Error Analysisi students descriptive writing (case Stydy at the first of SMP PGRI 2 Ciputat
A “ Skripsi “
Presented to the Faculty of Tarbiyah and Teacher`s Training
In Partial Fulfillment of the Requirement for the Degree of S.Pd. in English Language Education.
Written by:
Margawati Natalina 203014001573
DEPARTEMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS` TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2011
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study at the first grade of SMP PGRI 2 Ciputat) Skripsi,
Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan Universititas Islam Syarif Hidayatullah Jakarta. pembimbing: Dr. Fakhriyani, M.Pd.
Key Word : Mengajar, Menulis Descriptive
Skripsi ini bertujuan menganalisa kesalahan-kesalahan yang umum dibuat siswa dalam menulis descriptive yang dilakukan di SMP PGRI 2 Ciputat. Berdasarkan tujuan tersebut penulis merumuskan masalah sebagai berikut: “Jenis kesalahan apa saja yang dibuat oleh siswa kelas satu SMP PGRI 2 Ciputat dalam menulis deskriptive?” Untuk menganalisa bentuk kesalahan tersebut penulis menggunakan bentuk analisa kualitatif dengan mendescripsikan kesalahan-kesalahan yang dibuat siswa.
Temuan penelitian menyebutkan: (1)Kesalahan dalam penggunaan word order 28.10 %, singular-plural 25.58%, addition 12.94%, punctuation 7.94%, ommision 5%, word form 4.44%, capitalization 4.41%, diction is 3.52%, article 3.52%, Spelling 3.23%, verb tense 1.17%. (2)Penyebab kesalahan adalah karena di pengaruhi oleh bahasa Ibu.
Berdasarkan hasil penelitian tersebut , penulis memberikan saran yaitu:(1) Guru harus menjelaskan secara jelas dan meyakinkan bahwa siswa benar- benar paham materi tersebut,(2) Guru harus lebih kratif dalam mengajarkan writing didalam kelas.
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ii ABSTRACT
NATALINA,MARGAWATI,2011, Error on students` descriptive Writing (Case study at the first grade of SMP PGRI 2 Ciputat) Skripsi, English Departement,The Faculty of Tarbiyah and Teacher`s Training Syarif Hidayatullah State Islamic University Jakarta.
Advisor by Dr. Fahriany, M.Pd.
Key Word : Error Analysis, Descriptive Writing
The objective of the study to know out the most type of common error made by the first grade students writing at SMP PGRI 2 Ciputat. It includes the common errors in descriptive writing . Based on that purpose the writer intends to answer this question “ What kinds of errors made by the students in descriptive writing?” In doing this study, the writer uses descriptive analysis in form qualitative.
The finding of the study research that: (1) The most of students errors in descriptive writing there are: word order is 28.10 %, singular-plural is 25.58%,
addition12.94%, punctuation is 7.94%, ommision is 5%, word form is 4.44%, capitalization is 4.41%, diction is 3.52%, article is 3.52%, Spelling is3.23%, verb tense is 1,17%. (2) the causes of errors the students made in descriptive writing is the influence of their mother tongue.
Based on the finding previously, it can be suggested that (1) The teacher should explain the descriptive writing clearly to the students and make sure that the students understand it, (2)The teacher should be creative in developing the teaching learning activities in the classroom.
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the lord of the worlds. Pease and blessing be our prophet Muhammad SAW, his family , his Campion, and follower.
First of all the writer would like to give gratitude, respect and appreciation to Dr. Fahriany, M.Pd, as her who has patiently given valuable advise, support and guidance to finis this skripsi. The writer also gives her great honor to her beloved parent (Oe. Sarwono and Sartinah), to my husband (Adi Nurhadi) and my childrens (Naufal and Haura) who have supported her so much, may Allah bless all of you. Her gratitude also goes to who helped her finishing her work among there‟s: 1. Prof. Dr. H. Dede Rosyada, MA. As the dean of faculty of Tarbia and Theacher`s Training.
2. Drs. Syauki, M.Pd. as the head of English Department.
3. All lectures in English Department who have taught and educated the writer, so she knows many things her study.
4. Syamsuddin, S.Pd, as the head master of SMP PGRI 2 Ciputat, who has given permission in doing the research at the school he laeds.
5. All teacher in SMP PGRI 2 Ciputat, especially Lailiani Hidayati, S.Pd. Who has given advise to the writer .
6. All of her friends whose name are cannot mentioned here one by one (thank you for your support).
Finally, the writer have realized that this skripsi in not perfect enough , therefore the writer would like to accept any contributive suggestion, to make this skripsi better. She hopes some suggestion and critics from the readers for this simple paper and will have some values for her and better thing in the future.
Jakarta, 2011
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TABLE OF CONTENT
ABSTRAK ... i
ABSTRACT ... ii
ACKNOWLEDGEMENT ... iii
TABLE OF CONTENT ... iv
LIST OF TABLE ... v
LIST OF APPENDIX ... vi
CHAPTER I : INTRODUCTION ... 1
A. Background of the study ... 2
B. Limitation and formulation the problem ... 3
1. The limitation of problem ... 3
2. The Formulation of problem ... 3
C. The Objective of study ... 4
D. Organization of writing ... 4
CHAPTER II : THEORITICAL FRAMEWORK ... 5
A. Error ... 5
B. Writing ... 6
1. Definition of writing ... 8
2. Kind of writing ... 9
3. The forms of writing ... 11
4. Kinds of descriptive writing ... 14
C. The Purpose of teaching descriptive writing ... 17
CHAPTER III : RESEARCH METHODOLOGY ... 18
A. The objective of the study ... 18
B. Method of the study ... 18
C. Instruments of the research ... 18
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A. Data description ... 20
B. Interpretation data ... 27
CHAPTER V : CONCLUSION AND SUGGESTION ... 29
A. Clonclusion ... 29
B. Suggestion ... 29
BIBLIOGRAPHY ... 31
APPENDIX ... 33
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LIST OF TABLE
1. Table 4.1 The recapitulation of the students errors in a descriptive
writing ... 20 2. Table 4.2 The sequence of students`error ……… 27
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Appendix 2 Instrument of test ... 44
Appendix 3a Example of descriptive writing describe thing ... 45
Appendix 3b Example of descriptive writing describe place ... 46
Appendix 3c Example of descriptive writing describe person ... 47
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1 CHAPTER 1 INTRODUCTION
A.The Background of Study
English as one of important languages in the world is widely studied and used as tool of communication among people. It is communicated in oral and written. It is functioned to express some informations, thought, feeling, and develop any kind of science, technology and culture.1 That is why people in order to communicate each other and to help them to get information and knowledge.
