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CHAPTER I
INTRODUCTION
1.1 Background
Writing is a medium of human communication that represents language and
emotion through the inscription or recording of signs and symbols. In most
languages, writing is a complement to speech or spoken language. Writing is not a
language but a form of technology that developed as tools developed with human
society. Within a language system, writing relies on many of the same structures as
speech, such as vocabulary, grammar and semantics, with the added dependency of a
system of signs or symbols.
The result of writing is generally called text, and the recipient of text is called a
reader. Motivations for writing include publication, story telling, correspondence and
diary. Writing has been instrumental in keeping history, maintaining culture,
dissemination of knowledge through the media and the formation of legal systems. It
is also an important medium of expressing oneself by way of written words as do
authors, poets and the like.
Descriptive text is a text that describes the features of someone, something, or a
certain place. Descriptive text consists of introduction and description. Introduction
is the part of paragraph that introduces the character, and description is the part of
paragraph that describes the character. The students can use the simple present and
adjective clause in writing descriptive text. In writing the descriptive text, students
often find some difficulties. The students usually feel difficult to organize their ideas.
Furthermore, many students made some mistakes and faced difficulties to build and
develop their imagination.
Based on the researchers experience when practice teaching in SMAN 4
Palopo, the researcher found that the first year students of SMAN 4 Palopo have
studied about descriptive text. Nevertheless, when the researcher interviewed the
English teacher about the students achievement in their examination. Most of the
students have many mistakes in writing descriptive text, especially in using picture.
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2. Describing Picture is the process when someone describe, explain, express about
the picture, whether in writing or speaking.
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CHAPTER II
REVIEW OF RELATED LITERATURE
In this part, the writer presents review of related literature which consists of
some pertinent ideas and previous of related findings.
2) Organization
In organization of writing concerns with the way he writes arrange and
organized the ideas or the messages in the writing the purpose of the organizing
materials in writing involves coherence order of importance, general to specific
general, chronological order of which happened from the beginning to the end.
3) Vocabulary
The effective used of the words will always result good writing both specific
and technical writing, the dictionary is very considerable. Vocabulary is one of the
components of writing to express ideas, we always deal with vocabulary. The lack of
vocabulary makes same one fails to compose what they are going to say, because
she/he feels difficult to choose what appropriate will help the writers to compose the
writing and also make readers easy to understand.
4) Language use
Language use in writing description and other form writing involves correct
language and point of grammar. An adequate grammar should be one that capable of
producing grammar. We should not be able to do anything more than utter separate
items of language for separate function. And also grammar can help students improve
the use of formal language.
5) Mechanics
There are at last two-parts of mechanic in writing namely function and
capitalization. Function is important as they way to clarify meaning. In English
writing capital letter have to participles, first they used to distinguish between
particular and things second, it used us first word in quotations, a formal statements
and proper adjectives. This aspect is very important since it leads readers to
understand or recognize immediately what the writer means to express definitely.
c. Stages of Writing
Richards and Renandya in Rosnida (2002) stated that there are three stages in
writing. They are planning, drafting and revising.
1)Planning
Planning is a state of strategies designed to find and produce information in
writing when the people begin writing project, people have discover what a possible.
People need to locate and explore a variety of subjects.
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2) Drafting
Drafting is a series of strategies designed to organize develop sustained place
of writing. Drafting has enabled people to identify several subject and encouraged
people to gather information on these subjects from different perspective.
3) Revising
Revising is a series of strategies designed to examine and evaluated the choices
that have created a piece of writing. After people have completed their luminary draft
they need to stand back from their text and decide what action would seem to be
productive.
The researcher finds some reference of the importance of the writing activities.
Betty (2003: 26-27) stated that there is some reason why writing is very important as
follow:
1) Writing is tool of discover. We stimulate out though process by act of writing into
information and image that have our unconscious mind.
2) Writing down ideas allows us to distance ourselves from them.
3) Writing on a subject makes us active learners rather than passive learner of
information.
4) Writing help us observer the process information when we write the topic, we
learn them in writing.
2. Descriptive Text
Wardiman (2008:122) stated that descriptive text is a part of factual genres. Its
social function is to describe a particular person, place or thing. Woodson (2007:73)
stated that description in writing is the process of creating visual images and sensory
impression through words. More often, description is a part of another piece of
writing and is used to inform an audience about how something or someone looked
or to persuade an audience to see something from the writers point of view.
