teaching how to write descriptive text to the …/teaching...sumadi, s.pd as the headmaster of smp n...

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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

http://www.brainyquote.com/words/wr/writing240703.html


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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.

teaching how to write descriptive text to the …/teaching...sumadi, s.pd as the headmaster of smp n...

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