In Indonesia English is considered as one of foreign language and becomes compulsory subject which is learned by the student from the junior high school up to university level. Therefore it is necessary for students to improve their English to be better. There are many reasons why students need to be good and to be fluent in English, any other are to continue their studies at university and to have a successful career in the future.
In learning English, there are four basic language skills; listening, speaking, reading, and writing. One of the language skills, writing is considered as the most difficult skill, especially for students in any level of English because to make a good writing, the learners should study to write extensively and they have to master some features that support those skills.
The guidelines of development School-based Curriculum, (goverment Regulation No.22/2006), in the KTSP 2006 the aim of writing is to, “Expressing the written meaning in the form of simple interactional and transactional discource informal or formally in the form of recount, narrative, procedure, descriptive and report in daily life context”.2
From that quotation, the students should master
1
Depdiknas, Standar kompetensi Mata Pelajaran Bahasa Inggris SMP/MTs, (Jakarta: Pusat Kurikulum, Depdiknas, 2004), p.14
2
Depdiknas, Regulation of minister National Education No. 23 Tahun 2006 , (Jakarta: PT. Binatama Raya, 2006), p.76.
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listening, speaking, reading, writing interactional text and monologue in form of procedure, descriptive, narrative, recount, report texts.
Teaching writing is different from teaching other language skills, because writing is a way of thinking process.3 As the students which develop their writing skill, they need some integrated abilities to make their writing correctly, such as structure, vocabulary, spelling, phonetic and meaning. As Harmer stated about teaching writing “When teaching writing, therefore, there are special considerations to be taken into account which include the organizing of sentences into paragraphs, how paragraph are joined together, and the general organization of ideas into a coherent piece of discourse”.4
That means that students should have competence to develop the word into sentences, and into paragraph. Therefore, the ideas that will be written, can be written in organize.
In fact, there are only a few students who can write as well as they speak. They face some problems in writing. Meanwhile, writing is considered as one way for the students to express their ideas. Yet, there are many students who still confused how to express their ideas in writing because they probably lack of knowledge about writing correctly. Even they have idea, they cofuse how to develop the idea in the correct one. They sometimes use the wrong diction in sentences or paragraph. Meanwhile, when the writer starts to write, they should have competence in word order, diction and develop the idea into good paragraph.
The success on learning especially writing skill is determined by some factors, those factors came from the intrinsic and extrinsic aspects. The intrinsic aspects are from the inside of the student themselves such as motivation, physical conditions the teacher, and success. Another factor is from aspects namely from the outside affect of
3Walter T. Petty and Julie M. Jansen, Developing Children‟s Language, (New York: Allyn
and Bacon INC, 1989) p. 362
4
Jeremy Harmer, The Practice of English Language Teaching, (New York: Long Man , 1991), p . 53.
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the students learning process affect such as educational background, economic background, society and culture.5
In KTSP syllabus at SMP for first grade the students get descriptive writing. Descriptive writing is one of the specific instructional objects, as a competence of achievement target that should be understood by the students. In fact in teaching – learning process there are some problems faced by the students, there are many students who do not understand clearly what the descriptive writing is, how to indentify the descriptive text and how to do the exercises of descriptive writing.
From the explanation above, the writer would like to make a research in order to solve the problems, so the title of this skripsi is Error Analysis On Students Descriptive Writing At The First Grade of SMP PGRI 2 Ciputat.
B. The Limitation and Formulation of Problem 1. The limitation of Problem
In this “skripsi”, the writer limits the study in analyzing what kind errors made by the students`on descriptive writing. This study were focused on the first grade of SMP PGRI 2 Ciputat.
2. The Formulation of The Study
To make effective and efficient of this study, the discussion focused on the first grade of SMP PGRI 2 Ciputat descriptive writing, and the problem will be limited in:
1. To know the types of errors do by the students in descriptive writing
2. To know the causes of errors made the students in descriptive writing at first grade of SMP PGRI 2 Ciputat class VII.2.
5
Jeremy Harmer, The Practice of English Language Teaching, (New York: Long Man , 1991), p.p. 4-5.
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D. Organization of the study
The writer divides this skripsi into four chapters
Chapter one is an introduction, which about introduction that includes Background of Study, The Limitation and Formulation of Problem, The Objective of Study, and Organization of Writing.
Chapter Two is Theoretical Framework. It is consist of two subchapter, the first is Error, the second The Writing.
Chapter Three is Research Methodology .The research methodology includes Method of The Research, Instrument of the Research , Population and sample , Place and Time of Study , Technique of Data Analysis.
Chapter Four is an Research Finding includes data description, data analysis and data interpretation.
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CHAPTER II
THEORITICAL FRAMEWORK
In this chapter, the writer will explain some theories that related to the topic.
A. ERROR ANALYSIS
As we know, that learning foreign language is regarded different from learning first language, therefore the students often made errors while they learn foreign language during the teaching learning process. Errors occur when learners could not respond correctly in lesson teaching learning process. According to Brown “ the fact that learners do make errors and that errors can be observed, analyzed and classified to reveal something of the system operating within the learner, led to surge of study of learners‟ errors, called errors analysis.”1
In learning foreign language, errors analysis become one of the important teaching learning processes, it is to know the causes of the errors from the students and as the teacher must be able analysis of the errors. .
The errors that made by the students do not mean as a failure or inadequacy, but they can be viewed as important evidence of strategies or procedure employed by the leaner in learning a foreign language. Brown assumed, error analysis stands for two major purposes, they are :(a) provides data from which interference about the nature of language learning process can be made, (b)indicated to teacher and curriculum developers, which part of the target language students have the most difficulty producing correctly and which error
1
Doughlas Brown, Principles of Language Learning and Teaching. ( New York : Prentice hall, inc., 1987), p. 171.
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types detract most from learners ability to communicate effectively.2 From statement, the errors analysis is important to describe what kinds of error that the students make, to know the causes of the errors and how the student can learn for mistakes and correct in their writing. The teacher must be to analysis the errors, and the teacher able to correct the method while she teach.
The writer concluded, the study of error is called of error analysis.The errors made by student of the target language. Error analysis tries to identify, to describe and to explain the error. It can help the teacher to minimize the students` error in learning.