Gerot (2001) stated that descriptive text is a kind of text with a purpose to give
information. The context of this kind of text is the description of particular thing,
animal, person, or others, for instance: our pets or a person we know well.
Hami (2011) says that the key to write a good description is showing the detail
that can help the reader imagine what it is look like. The important elements to write
a good descriptive text are using space order and using specific detail. In space order,
writer may describe something from the beginning until the end. As an example for
describing person, writer should explain from the person's head until the person's
feet. In using specific detail, writer must make readers sure that they could see what
the writer describe. The more specific the writer can do, the more clear readers can
see through the description. As an example, a lot of money into $ 500,000; a big
house into a big house colored blue with a car inside it. In order to make a
complete descriptive text, students need to master the generic structure of descriptive.
Pardiyono (2010) explain the generic structure of descriptive text:
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1. Identification
a) To identify the object which going to be described.
b) To make the reader to be excited to read the text.
2. Description
a) To give plenty description about the object as written in the identification part.
This part may usually consist of more than one paragraph.
b) The description of the object can be completed according to different angles, such
as size, length, strength, color, height, condition, weather, qualities, shape.
Jauhari (2007) also states that descriptive text also uses significant
lexicogrammatical features that support descriptive text itself such as focus on
specific noun, using adjective, using relational process, using figurative language,
and using simple present tense.
1. Descriptive text uses adjectives which have a function to describe, number, and
classify, for an example: two large hotels, razor sharp teeth.
2. Adjectives which have a function to describe, number, and classify, for an
example: two large hotels, razor sharp teeth.
3. Descriptive text uses relational process means using verb that describe situation or
condition of the participant or using signal preposition, for an example: the house
has 5 rooms and pool, my doll is really cute.
4. Descriptive text uses figurative language such as simile and metaphor to give
illustration to the reader. For an example its teeth is sharp as knife.
5. Descriptive text uses simple present tense. For example my father works as a
engineer.
Examples of descriptive text:
Descriptive Text My Best Friend Isna
She is one of my best friends. She is very honest, friendly and funny person. And she
is my classmate in Primary School. Her full name is IsnaHanifah. Her nickname is Isna.
Now, she is 16 years old. She was born in Jakarta on Mei 21 st 1998. Now she is live at
Delima Street No 6 in West Jakarta. Her father worked as a police officer and her mother
worked as a teacher in a primary school. Isna has a brother and sister. Her sister is
MiftaAulifa and her brother is IlmanAmanu.
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Isnaschool at 112 Senior High School Jakarta. She is very good at academic or non
academic. In academic she is very good math and english. At school ever a champion
olympiad math and sains. She is active in all of school activities. She is also confident at
every opportunity.
Isna has an oval face. She has curly hair. She has a pointed nose. The colour skin is
white. Her favourite food is fried rice. And her hobby is a swimming and drawing. She likes
cat very much. She always takes care of her cat kindly. She also likes to collect dolls,
especially Hello kitty doll.
. Source: cahyalestari(2014)
3. Pictures
According to Oxford Learners Pocket Dictionary (2008), picture is an image,
drawing, etc that gives you an idea about a scene, a person or object. Another
definition from Oxford Learners Dictionary (2008), picture is a description that
gives you an idea in your mind of what something is like. In teaching English,
pictures can also be used as a media. Raimes (1983) says that pictures (drawings,
photographs,posters, slides, cartoons, magazine advertisement, diagrams, graphs,
tables, charts, and maps) can be rich resources for teaching writing.
According to Latuheru (1988), pictures have a number of functions in the
teaching and learning process. First, pictures are able to explain abstract ideas into
more realistic forms. Second, pictures can be obtained easily, for example from
schoolbooks, newspapers and magazines. Third, pictures are able to use in any kind
of academic levels. Fourth, for teachers, picture can be an alternative ways to reduce
the usage of time and energy.
As stated by Klasek (1972), picture has some advantage such as: picture is easy
to get and take less cost than another media; picture are manageable and adaptable to
many subjects; picture can prevent and correct misconceptions about an explanation;
picture can translate word symbols, record events, explain a process, extend
experiences, draw a comparison, show a difference, show a continuity, focus
attentions, and develop a critical judgment.
