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GROUP 3
LECTURER
ZULHERMINDRA M.Pd
INTRODUCTION
A. Background of Problem
Writing is one of the important skill in learning English among listening,
speaking, and reading. By writing the students can communicate, give opinions, and
transfer their ideas in written form. Besides that, in writing activity the students must
make the reader understand and comprehend about what the students write and
explain. Therefore, in writing activity need high concentration for students to do it.
According to Brown (1999:1) writing is produced and the stage a piece of writing
passes through before it is completed.
In addition, the students should have ability in writing. The students must
capable to write and also how to use appropriate language. Writer focuses on
descriptive text. In descriptive text, the students describe about topic clearly. Then,
the students must develop a topic become a good paragraph. In this case, the students
should make a good sentences related with the topic. This is useful to avoid jumping
idea between paragraph and the other paragraph.
School-level based Curriculum in teaching English put genres as the main tool
in language learning. The classroom activities used in teaching genre is Genre-based
Approach. Genre-based Approach is “a framework for language instruction based on
examples of particular genre” (Byram, 2004:234). Genre based teaching is concerned
with what learners do when they write. Bryam argues if Genre-based Approach used
in classroom activities, it makes the students write easily because they just write about
something that they see, and hear at the same time. So they wouldn’t remember in a
long time. Genres have the function to help the students understand the step involved
in writing and it recognizes the student bring the writing classroom contributes to the
development of the writing skill (Badger and White, 2000:153). There are twelve
kinds of genre, namely: anecdote, description, discussion, explanation, exposition,
hortatory, narrative, news item, procedure, recount, report and review.
In this study the writer is interested in researching descriptive text as one of
types of genre implemented in teaching writing. Descriptive text is purposed to
imagine somebody, something, a place, and an animal (Djuharie, 2001:24). By
applying this genre, the writer is sure that students will be interested and be motivated
in taking part in classroom activities, because the student wants to tell something to
their friends.
CHAPTER II
DISCUSSION
TEACHING WRITING
“No matter what content you use with these kinds of activities,” say the
authors, “the specificity of the prompts makes them far more powerful than an open-
ended question such as, ‘Why did Rocket learn to read?’” In a science class, students
at New Dorp High School were asked to write three sentences about hydrogen and
oxygen, starting with Although, Unless, and If. Here’s what one student came up with:
Although hydrogen is explosive and oxygen supports combustion, a compound of
them puts out fires.
5. Grammar taught in the context of writing
“Research has consistently found that teaching grammar rules in isolation
doesn’t work,” say Hochman and Wexler. For many students, learning parts of speech
and diagramming sentences just adds to the confusion, takes up valuable cognitive
real estate, and doesn’t carry over to their own writing. “But that doesn’t mean
teachers can’t, or shouldn’t, teach grammar,” continue the authors. “What does work
is to teach writing conventions and grammar in the context of students’ own writing.”
One particularly helpful exercise is sentence combining, which students find engaging
and gets at many of the same skills as dry grammar instruction.
6. Planning and revising
“Although experienced writers may be able to turn out a well-developed
paragraph or essay on the fly,” say Hochman and Wexler, “most of the students we
work with find it overwhelming to organize their thoughts at the same time they’re
choosing words and figuring out the best way to structure their sentences.” A planning
template helps students think through the main idea or theme, the points they will
make, and the order in which they will make them. This helps them think through
what additional information they need, connect ideas or claims with relevant details or
evidence, and avoid irrelevant information and repetition. Having jotted this outline,
writing a first draft is quite straightforward. Then comes revising, which is where
students apply what they’ve learned in sentence-level exercises to insert transition
words, vary sentence structure, and use subordinating conjunctions, appositives, and
other techniques so the writing flows and makes sense.3
3
Hochman, J., & Wexler, N. (2017). The Writing Revolution.
C. Method Or Technique Of Teaching Writing
According to(PRATIWI, 2016)There are several techniques used by the English
teacher to develop writing skill, such as: writing based on picture, writing based on
template, writing a card, dictation, writing based on topic, join writing in a group, fill in
the blank, writing based on jumble word or sentence.
1. Writing Based on Picture
Writing based on picture is technique of teaching writing using images which
is paired and sorted into a logical sequence. Students observe the picture which given
by teacher in order to they can write the desription about the picture.
Writing based on picture used to encourage the students in writing. Each
student gets a picture then they have to describe the picture based on their opinion
about it.
2. Writing Based on Template
Writing based on template techniques is the technique which students
observing the examples of text which given by teacher with another word the action
of using someone or something as a model. It is used in order to make students easy to
understand the form of the text. Students can imitate the example which is used by
teacher, so students just change the content of the text according to teacher’s
instruction.
3. Writing a Card
Writing a card is technique which teacher ask the students discuss the material
using card. This technique used in order to the students not feel bored in teaching
learning process in the classroom. So the students can more interested in learning. .
4. Dictation
Dictation is technique when one person speaks while another person
transcribes what is spoken. Dictation can be defined as technique which the teacher
gives the material orally, so in this technique students should write down what the
teacher said.
5. Writing Based on Topic
Before students are going to write something, the teacher give an issue. Issue
is the act of officially making something available or giving something to people to be
used. The issues have to encourage the students to write. Students have to give an
opinion about the issue which given by the teacher. By using this technique students
can improve their knowledge in writing.