1. The Meaning of Error
The errors are systematic and making error is natural for the learner in learning a foreign language as natural as errors that occur in learning a first language.“Error is a systematic deviation, when a learner has not learnt something and consistently gets it wrong”.3 It mean when students made a mistake leant foreign language, he does not apply the rule norm language. Douglas Brown defines an error as “ Noticeable derivation from the adult grammar of a native speaker, reflecting the inter-language competence of the leaner”.4 The causes of errors made by students of foreign language limited to their exposure to the target language in the classroom and it is influenced by mothertangue. Acoording to Dullay said, “ Error is the flawed side of leaner speech or writing”.5 Some time
2
Doughlas Brown, Principles of Language Learning and Teaching. ( New York : Prentice hall, inc., 1987), p. 215.
3
Norrish, J. Language Learning and their Errors. ( London: Macmillan Publisher Ltd, (1987), p. 87.
4
Doughlas Brown, Principles of Language Learning and Teaching, ( New York : Prentice Hall, Inc, 1987) , p. 170
5
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Errors are caused by differences between the native language of the learner and the language she is learning.
According to those definitions about errors, so the writer conclude it shows that errors are something that the learner do in their speech and writing by using unacceptable and inappropriate form that the learner of grammar of the target language and competence of second language.
2. Causes Error
The error occurs for many reason. One obvious cause is interference from the native language. In this case, the students may make erros because he assumed from the native language and their native language are similar, but in fact, they are different . Another obvious cause is an incomplete knowledge of target language. Causes of error come from inter-lingual, intralingua transfer context of learning and communication6. There are :
a. Inter-Lingual Transfer
Mother language or native language of the learner has great deal of influence in learning second language or foreign language. It is called interference or inter-lingual transfer. In these early stages, before the system of second language is familiar, the native language is the only linguistic system in previous experience upon which the learner can draw
b. Intra-Lingual Transfer
In learning second language, inter –lingual transfer is one of the sources of error that must be recognized, but it is now clear that the transfer within the target language (intra-lingual). As Brown stated, “Principles of language learning and teaching that intra –lingual transfer (within the target language itself) is a major factor in second language learning. Researcher have found that the early stages of
6
Doughlas Brown, Principles of Language Learning and Teaching. ( New York : Prentice hall, inc., 1987), p.p. 212-217.
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language learning are characterized by a predominance of interference (inter-lingual transfer-generalization within the target language – is manifested.”7
c. Context of learning
A third cause of error, though it overlaps both types of transfer, is the context of learning. “Context” refers to the classroom with the teacher and the material in the case of school learning or the social situation. In the classroom context, the teacher or the textbook can lead the student to make faulty hypothesis about the language , what Ricard called “ false concepts” and what Stenson termed “Induced error”. Student often make error because of a misleading explanation from the teacher, faulty presentation of a structure or word in the textbook, or even because of a pattern, that was rote memorized in a drill but not properly contextualized.
From the explanation previous, the writer concludes about the causes error , there are 3 causes error in learning foreign language. Firstly, inter-lingual transfer, it is causes the sound between their mother language and foreign language, that make the students have problem in transferring their mother tongue into foreign language. Secondly, intra-lingual transfer it influence by mother language , it defined as the students habitual in learning foreign language. Thirdly, context of learning, the factor in learning foreign language it influence the student‟s itself motivation in expose their target language, they don‟t have time enough if they just learn English inside classroom. It should more practice in their home.
3. The types of Error
The error of students may be classified as the errors of competence and the errors of performance. The Errors competence are systematic and continuously. Otherwise, errors of performance is unsystematic, and the students‟ can correct their by themselves.
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To describe the types of the error which classified by Betty S. Azzar. She divided into fourteen, they are; “Singular-plural, verb tense, diction, addition, ommision, word order, word form, spelling, punctuation, capitalization, article, meaning not clear , incomplete sentence, and run on sentence”.8
In this study the writer limits the scope only eleven, those are” Singular-plural, verb tense, diction, addition, ommision, word order, word form, spelling, punctuation, capitalization and article.
B. Writing
1. The definition of writing
There are some opinions about writing, as Scrivener assumed, „„Many people actually do very little writing in day-today life, and great deal of what they do write is quite short brief notes to friends or colleagues, answers question forms, diary entries, postcards, etc.”9 Based on that quotation, writing is a kind of communication to get information from the other world, that is human language in order to explain an idea and people interact in the ways of writing.
When the students write, they have to concern their knowledge with content, organization, finding ideas and forming sentences to make organize meaning and put together facts to make something new. Jordan stated “Writing are organized in a similar way introduction development of main ideas or arguments; conclusions”.10 Students need to be able to write coherently, and support their ideas and arguments. Successful students know how to draft an outline before they write. They should understand the steps in the writing process.
Barnet and Stubbs stated that, “writing is a physical act. It requires materials and energy. And like the most physical acts, to be performed skillfully,
8
Betty Schamper Azzar, Understanding and Using English Grammar, (New Jersey: Prentice Hall, Inc, 1989), p.p. A29-A30.
9
Jim Scrivener, Learning Teaching : A Guidebook for English Language Teachers, (Mac Millan: Mac Millan Publiser Limited, 2005), p. 192.
10
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to bring pleasure to both performer and audience, it requires practice”11. For this idea, it can be seen that writing is a skill which needs a hardworking for some people to produce it into good sentences or paragraph because the writer wrote to get the reader respond inorder tobe understood easily. In addition Writing is one way to communicate with other people in the world. Raymond stated, “Writing is more of communication .It is way of remembering and way of thinking as well. Writing also a way of finding out what we know and what we need to learn. Writing is also a way of learning. None of us can write much of interest without first thinking, probing, observing, asking questions experimenting and reading”12
. From the definition above, it can be seen that writing is the process which need the hard thinking, the process of discovering, and the process of formulating ideas into a good piece of writing.
Based on the opinion above, so the writer conclude writing is a kind communication to get information, way introduction mind idea, her/his physical act and way of remembering and thinking as well.
2. The kind of writing
Generally, there are three kinds of writing ; those are Free writing, Controlled Writing, and Guided Writing as explained by experts below:
a. Free writing
In free writing, “activities resource pool of possible writing ideas, vocabulary ,and language structures”13. This opinion almost same as Sedley, “Free writing is a technique for finding the ideas in your head mind without worrying about whether the ideas are good or the grammar is correct that you do not even
11
Sylvian Barnet and Marcia Stubbs, Barnet and Stubbs`s Practical Guide to Writing, (Boston: Little Brown and Company Publisher, 1983), p.3
12
James C. Raymond, Writing is an Unnatural Act, ( New York: Harper & Row Publishers, 1985), p. 2.
