CHAPTER II THEORITICAL FRAME WORK
In this chapter the writer gives a theoretical frame work that supports the study Using Pictures and Guided Questions in Teaching Descriptive Writing at the Odd Semester of VIII
Grade Students at SMPN 111 Jakarta by reviewing the theoretical papers, research report and
related literature to support the study discussed. It consists; Teaching English at Junior High School, Instructional English Material in The Latest Syllabus, The English Teacher’s
Qualifications, The Teaching Preparation, The Teaching Problems, The Evaluation, The Understanding of Writing definition, forms, process, Descriptive Writing and Its Kinds, The
Understanding of Picture definition, kinds, advantages, good picture criteria and Guided Questions and Their Functions.
A. Teaching English at Junior High School
Human is individual and social creatures that needs the education. The need of education has been one of the human rights because it is a process of changing attitude by means of
learning and training. It is also a main point in developing human thinking which is collaterally with society. In line with this statement, Undang – Undang RI no.20 Chapter II Section 3, 2003
Pendidikan nasional berfungsi mengembangkan kemampuan dan membentuk watak serta peradaban bangsa yang bermartabat dalam rangka mencerdaskan kehidupan bangsa,
bertujuan untuk berkembangnya potensi peserta didik agar menjadi manusia yang beriman dan bertaqwa kepada Tuhan Yang Maha Esa yang berakhlak mulia, sehat,
berilmu, cakap, kreatif mandiri dan menjadi warga negara yang demokratis dan bertanggung jawab.
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Based on the Undang – Undang RI explanation of educational system, learning process is success if it raises the purpose that is stated. As a dominant component, teacher is demanded to
master material and have an ability to transfer the knowledge to the students. English language is one of the materials which are taught in school, from elementary,
high school or university. In this study the writer will focus on teaching English in junior high school.
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UU RI Tahun 2003 tentang Pendidikan Nasional, page.6
Teaching English in junior high school has a purpose that is by the end of their study, the students are expected to master two competence, that are actional competence which is divided
into productive skills speaking and writing and receptive skills listening and reading and linguistic competence grammar, vocabulary, pronunciation and spelling.
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Besides, teaching English in junior high school is proposed to implant the awareness about the importance of English language as a vital medium of transfer of knowledge that has a
role to widen science, implant positive thinking to foreign people and help the students in doing cross cultural activities.
As a foreign language, English is taught in junior high school as a compulsory subject, the English instructional material which is suggested in the syllabus can be developed by the
teacher themselves. This subject includes listening, speaking, reading and writing equally. Actional competences are not taught linearly but cohesively. Thus, the linguistic
competences must be taught integrated to support the development of those four actional competences. Without knowing the linguistic competences Vocabulary, Grammar and
Pronunciation, impossible for the English learner perform language skills. To see the correlation between four skills, the diagram 2.1 below is presented
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: Diagram 2.1
The correlation between four language skills by Kern 2000:132
Adapted from SMPMTs Kurikulum 2004
B. Instructional English Material in the Latest Syllabus
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