6. Join Writing in a Group
Join writing in a group is technique which teacher divided the students into
several group or in pair. So the teacher give the material with the students, then
students have to discuss with their group.
7. Fill in the Blank
Fill in the blank is technique which teacher gives a type of question or phrase
with one or more words replaced with a blank line, giving the reader the change to
add the missing word. For example in a text which has blank word, so the students
have to write the appropriate word in order to suitable with the text.
8. Writing Based on Jumble Word or Sentence
Jumble word or sentntence is the technique which students should rearrange
the jumbled word into the apropriate sentence. Or the sentence in appropriate
paragraph. This technique can improve students’ grammar also the vocabulary.
Teacher can understand the students’ structure ability in writing a text. 4
DESCRIPTIVE TEXT
Descriptive text is one of kinds the text that students learn in the school. The
students also should be mastered how to make descriptive text well. Here, there are some
definition of descriptive text by experts. According to Tompkins (1994) descriptive text
as painting pictures with word. The meaning is the students describe about something,
such as picture, person, thing, animal, and place. In descriptive text, the students must
describe what is look like the object details. As the result, the readers get information
about object or picture clearly.5
4
Pratiwi, M. D. (2016). Classroom Techniques To Develop Students’ English Writing Skill:
A Naturalistic Study At Smp Muhammadiyah 1 Surakarta. Research Paper. School Of
Teacher Training And Education. Muhammadiyah University Of Surakarta, 5-10.
5
RiniAsrial. 2015. Teaching Writing Descriptive Text By Combining Brainstorming And Y Chart Strategies At
Junior High School.
Description in writing is the process of create communication image through
words. According to Oshima and Hogue states that “description is writing about how
something or someone looks and uses space order.”Moreover, Knapp and Watkins states
that describing is also a central feature of narrative text providing the means for
developing characterization, sense of place, and key themes. In addition, Dorothy E
Zemach also states that descriptive paragraph explains how someone or something looks
or feels.
Description reproduces the way things look, smell, taste, feel, or sound. It may
also evoke moods, such as happiness, loneliness, or fear. It is used to create a visual
image of people, places, even of units of time.6
1. Describing people
2. Describing place
How place look, smell, and sound is important. There are some ways to judge
description of place; are impressions other then sight included? Is the picture caught
at a single moment in time? Are the details arranged in logical order? Is the same
6
17George E. Wishon and James M. Burk.op.cit., 379.
point of view kept throughout? Are the adjective vivid, and are the noun and verb
specific and descriptive.
Wardiman, et. al. specify the generic structure of descriptive text into two parts, 1)
Introduction is the part of the paragraph that introduces the character; and 2) Description
is the part of the paragraph that describes the character. This indicates that a descriptive
text has two elements, an element to identify phenomenon (identification) and another
one (description) to portray parts, qualities, or characteristics7
The language features of descriptive text uses are: Firstly, has certain noun/clear
noun, for example: my House, my cat, etc. Secondly, using simple present, for example: I
live in a simple house, the house is very beautiful, it has a wonderful park. And then using
some kind of adjectives that have describing, numbering, and classifying something, for
example: two strong legs. Using action verbs, for example: my cat eats a meat; etc. and
the last is figurative language; like simile or metaphor. For example: Her hair is black as
ebony. In addition, the descriptive text has dominant language features as follows;8
7
Lilies SetiasihDadi, How to Write A Short Essay in English Academic Writing, (Bandung: Alfabeta,2015)171.
8
Emily F.Callhoun, Teaching Beginning Reading and Writing with Picture Word Inductive Model ( Alexandria,
Association for Supervision and Curriculum Development, 1999), 21.
CHAPTER III
LESSON PLAN
Time : 2 x 45 minutes
A. Standard Competence
Express the meaning in a monologue / essay text that uses a variety of written
languages accurately, fluently and acceptable in descriptive texts.
B. Purpose
Students understand about the generic structure of descriptive text
Students understand about the language feature of descriptive text
Students be able to write a descriptive text
Student can answer the questions in the text
C. Indicators
1. Using simple past tense accurately
2. Creating descriptive text
D. Objective :
1. Students are able using language feature in descriptive text
2. Students are able to create and answer the questions in descriptive text
E. Media
1. Example of descriptive text
2. Worksheet
3. Picture
F. Method
Method : Genre Based Approach
Techniques : Discussion and Individual task
G. Activities :
1. Pre activity
a. Teacher give a greeting
Teacher : Good morning, students....
How are you today?
Have you breakfast before?
TASK
KEY ANSWER
I.
1. sport
2. old
3. yard
4. head
5. cook
III. 3241
APPENDIX
PROCESS DISSCUSSION
Pictures Explanation:
Discussion : Discuss all material and editing, because we are already discuss the
material in the group whatsapp before.
Place : E building
Name of member : 1. Ivana manjula sweetly (Hadir, ikut berdiskusi dan mencari
bahan)
2. Refki Rahmat (Hadir, ikut berdiskusi dan mencari bahan)
7. Emily F.Callhoun, Teaching Beginning Reading and Writing with Picture Word
Inductive Model ( Alexandria, Association for Supervision and Curriculum
Development, 1999), 21.