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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 9
th
January 2012 until 3
rd
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