13
Teresa Walter, The how To Hand book; Teaching English Language Learners , ( London: Longman, 2004 ), p. 78 .
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know are there”14. It means writing comes to the technique of free writing is very simple. The student pick up a pen and start writing and do not stop writing for ten minutes. If they do not develop their ideas or get stuck, they repeat what they have written.
b. Controlled Writing
Control writing is the opposite of free writing, Raimes said, “controlled writing is all the writing for which a great deal of the content and/or form is supplied”.15 In using of writing to teaching writing, the student are focused to get words down paper and concentrating on one or two problems at a time; they are thus spared from tackling the full range of complexity that free writings entails. Controlled writing focuses the students‟ attention on specific features of the written language. It is good method of reinforcing grammar, vocabulary and syntax in context.
c. Guided Writing
Raimes assumed in her book Technique in Teaching Writing,
Guided writing is a controlled writing; it is less than controlled writing. In using kind of writing to teaching writing, students are given a first sentence, a last sentence, an outline to fill out, a series of question to respond to, or information to include in their piece writing. Student should be able to discuss, make notes, share finding, and plan strategies together before they begin to write.16
The writer assumed that, the students will not make serious errors if they follow the instruction, In addition Mora assumed, ”Guided writing is teaching component design to teach a specific skill or strategy to the whole group, a small
14
Dorothy Sedley, College Writer’s Workbook, (Ohio: Bell and Howell Company, 1981), p. 2.
15
Ann Raimes, Technique in Teaching Writing, (London: Oxford American English, 1983) , p. 95.
16
Ann Raimes Technique in Teaching Writing, (London: Oxford American English, 1983) , p. 103.
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group or individuals and to give students practice in writing.”17
So the writer concluded that guided writing is an instructional situation where the teacher guides the students through the completely process. It includes brainstorming, drafting, revising and editing. Guided writing can be occured with an individual student, in small group or in whole class.
3. The Forms of Writing
Form of writing is required for different purposes. In general, writing can divide into three forms: Narration, Description, and Exposition.
a. Narration
Narration or story telling is writing about a succession of events. The simplest kind of narration follows chronological order. Anderson and Anderson said about Narration writing as follow:
Form of narrative account or describe of event in the past which entails following a time sequence or chronological order .And forms commonly used are the simple past active, simple past passive and past perfect active. Narrative text has some features in constructing a narrative, and the steps for constructing the narrative text are:
1. An orientation in which the narrator tells the audience about who is in the story, when the story is taking place and where the action is happening.
2. A complication that sets off a chain of events that influences what will happen in the story.
3. A sequence of events where the characters react to the complication. 4. A resolution in which the characters solve the problem created in the complication.
5. A coda that provides a comments or moral based on what has been learned from story ( an optional step )18
From the explanation above, narrate is to tell a story what happened. Narration is writing about writing about a succession of events. The simplest kind
17
Kerper J Mora, Guided Writing in Second Language Classroom, (California: San Dieogo University Press, 1991), p.2.
18
Mark Anderson and Kathy Anderson, Text types in English 3, ( Australia: Macmilan, 1998), p. 3.
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of narration follows chronological order. Narrative writing usually find in novels, short stories, biographies and autobiographies.
b. Description
Description is writing to describe about person, animal, or things appear. It normally takes on of three forms. Description tells how something looks or feels or sounds. It talks about such features as size, shape, color, sound, or taste.
According to Stanley et all, “The patterns of description the appearance of things that occupy space, whether they be objects, building or cities. The aim of description is too convey to the reader what something looks like19. Lila Fink at all, has two opinions about writing description “In general, writer has two possible approaches available to them: they can tell and show what want to communicate. To tell means to relate information efficiently, that is, to sketch a word outline; to show, in contrast, means to describe fully, that is, to paint a complete word picture20. From some definition above, the experts have same concept about description itself; they said that a description is to describe something like a person, place, or object.
There are some features in a description that we must give a serious attention, they are features in construction a description. A typical description has an opening paragraph introducing the subject of the description, followed by series of paragraph each describing one feature of the subject. There can also a final concluding section that signals the end of the description or in another hand are an identification and description in a text. The identification of a descriptive text is usually as a main idea of the paragraph or called as a general statement, and the description of the descriptive text is about the explanation of general statement or main idea or supporting details to general statement.
19
Linda C Stanley et al. , Ways to Writing, (New York: Macmillan Publishing Company, 1987 ), p. 4.
20
Lila Fink et al., Text For Writing and Reading, ( Boston: Little Brown and Company , 1983), p. 58.
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In addition feature is grammatical feature of a description. Factual description usually include the following grammatical features: (a) verb in the present tense, (b) adjective to describe the features of the subject , and (c) topic sentence to begin paragraph and organize the various aspects of the description. 21
Other hand Fink assumed, “Writing description has purpose, this following element to write and reading description there are :
1. Concrete details.
A concrete detail is a specific description that support, reflects, or expands a writer‟s attitude purpose.
Examples: The modern math student, using a calculator instead of a slide rule, make speedy and accurate calculations.
2. Images.
An Images is a concrete, literal (real, actual) description of a person, physical object, or sensory experience that can be known through one of
the five senses (sight, sound, taste, touch and smell).
Examples
Lighting crackled and sizzled across the darkened sky (sound and sigh)
3. Similes
A simile is a comparison, using like or as, between two objects. The comparison is between two things essentially different yet similar in one aspect.
Examples
Anger heated up in me like water about to boil. 4. Metaphors.
A metaphor is an implied (indirect ) comparison between two things without the use of like or as.
5. Connotative language.
Connective words or phrases imply or suggest meaning different from their dictionary definition; they may carry a positive (favorable, good) or negative unfavorable, bad) meaning. 22
From definition above the writer concluded description is the kind of writing used to bring the reader into the picture, for examples by telling the readers something strike the sense, how it looks, smells, sound, feels even
21
Mark Anderson and Kathy Anderson, op.cit.,p.26.
22
Lila Fink et al, Text For Writing and Reading, (Boston: Little Brown and Company , 1983), pp. 41-42.
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sometimes how it tastes. Description writing uses concrete language to portray the characteristic of object.
c. Exposition
Exposition is writing that explains something exposition is writing with a referential aim. The aim of exposition to present ideas, to make the ideas clear as possible and to persuade reader or listener by presenting one side of argument.