The importance of using pictures as learning media can be seen from the
enthusiasm of people for pictures. Harmer (2004), adds that pictures are often used to
present situations to help students work with grammar and vocabulary. But their
potential to bring students to different worlds also means that they can be used to
encourage students to fly in their creative imagination.
Webster (1991) states that pictures as a part of visual aids are used as a
technique in teaching English vocabulary at elementary schools. Pictures that can be
sketches, drafts, graphs, comic, poster, cartoon, board drawing, picture in
newspapers, magazines, posters, family photograph, calendars, wall chart, slides,
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diagrams and maps are widely used as media. According to Webster (1991), picture
is an image or likeness of an object, person, scene, reproduced, on flat surface,
especially by painting, of photography; a metal image or impression; an idea.
Wright (1989:2) states some roles for pictures in speaking and writing:
1. Pictures can motivate students and make him or her want to pay attention and take
apart.
2. Pictures contribute to the context in which language is being used.
3. Pictures can be described in an objective way or interpreted or responded
subjectively.
4. Pictures can responses to questions or cue substitutions through controlled
practice.
5. Pictures can stimulate and provide information to be referred to in conversation,
discussion, and storytelling.
From the explanation above it can be seen that pictures are useful to focus the
students attention to imagine on what the text says. Pictures are not ambiguous; a
picture should contain only what the word means. Using picture is also an effort to
help students to understand and comprehend something clearly and easily.
CHAPTER III
RESEARCH METHOD
This chapter consists of the research method, time and location of the
research, population and sample, instrument of the research, procedure of collecting
data and technique of analyzing data.
Content
a. If the central process, the unity, the coherence and the continuity of the 17-20
composition are all correct.
b.If the composition a few errors of the central purpose, the unity, the coherence 14-16
and the continuity.
c. If the composition some errors of central purpose, the unity, the coherence and 11-13
the continuity.
d.If the composition dominant errors of central purpose, the unity, the coherence, 8-10
and the continuity.
e. If the central purpose, the unity, the coherence, and the continuity of the 5-7
composition are all incorrect.
Organization
a. If the words, sentence and paragraph line form are a clear pattern. 17-20
b.If the composition contains a few errors of the word, sentence, and paragraph
in line form. 14-16
c. If the composition contains some errors of the word, sentence and paragraph
line form. 11-13
d.If the composition contains is dominated errors of the word, sentence,
paragraph line form. 8-10
e. If the composition of the word, sentence, and paragraph line form are all
incorrect. 5-7
Grammar
a. If the grammar of the composition are all correct. 17-20
b.If the composition contains a few errors of grammar 14-16
c. If the composition contains some errors of grammar. 11-13
d.If the composition contains is dominated errors of grammar. 8-10
e. If the grammar of the composition are all incorrect. 5-7
Vocabulary
a. If the composition wide range of vocabularies and using effective words. 17-20
b.If the composition contains occasion of vocabularies but the meaning is not
obscured. 14-16
c. If the composition contains frequent errors of vocabularies but the meaning is
not obscured. 11-13
d.The use of efficiency words and terms about theme are mostly incorrect.
e. The use of efficiency words and terms about theme are all incorrect. 8-10
Mechanics 5-7
a. If the punctuation, spelling, and capitalization of the composition are all
correct. 17-20
b. If the composition contains a few errors of punctuation, spelling and
capitalization. 14-16
c. If the composition contains some errors of punctuation, spelling, and
capitalization. 11-13
d. If the composition is dominated by errors of punctuation, spelling, and
capitalization. 8-10
e. If the punctuation, spelling and capitalization of the composition are all
incorrect. 5-7
(Heaton, 1988:146)
Notations:
P = The percentage from the students achievement
F = The frequency of respondents
N = The total number of the students
(Gay, 1981:292)
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CHAPTER IV
FINDINGS AND DISCUSSIONS
4.1 Findings
The findings obtained through the writing test in the eighth grade of SMAN 4
