B. Theoretical Framework
Basically, students in learning writing have already known about types of texts. One of those texts is descriptive text. The goal of descriptive text or description
is to enable the reader to visualize a person, place, or thing as much detail, and the right kind of detail, as possible. It includes all the appropriate senses, particularly
sight. But the other senses - smell, hearing, touch, and taste - can also play important role in description. McMurrey, 1983: 239.
Writing for the seventh grade students can be more difficult than the other skills because they have to pay more attention on the grammar and the spelling.
Students in their writing often make many grammatical errors which can make the writing quite odd to understand. Students also sometimes lack of vocabulary.
Therefore, it makes them use words which are not suitable to the context of the sentences.
Seeing the difficulties of writing, the researcher gave more attention to the errors that students made in their writing. The aim of the research is to find out what
are the grammatical errors commonly made by the seventh grade students of SMP N 1 Muntilan in their descriptive writing and also what can the teacher do to improve
students’ descriptive writing. The data collected from the students is about descriptive writing. In analyzing the students’ descriptive writing, the researcher uses the
frequent errors made by ESL writer’s checklist which consists of articles, verb tense, subject verb agreement, singularplural, punctuation, word class, vocabulary, spelling,
and sentence structure. Finishing the step, the researcher gives mark to the students’ PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
descriptive writing based on the second checklist, that is an evaluative checklist proposed by Christopher Tribble 1996 which is suitable enough for every type of
writing. 1. Task fulfillmentcontent – It involves the treatment of the subject,
interpretation of the topic, content relevant to the topic, and accurate detail.
2. Organization – It includes the ideas of the description, the organized paragraphs, the coherence logically sequence, and the cohesion connectives
appropriately used 3. Vocabulary – It focuses on the range of vocabulary, accurate word choice and
usage, and appropriate selection to match. 4. Language – It relates with the structures of the description, any errors of
agreement, tense, number, word order, articles, pronouns, and prepositions; and also the meaning of the sentence is not obscured.
5. Mechanics – It connects with the spelling, punctuation, capitalization, and layout of the description.
The data from the students is collected, then analyzed the errors by using the checklists, after that classify the errors, and quantify the errors. These steps are
proposed by Gass and Selinker 1994: 66. There are actually two more steps, they are analysis of source and remediation, but the researcher decides to use only the
previous four steps because the two latter steps are unnecessary to conduct in this research.
The researcher also conducts an interview with the teacher of the seventh grade students of SMP N 1 Muntilan to find out what can the teacher’s do to improve
students’ descriptive writing. The last, the researcher reported the result of the research and made conclusion of what had been analyzed.
19
CHAPTER III METHODOLOGY
The discussion in this chapter includes the method that is used in the research, research respondents, research instrument, research setting, data
gathering technique, and data analysis technique.
A. METHOD
This research was a descriptive research because it was designed to gather information as natural as possible, without any treatment of the researcher in the
data collection. Descriptive research was used to obtain information concerning the current status of the phenomena to describe what exists with respect to
variables or conditions in a situation. P. Key, James, 1997. Based on Introduction to Research in Education Ary et al, 1990, there are
several types of studies that may be classified as descriptive research. Those are surveys, developmental studies, follow up studies, documentary analyses, trend
analyses, and co relational studies. Documentary analyses or content analysis is known as the procedure for systematically analyzing written materials. Therefore,
the data gathered are generally expressed as frequency counts in various relevant categories. Moreover, this research used documentary analyses because the
researcher analyzed the data she got. The researcher in this research also used checklists to analyze the data and to answer the first question.
According to L. R. Gay in his book Educational Research: Competencies PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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