Mark and Kathy opinion about features of an exposition, there are features of an exposition;
a. Constructing an exposition, in the text usually has three section :
Introduces the author`s point of view and can preview argument that may d reinforce follow in the text.
The series of arguments that aim to convince the audience
Conclusion that sums up the arguments and reinforces the author`s point of view
b. Grammatical features of an exposition such as
Word that express the author`s attitude (modality) example, will, may, must, always, rarely,
Emotive nouns and verbs,
Adverbs that show a time sequence and link arguments23
From the explanation, the writer concludes about exposition is used to give information, making explanations and interpreting meaning. It includes editorials, essays, and informative and instructional material. In other hand Tricia Hedge defines, “Exposition is writing that inform, clarifies, defines, analyzes, or otherwise treats a subject by letting the reader. It often answer the question what, why, how”.24
4. Kinds of Descriptive Writing
As we know that descriptive is to describe something, such as a person, place, or thing. When the people describe, they often describe each of people in
23
Mark Anderson and Kathy Anderson, Text types in English 3, ( Australia: Macmilan, 1998), p. 22.
24
Tricia Hedge, Writing Resources Book for Teacher, (New York: Oxford University Press, 1988), p.83
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terms of age, nationality, clothes, hair, face, height, etc. Therefore, based on that statement it can be seen that describe has three types kind
a. Describing people
If you are writing a description of a person, you can start off their subject, physical appearance, the clothes, the clothes they wear the sound of their voices, the language they use, or simply they walk.25
In the describing people, there are many ways such as his/her face, color of hair, clothes, skin, body shape, etc.
b. Description of a place
When we start to write anything in a description, it should be clear. As stated by McKay 26“The best way to describe a place is to show someone the actual place or to take a picture of it or just give the characteristics of the place”. For example, if the place is a home or a room, so it is important to give clearly picture of the size and arrangement of space involved. Therefore, in describing a place we should be taken consideration of (a) the location of the objects of the place should be clear, (b) the details should be arranged logically and systematically so that it is easy for reader to imagine the object in their mind, and (c) controlling idea, this is the most important in writing process, because if we have a strong controlling idea it can give the paragraph focus.
The Grammatical is used in describing a place is subject-verb agreement and as a notice that since the selection describes an area that now exists, all the verb are in the present tense.
25
Santi V Buscemi , A Reader for Developing Writer, (Boston: Mc Graw Hill, 2002), p. 305.
26
Sandra McKay, Fundamentals of Writing for a Specific Purpose, (New Jersey: Prentice-Hall,Inc.,EnglewoodCliffs, 1983), p. 33.
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17
c. Description of a Thing or an Object
McKay 27 gives her opinion about description of a thing or an object that the best way to describe the physical characteristics of an object or a thing that is, of course, to point the actual object or thing or to show a picture of it. At times, however, it is not necessary or possible to include an illustration of the object or thing, such as its, shape, color, etc, in a descriptive an object or thing, the verb to be is frequently used to describe it, and a verb it self must agree with the number of the subject in the sentence or called subject-verb agreement.
C. The Purpose of Teaching Descriptive Writing
Descriptive writing is one of the most important skills you can teach to junior high school students. By thinking the details that can make a description come a live, the students can improve their writing ability and their skills in describing an object. To make the students capable in explaining something in form of descriptive writing. Stanley et all said purpose descriptive writing, “Description may be used as end in it self but often serves other purposes.”28
The description can used for the other purposes, in general the primary for writing are:
To entertain the reader
To relate experience and/or express feelings
To inform the reader about something interesting or important To persuade the reader about to think or act a particular.29
27
Sandra McKay, Fundamentals of Writing for a Specific Purpose (New Jersey: Prentice-Hall,Inc.,EnglewoodCliffs, 1983), p. 17.
28
Linda C Stanley et al., Ways to Writing, (New York: Macmillan Publising Company, 1987),p. 149.
29
Barbara Fine clouse, Patterns for A purpose, (Boston: McGraw-Hill Publised, 2003), p.33
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18
A. The Objective of The Research
Based on the research questions above, the writer has the objectives of the research as following :
a) To know the types of errors the students made in descriptive writing. b) To know the causes of errors the students made in descriptive writing
B. Method of The Research
In this research, the writer should the descriptive analysis study. At the first writer focused on the problem such as the errors on the descriptive writing. a writing test and analyze them classifying them into eleven types. Finally the writer interpreted the data about what kind of errors that the students made and the cause of those errors in descriptive writing.
C. Instrument of The Research
The writer used a writing test as the instrument for collecting the data. For the test, the writer asked the students to write a descriptive text which the topic about animal or thing, the student had to make a short text relate the topic given.(See appendix 2p.44).
D. Population and Sample
The population of this is the 40 first grade students of “SMP PGRI 2 Ciputat”, class VII.2 to fulfill her research.
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19
E. Place and Time of Study
The research took place at SMP PGRI 2 Ciputat Tangerang ,which is located Jl. Cendrawasih Km.4 Sawah Lama Ciputat. The time of the research was conducted is on January 24th up to February 1st 2011
F. Technique of the Data Analysis
Based on the qualitative data, the writer used simple statistic analysis to process the data. This analysis is looking for proportion, percentage and ratio. The writer analyzed all of the data which support to the topic of the research. In the table percentage the writer used formula:
P = F x 100% N
P = Percentage F = Frequency
N = Number of the students1
1
Prof. Drs. Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada,2004),p.40
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20
As previously stated above, the writer conducted the field research at the first grade SMP PGRI 2 Ciputat. To get the data, the writer gave essay test the students.