Palopo in 2015/2016 academic year presented as follows:
1. The students score
Table 4. The students writing score in descriptive text
Score of Each Component Observed
Student Conten Organization Gramma Vocabulary Mechanic Total
t r
1 11 11 11 12 10 55
2 13 13 10 11 10 57
3 14 14 10 14 11 62
4 17 14 14 15 14 74
5 8 9 11 9 9 46
6 12 13 13 13 13 64
7 9 9 9 10 9 46
8 6 9 9 6 7 37
9 12 11 10 13 13 59
10 12 11 10 8 8 48
11 6 7 8 8 9 38
12 9 10 9 7 8 43
13 14 13 10 12 10 59
14 10 10 10 10 10 50
15 8 7 7 8 7 37
16 8 7 7 8 8 38
17 11 12 10 10 8 51
18 7 8 8 8 9 40
19 10 9 9 8 9 45
20 8 9 8 8 9 42
21 12 11 11 12 10 56
22 14 13 13 13 13 66
23 5 7 8 8 7 42
24 7 7 8 8 8 38
25 9 10 8 8 9 44
26 13 12 10 11 11 57
27 8 9 8 8 9 42
28 9 9 9 8 7 42
29 16 14 14 14 13 71
30 12 10 10 11 8 51
31 9 10 10 9 10 48
32 9 8 8 9 8 42
33 13 10 12 13 10 58
34 9 8 9 7 8 41
35 6 7 8 9 8 38
36 7 8 8 7 7 37
Total 363 359 347 353 336 1761
Mean Score 10.08 9.97 9.64 9.81 9.33 48.83
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Where:
C : Content
O : Organization
G : Grammar
V : Vocabulary
M : Mechanic
It can be seen in table 4 that from the 36 samples and 5 aspects scoring of
component observed, the highest score of each content component is 17 for content
component score, 14 for organization component score, 14 for grammar component
score, 15 for vocabulary component score, and 14 for mechanic component score.
Contrary, the lowest score in 6 for content component score, 7 for organization
component score, 7 for grammar component score, 7 for vocabulary component, and
7 for mechanic component score. Moreover the highest total score for all components
is 16 and the lowest is 6.
2. Scoring classification
The total students writing score in narrative text can be seen in table 3 from
30 students. The students score of writing test was classified as bellow:
Table 5. The students score classification
No Classification Score Frequency
1 Excellent 96-100 0
2 Very good 86-95 0
3 Good 76-85 0
4 Fairly Good 66-75 3
5 Fair 56-65 8
6 Poor 36-55 25
7 Very Poor 0-35 0
Total 36
The data shows that nothing students are classified into excellent, nothing
students are classification into very good, nothing students are classified into good
and nothing students are classified into very poor. But, the data shows that only 3
students is classified into fairly good, 8 students are classified into fair. Then, there
are 25 students are classified into poor.
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Based on the Table 6 , the result of the writing test in the content aspect there
were 1 (2.7%) students got very good score, 4 (11.1%) of students got good score, 10
(27.8%) of students got average score, 14 (38.9%) of students got poor score, 7
(19.5%) of students got very poor score.
Based on the Table 7, the result of the writing test in the organization aspect
there were 0 (0%) students got very good score, 3 (8.3%) of students got good score,
10 (27.8%) of students got average score, 17 (47.2%) of students got poor score, 6
(16.7%) of students got very poor score.
Based on the Table 8, the result of the writing test in the grammar aspect there
were 0 (0%) students got very good score, 2 (5.5%) of students got good score, 6
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(16.7%) of students got average score, 26 (72.3%) of students got poor score, 2
(5.5%) of students got very poor score.
Table 9. The criteria and percentages of students vocabulary
N Classification Score Frequency Percentages
o
1 Very good 17-20 0 0%
2 Good 14-16 3 8.3%
3 Average 11-13 10 27.8%
4 Poor 8-10 19 52.8%
5 Very poor 5-7 4 11.1%
Total 36 100%
Based on the Table 9, the result of the writing test in the vocabulary aspect
there were 0 (0%) students got very good score, 3 (8.3%) of students got good score,
10 (27.8%) of students got average score, 19 (52.8%) of students got poor score, 4
(11.1%) of students got very poor score.
Based on the Table 10, the result of the writing test in the mechanic aspect
there were 0 (0%) students got very good score, 1 (2.7%) of students got good score,
6 (16.7%) of students got average score, 24 (66.7%) of students got poor score, 5
(13.9%) of students got very poor score.
4.2 Discussions
This part describes the discussion about the data analysis obtained through
writing test based on the picture.
1. The ability of the students to write descriptive text
The students basically have sufficient number ideas, general knowledge,
comment, ideas, and their own experiences that related much with the topic assigned.
It is proved by the data gained through the writing test. Shows that the mean score
for the five components observed 48.83.
