correct misconception.
5. Picture offers stimulus to further study reading, and research. Visual
evidence is a powerful tool.
6. Picture helps to focus attention and help develop critical judgment.

2.5.3 The Use of Pictures in Writing Activity

It is important that teachers must have some techniques to build students
understanding in their material to achieve particular objective. Gerlach and Elly
(1971:219) point out those techniques are the ways and means adopted by a
teacher to direct the learners activities toward the objective. Actually there are
many techniques can be used by teachers as a way of teaching. One of the
techniques which are more effective is by using instructional media.
Media is defined as graphic, photographic, electronic, or mechanical
means for arresting, processing and reconstructing visual or verbal information.
There are many kinds of media can be used as supplementary material for
teaching and learning, for examples, real things, songs, television, maps, charts,
radio, slides, pictures, etc.

17

Instructional media plays an important role for students in the process of

learning language skill. A teacher must apply a media in the process of learning
writing in order to abridge the students to abreast of learning material. The
suitable media to be used in the teaching learning process is pictures.
According to Sadiman et. al (1993:29), pictures are able to much more
than thousand words. It means that pictures are appropriate to be used in teaching
learning in a classroom. Student can learn many abstract ideas through pictures.
Basically, most students frequently struggle with ides and topic for writing. As a
media, picture is able to offer a wonderful foundation for creative writing that
enables them to find ideas and topic easily. It enables students to describe all
information based on its illustration easily. Schulevitz (1985: 15) points out that
the pictures have an auxiliary role, because the words themselves contain images.

2.6

Previous Study
The previous study is made in order to avoid unnecessary study and to

avoid any duplication. After checking the library, the writer has found two studies
which interest him to choose a title in implementing this research.
The first previous study entitled Using Situational Picture as An
Alternative Media in Writing Descriptive Text at The Eighth Grade of Junior High
School was conducted by Ika Indah Kurnianingsih (2006). From the result of her
thesis, she concluded that situational picture was suitable to stimulate students

18

idea in producing a descriptive text. Another result was situational picture has its
own roles in helping students to make a composition in the writing activity,
especially in writing descriptive text.
The second previous study entitled Using Photograph to Help The
Eight Graders Get Ideas in Writing Descriptive Texts written by Mishbah Al
Hayat. From the result of his thesis, he concluded that the techniques used by the
teacher to teach descriptive text lasted in some steps, they are showing a big
photograph, asking questions about the photograph, writing the students answers
and making a descriptive text based on those answers on the blackboard,
analyzing the text and concluding the generic structure and the language feature of
descriptive text, reviewing the previous lesson, dividing the students in pairs,
asking them to take photograph into pairs, asking the students to male descriptive
text based on the photographs, correcting the students writing, asking the students
to revise and edit their writing, evaluating the students writing and asking the
students to make descriptive text individually as the final assignment.
Based on the previous study, the writer wants to know whether the
implementation of Superheroes pictures are also effective to teach writing
descriptive text. Therefore, the writer is going to propose a study entitled The
Implementation of Superheroes Pictures to Teach Eight Graders of Junior High
School in Writing Descriptive Texts.

19

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Inggris sekolah menengah Pertama dan Madrasah Tsanawiyah. Jakarta:
Pusat Kurikulum, Balitbang, Depdiknas.
Finocchiaro, Mary. 1974.English as A Second Language from Theory to Practice.
New York: Regents Publishing Company, Inc.
Gere, Anne Ruggles.1984. Writing and Learning. USA: Macmilan Publishing
Company.

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Gerlach, Vernon and P Elly. 1971. Teaching and Media; A Systematic Approach.
New Jersey: Prentice Hall, Inc..
Hogue, Ann. 2003. The Essential of English: A Writers Handbook. London:
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Kreidler, Carol. J. 1968. Visual Aid For Teaching English to Speaker of Other
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2008. Electronic Cambridge Advanced Learners Dictionary
Third Edition. Cambridge: Cambridge University Press.

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http://en.wikipedia.org/wiki/Superhero
http://en.wikipedia.org/wiki/Writing
http://www.yourdictionary.com/text
http://www.thefreedictionary.com/picture

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