To know the result of the test the writer made a table that shows the student errors that taken from the data analysis on the test descriptive writing, it can be stated that:
Table 4.1
The Recapitulation of The Students Errors in a Descriptive Writing
SS` Kind of errors
Total No S-p V Dict Ad Om WO WF Sp Pun Cap Art
1 4 1 2 5 1 1 14
2 3 2 1 1 2 9
3 3 1 1 5
4 3 1 3 1 8
5 3 2 2 1 8
6 3 2 6 2 1 1 15
7 3 3 1 2 1 10
8 1 2 3
9 1 2 1 1 5
10 2 1 1 1 5
11 1 1 5 2 9
12 12 1 2 2 2 19
13 4 2 7 3 2 1 2 21
14 1 2 1 1 1 1 7
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21
16 5 1 6
17 4 1 6 1 1 1 14
18 3 1 2 1 7
19 3 1 5 1 1 2 13
20 1 1 1 3 6
21 4 1 5 10
22 1 1 1 1 2 6
23 3 7 2 12
24 1 2 1 1 5
25 1 1 2 1 1 6
26 2 1 2 1 6
27 3 1 1 2 1 8
28 2 1 1 1 5
29 2 1 4 1 8
30 2 1 1 4
31 4 3 2 9
32 4 6 1 11
33 1 2 1 1 1 6
34 1 1 1 3
35 2 2 1 1 1 1 8
36 1 2 1 3 1 1 1 10
37 1 1 1 2 1 6
38 3 1 6 10
39 1 4 1 6
40 3 1 1 1 1 1 1 9
Total 87 4 12 44 17 95 15 11 28 15 12 340
Note :
1. Ss` : Students`
2. S-p : Singular – Plural 3. V : Verb
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5. Add : Addition 6. Om : Omitted 7. WO : Word Order 8. WF : Word Form 9. Sp : Spelling 10. P : Punctuation 11.Cap: Capitalization 12. Art: Article
Percentage of Student`s Errors on Descriptive Writing
1. S-p : Singular – Plural : 87 x 100% = 25.58% 340
2. V : Verb : 4 x 100% = 1.17%
340
3. Dic : Diction : 12 x 100% = 3.52%
340
4. Add : Addition : 44 x 100% = 12.92%
340
5. Om : Omittion : 17 x 100% = 5%
340
6. WO : Word Order : 95 x 100% =28.10% 340
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23
7. WF : Word Form : 15 x 100% = 4.44% 340
8. Sp : Spelling : 11 x 100% = 3.23%
340
9. P : Punctuation : 27 x 100% = 7.94% 340
10.Cap: Capitalization : 15 x 100% = 4.41% 340
11. Art: Article : 12 x 100% = 3.52%
340
From the data above the writer can get a description concerning to the students achievements in the test. There were Singular-plural 25.58%, verb tense1.17%, diction3.52%, addition 12.92, ommision 5%, word order 28.10%, word form 4.44%, spelling 3.23%, punctuation 7.94%, capitalization4.41%, article 3.52%.
The writer analyze the whole data, the highest errors is made word order 95 errors or 25.58%, and the lowest is verb 4 errors or 1.17% .
B. The Analysis of Data
From the data collected, the writer found eleven types errors of the writing. The focus of error will be analyzed, as following criteria
a. Singular – Plural
Some students made mistake in using singular and plural noun. They didn`t use the plural form for the plural nouns, it made in default of the words that come after expression of quantity. The singular form can be edified by
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by the addition of “s” or “es” in the end of a noun. In this case the students didn`t use singular – plural is 25.58 %.
b. Verb Tense
Tense is a form taken by a verb to indicated the time at which the action or stated is view as occurring. 1Some of students made mistake in using tense, they were confused in using tenses in their writing. Verb tense is the verb used indicated the time at which the action or statement is occurs. It caused by their lack of grammar understanding or their carelessness. In this case the students who didn`t use the right tenses are 1.17 %
c. Diction
Diction or word choice is choosing the right word in a sentence. Sometimes one word has same meaning but has different usage in the sentence. For example pale and pail look same spelling but there are different. pale is an adjective and pail is a noun, they are used different way. Other problem word that sound the same or almost the same but have different meaning, for example quiet and quite. Some students made mistakes in diction because they choose the wrong words which has un appropriate meaning with the sentence. The result is that a sentence is unclear or the students fail to express what they mean carelessness. In this case the students didn`t choose the right word are 3.52 %.
d. Addition
When the writer analyzed the students` writing she found the students miss several words in their writing. Since , she should add some words to complete
their writing, “Name cat Pusy,” it should be ” The cat`s name is Pusy”. In this
case the students miss several word in their writing are 12.92%.
1
Sylvia Chaker, Edmund Weiner, The Oxford dictionary of English Grammar, ( New York: Oxford University Press), p. 324
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25
e. Omissions
Omission errors are characteristic by absence of an item that must appear in a well-formed utterance. Sometimes, the students in their writing added some useless words in a sentence that had better be omitted. For example , it`s
smart pet cat. It is better if the word “pet” is omitted. In this case the students
added some useless word in a sentence are 5%.
f. Word order
The term word order is used to the order elements in the clause, the elements which are to the order elements in the clause, the elements which are of course often realized by phrases or clauses are rather than just one word: subject, verb, object, predicative, and adverbial.2 It is known that Indonesian wrd order and English word order is different .For example, “she has eyes
two”, it should be ,”she has two eyes” .In this case the students difficulties in
used word order are 28.10%.
g. Word form
The term word order is often used refer to the order of the elements in the clause, element which are, of course, often each realizes by phrases or clauses rather than just one word: subject, verb, object, predicate and adverbials.3Indonesian word form is different from English word form. They often over generalize the form words. Some students made errors in using the word form in their composition. For instance, they misuse a word when the sentence is followed by modal auxiliary, or the verb form using inappropriate words in a sentence like adjective and adverb form. In this case the students difficulties in using word form are 4.44%.
2
Douglas Bibe, Stig Johnson et.al, Longman Grammarof spoken and written English, (london:s Pearson Education Limited, 1999), p. 260.
3
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h. Spelling.
Spelling is how to write a word correctly. The difficulties of spelling is often occurs because the lack of knowledge. Besides, the such error can also be made by students because of less exercise. For example “luxuriant , cleaver”, it should be “ luxuriant, clever”. In this case the students difficulties in spelling are 3.23%.
i. Punctuation
Punctuation is the practice of inserting various marks in written text in order to aid interpretation.4 It used to indicate the relationship between words, phrases, and clauses. It is a mean for making the meaning of a sentence easily understood. Period [.], comma [,],question mark [?], exclamation point [!], colon [:], semicolon [;], etc, are the kinds of punctuation. Most of students
misused the punctuation, e.g. “ It has two eyes”, It should be used colon (, )
after sentence. In case of punctuation, the students made errors because they do not pay much attention to the punctuation in writing, whereas it is important to make the meaning clearly. In this case the students didn`t use punctuation in writing are 7.94%.
j. Capitalization
Some students cannot decide whether an expression or word should be capitalized or not. They used capital letter or not in a certain word or, it is simply said, it is out of the ruler. They also used the wrong capital letter in particular words. They did not put any capital letter at the beginning of the sentence, in the name of a person, place, and abbreviation. In this case the students didn`t use capitalization are 4.41%.
4
Sylvia Chalker and Edmund Weiner, The Oxford Dictionary of English Grammar, (New York: Oxford University Press, 1994), p. 427.