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The example of students writing got average can be seen from the real data
example:
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Based on the result of the student score in writing tes, student got average
score namely 74 from 36 students, because in content student only got Score 17,
because some errors of the central unity, coherence and continuity for example:
He is a teacher of economic account teaching in class 1 and 2. He named is lukas
sulan layuk, He is a teacher economic account, he name is lukas sulan layuk.
Organization got score 14, because the composition contains few words, sentence
and paragraph for example: He is teacher of ekonomic account it should be like
this: He is an economic teacher account . Grammar got score 14 because the
composition contins a few errorrs of grammar for example: He is standing in front
of a window in his house. It should be like this: He stands in front of a window in
his house. Vocabulay got score 15 because composition contains occasion of
vocabularies but the meaning is not obscured for example: lips should be lip.
Mechanic got score 14 because there are few errors in wordspelling capitalization
for example: in spelling ekonomic should be economic while in the
capitalization his should be His.
The example of students writing got fair can be seen from the real data
example:
That was one of the student writing test got poor score namely 37 from 36
students, because in content student got Score 7, because the central purpose, the
unity, coherence and continuity for example: He was a teachers at the school
SMAN 4 palopo it should be like this: He is a teacher at SMAN 4 palopo.
Organization got score 8, because the composition contains is dominated errors of
the words, sentence and paragraph for example: He is wearring blue and body fat,
eyes ketch it should be like this: He wears blue shirt and he has fat body, it should
be like this: He wears blue shirt. He has fat body, and ketch eyes. Grammar got
score 8 because the composition contains is dominated errors of grammar for
example: He is wearing blue and body fat, eyes ketch it should be like this: He
wears blue shirt and he has fat body, eyes ketch. Vocabulary got score 7 because
the use of efficiency words and terms about theme for example: teachers should
be teacher. Mechanic got score 7 because the punctuation, spelling and
capitalization for example: he should be He.
From the example in writing test of the students is poor. It can be seen that
the mean score of the students writing test was 48.83. The mean score in the content
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CHAPTER V
CONCLUSION AND SUGGESTIONS
5.1 Conclusion
5.2 Suggestions
Based on the conclusion above, the researcher would like to present some
suggestions below:
1. For the teacher, the researcher hopes the teachers should give more
knowledge on each aspect in writing excercise to the students to write in text
especially in mechanic aspect (give practice to the students in using
punctuation, spelling, and capitalization).
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2. For the students especially the students in senior high school, the researcher
hopes the students should a lot of excercise to practice their writing skill in
writing decriptive text especially in mechanic aspect (practice in using
punctuation, spelling, and capitalization).
3. The researcher suggested to further researchers to focus their
writing skill in writing decriptive text in teaching writing.
REFERENCES
Barnet and Stubbss, Maria. 1983. Practical Guide to Writing. Brown Company.
Canada.
Betty, M. 2003. Reasoning and Writing Well: A Rhetoric, Research Guide, Reader,
and Handbook. McGraw-Hill Companies. New York.
Clouse, Barbara Fine. 2005. The Student Writer: Editor and critic (6th edition).
McGraw-Hill Companies. New York.
Darwin. 2013. Using Anecdote in Teaching Writing: Pre- Experimental Study to the
Second Year Students of SMA Negeri 1 Palopo.Unpublished Thesis. Palopo:
FKIP-UNCP.
Heaton. 1988. Writing English Language Test. Longman Group. UK. New York.
Hornby. 1995. Writing for Readers. Merrill Publishing Co. Ohio Charles E.
Hyland. 2004. Teaching and Researching Writing. Pearson Education. Great Britain.
Nismawati, 2004. Comparative Study on the Ability to Wtire English through Picture
Studies an Non-Picture Studies of the First Year Students of STM Negeri
Palopo. Unpublished Thesis. Palopo: FKIP-UNCP.
Wardiman, Artono. 2008. English in Focuss: for Grade VII Junior High School
(SMP/MTS). Pusat Perbukuan, DEPDIKNAS. Jakarta.
Webster, M. 1991. Websters Ninth New Collegiate. Merriam Webster Inc. US.
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Zarti. 2010. The Effectiveness of Using Pictures in Writing Procedure Text at the
First Year Students at SMA Negeri 1 Malili. Unpublished Thesis. Palopo:
FKIP-UNCP.
APPENDIX
WRITTEN TEST
Name :
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DOCUMENTATIONS