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27
k. Article
In Indonesian writing, there is no need to use an article. It influences the students in their writing. Some students use wrong articles in their compotation. They were confused to use a or an before singular that is
initialized with vowel. For examples: “she is an student”. It should be “ she is a
student” . In this case the student did not use are 3.55%.
C. Interpretation Data
After analyzing the students errors, the following table interprets the students errors on descriptive writing.
Table 4.2
The Sequence of Students` Error
No Types of Error Frequency of Error
1 word order 95
2 Singular-plural 87
3 Addition 44
4 Punctuation 27
5 Ommision 17
6 Word form 15
7 Capitalization 15
8 Diction 12
9 Article 12
10 Spelling 11
11 verb tense 4
From table above that sentence pattern is the highest frequency of errors with number of error is 95 errors. They did it because they were still influence the mother tongue. This error is sometimes the result from immediate communication strategy when the learner tried to express a meaning, which their competence contained no appropriate items or rules at all. Overgeneralization and transfer may
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also become the result of an immediate communication strategy. In Indonesia word order and English word order is very different. For example “it has legs four” it should be “it has four legs”
The second rate error frequency is singular – plural. The error number is 87 errors. It can be seen the most student could not used singular plural because of their lack of knowledge and the influence of the mother tongue. In Indonesia language there are no differences singular-plural. Singular-plural is number of the form of word to show whether it is singular or plural. Singular number more then a noun denotes one object. Plural number is a noun denotes more than subject.
Then, the error addition is 44 errors, sometime the students miss several word in their text when they are writing a composition, because that when the writer analyzes each of students` writing he should add some word to complete their writing. For example “it very funny” it should be “it is very funny”. In addition the student have no enough knowledge in English writing.
The last the most error is punctuation. The frequency of this error is 27 error. In this punctuation case , the students made errors because they do not pay attention to the punctuation in writing, whereas punctuation is important to make the meaning clear.
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CHAPTER V
CONCLUSION AND SUGESTION
This chapter is presents the conclusions and sugestion from the reseacher on the reseacher conducted at SMP PGRI 2 Ciputat.
A. Conclusion
The main objective of this study are to analyze the students errors in descriptive writing made by the first year at SMP PGRI 2 Ciputat.
Based on the findings of the analysis , the writer conclude the sequence of students` errors as follow: word order is 28.10 %, singular-plural is 25.58%,
addition12.4%, punctuation is 7.94%, ommision is 5%, word form is 4.44%, capitalization is 4.41%, diction is 3.52%, article is 3.52%, Spelling is3.3%, verb is 1.17%.
Finnaly, the writer concluded that, most students of the seventh grade at SMP PGRI 2 made on types errors as mentioned above, in their descriptive writing. These errors occur because of their lack of knowledge in English grammar, they often overgeneralise the form words, do not attention to word order and singular plural, because they influence of their native language or inter lingual transfer and the context of learning.
B. Suggestion
After involving with the education environment the writer has some suggestion to:
1. The English Teacher.
Teacher is one of the most important factors in teaching English. The teachers who are actually the actor behind the teaching learning process, therefore the writer would like to suggest as follow:
1. The teacher should explain the descriptive writing clearly to the students and make sure that the students understand it.
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2. The teacher ought to motivate his students to be more relax in learning English. And tell them English is easy and not to make any mistakes, because that is a process to gain a success.
3. The teacher should give more exercises to the students to train their writing skill especially in descriptive writing.
4. The teacher should give the opportunity to the students to be more active in learning English.
5. The teacher should be creative in developing the teaching learning
activities in the classroom, especially in developing their abilities and skill in descriptive writing.
6. The teacher should also give clearer explanation about other
grammatical rule, such as article, spelling,and the sentence pattern that the students can apply those rules correctly both in oral and written way.
2. The Students.
1. The students should more try about descriptive writing exercise and must be encouraged in using grammar.
2. The students must improve themselves in understanding the tenses and spent their time more in practicing their writing skill so they can convey their ideas correctly and write it in a good paragraph.
3. It is better for students to get familiar with the English dictionary and the correct use of every word.
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31
BIBLIOGRAPHY
Barbara, fine Clouse. 2002. Patterns for A Purpose, boston: McGraw-Hill Publised.
Buscemi, V. Santi 2003. A Reader for Developing Writer. Boston: McGraw-Hill. Brown, Doughlas, 1987. Principles of Language Learning and Teaching. New
York : Prentice hall, inc.
Depdiknas, 2006. Regulation Minister of National Education No. 23 Tahun 2006, Jakarta: PT. Binatama Raya.
Dullay. Heidy et.al., Language Two, ( New York: Oxford University Press, 1982), p.183
Douglas, Bibe. Stig Johson et.al, 1999. Longman Grammar of Spoken and Written English. London: Pearson Education Limited.
Lila Fink et al.,1983. Text For Writing and Reading. Boston: Little Brown and Company.
Harmer, Jeremy. 2007. The Practice of English Language Teaching Fourth Edition. England: Pearson Education Limited.
Jordan, RR. 1980. Academic writing course. London: Butler and Tanner Ltd, Mark, Anderson and Kathy Anderson. 1998. Text Types in English 3. Australia:
Macmillan.
McKay, Sandra. 1983. Fundamentals of Writing for a Specific Purpose, New Jersey: Prentice-Hall,Inc.,EnglewoodCliffs.
Mora, J. Kerper. 1991. Guided Writing in Second Language Classroom. Califonia: San Diego University Press.
J. Norrish, 1987 Language Learning and their Errors. London: Macmillan Publisher
Sudijono, Anas. 2004. Pengantar Statistik Pendidikan. Jakarta: PT.Raja Grafindo Persada.
Raimes, Ann. 1983. Technique in Teaching Writing. London: Oxford American English.
Raymond, C. James. 1985. Writing is an Unnatural Act. New York: Harper & Row Publishers.
Scriver, Jim. 2005. Learning Teaching : A guidebook for English language teachers. Mac Millan: Mac Millan Publiser Limted.
Sedley, Dorothy. 1981 College Writer’s Workbook. Ohio: Bell and Howell Company.
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Stanley, C. Linda ,et.al. 1987. Ways to Writing. New York: Macmillan Publishing Company.
Sylvian, Barnet and Marcia, Stubbs. 1983. Barnet and Stubbs`s Practical Guide to Writing. Boston: Little Brown and Company Publiser.
Walter, Teresa. 2004. The how To Hand book; Teaching English Language Learners. London: Longman.
Walter ,T. Petty and Julie M. Jansen. 1989 Developing Children’s Language, (New York: Allyn and Bacon INC.
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Appendix 1
The samples of students` descriptive writing.
No Students` Description Contruction
1. 1 My cat^ is Setiven. It has four Leg^, it has ear^two, the cat very funy, it has eyes two, it has nose one, it has body hair luxuriant and thick, it has body small, it has tail one
My cat`s name Setiven.It has four legs. It has twoEars, the cat is very funny,It has two eyes, it has onenose, it has body luxuriant and thick hair, it has a small body, it has one tail
2
2
My cat name is catty. It has two ear and four legs. It has a strong body it is very funny.
it has body hair luxuriant and thick.It favorite food is fish. It has mustache and long hair. It has two eye.
My cat`s name is catty. It has two ears and four legs. It has a strong body it is very funny. It has body hair luxuriantand thick.It`s
favorite food is fish. It has mustache and soft fur. It has two eyes.
3
3
The name of the cat ayuakari, it has two eyes the color is
blue and white. The cat body^ white. The cat food is fish, it has four leg, it has two ears, the cat like plaing in the garden.
The name of the cat ayuakari, it has two eyes the color is
black and white. The cat body is white. The cat food is fish, it has four legs, it has two ears, the cat like playing
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4 4 My name cat Anggeres. It has four leg, it has body a
strong, she has ear two the cat very funny, it has body
hair luxurios and trick, it has tail. like eat
My cat`s name cat Anggeres. It has four legs, it has a strong body , she has two ears, the cat very is funny, it has two eyes , it has body hair luxurios and trick, it has tail.
5 5 My cat^ is black has ^ hair
and fat body. Black has green eyes. A flat nose and four leg. Black has funny face. Black salt fish.
My cat name is black has
clean hair and fat body. Black has green eyes. A flat nose and four legs. Black has funny face. Black salt fish.
6 6 My name is cat boni it has four laeg, it has ^ body strong, she has ear two, the cat^ very funny, it has eyes two, it has nose one, it has
body luxuriant and thick, it has body smell it has tail one.
My cat`s name is cat Boni it has four legs, it has a strong body, she has two ear, the cat is very funny, it has two eyes, it has one nose, it has
luxuriant and thick body, it has body smell it has tail one.
7 7 Name is cat steve. It is four
leag, It has body strong. she has two ears. The cat very
funy. It is eyes two. It has one nose. It has body hair luxuriant and thick.
Name cat`s name is Steve. It is four legs, It has a body strong. She has two ears. The cat is very funy. It has two eyes. It has one nose. It has
body hair luxuriant and thick.
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35
8 8 My cat^ Mittens. She was
week old. She feet and black fur every were else. She got fat and lazy, all she would do is lays on the bed my room
My cat is Mittens. She was week old. She has feet and black fur every where else. She got fat and lazy, all she would do is laying on the bed my room.
9 9 My cat Simson, he is orange blak and brown, simson comunicates ^^ by meowing, when he is hungry and when go to inside. If you hold the cat food above my head he will try to jump and get it. I thing Simson is very happy with us.
My cat is Simson, he is orange blak and brown, simson comunicates with us by meowing, when he is hungry and when go to inside. If you hold the cat food above my head he will try to jump and get it. I thing Simson is very happy with us.
10 10 It has name is Sarah, it has two eyes the color is black, it has feather the color brown, the cat eat mouse, it has four
foot it has two ears round, the cat likes fish
It has name is Sarah, it has two eyes the color is black, it has brown fur, the cat eat mouse, it has four foot it has two ears round, the cat likes
fish.
11 My cat is Romeo. It four
legs. It has a strong body. It has ear two the cat is very funny. it has one nose, it has
eye two. It has one nose, it has body hair luxuriant and thick. it has body small, it
My cat is Romeo. It four legs. It has a strong body. It has ear two the cat is very funny. it has one nose, it has
eye two. It has one nose, it has body luxuriant and thick hair. it has small body,
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has tail one. it has one tail 12 12 My name is catty. It has fou
leg, it has hair thicks, it has two eye, it has nose, it has toes, it has two ear, it has mustache, it has body strong, it like fish, it is spoiled and sweet, it eye sharp, it is smart, it has de heavy and brave, it has tail, it has mouth.
My cat`s name is catty. It has
four legs, it has thicks body, it has two eyes, it has nose, it has toes, it has two ears, it has mustache, it has a strong body, it like fish, it is spoiled and sweet, it eyes are sharp, it is smart, it has de heavy and brave, it has tail, it has mouth.
13 13 My cat is pupi. it has four leg, it has body hair de thick, it has spolid and sweet, it has spoiled and sweet, it has flat nose, it like eat fish, it eye sharp, it is smart^, it like often fish, has it has fat, it
has de heavy and brave, it has clean^ and big, it to speak meow, it has tail.
My cat`s name is Pupi. It has four leg, it has hair thick body, it has flat nose, spolid and sweet, it has spoiled and sweet, it has flat nose, it like
eating fish, it has eye sharp, it is smart pet, it like often fish, has it has fat, it has fat body. It has fat body . It is
heavy and brave, it has clean fur and big, it`s to speak meow, it has tail.
14 14 It has four legs, it has two eyes, it has two ears, it has
one one and it has
moustache, and tail, mouth,
it eat fish and drink milk and voice meauuu... meau... my
It has four legs, it has two eyes, it has two ears, it has
one one and it has
moustache, tail and mouth,
it likes eating fish and drink milk and voice meauuu...
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37
name cat is ara meau... my name cat is
Ara. 15 15 My cat is ryan. It has four leg
it has a body strong, she has ears two the cat is very funny, it has eyes two, it has nose one, it has thick, it has hair cat ears, it has tail one, it eat meat, it has one mouth
My cat is ryan. It has four
legs, it has a strong body, she has two ears, the cat is very funny, it has two eyes, it has nose one, it has thick hair, it has hair in the ears, it has tail one, it eat meat, it has one mouth.
16 16 My cat is sarah. It four legs. It has a strong body. It has
ear two the cat is very funny. it has one nose, it has eye two. It has one nose, it has
body hair luxuriant and thick. it has body small, it has tail one.
My cat is Sarah. It four legs. It has a strong body. It has
ear two the cat is very funny. it has one nose, it has eye two. It has one nose, it has
body luxuriant and thick hair. it has small body, it has
one tail. 17 17 My cat is Joni, it has four leg.
It has a body strong, she has
ear two, the cat ^ very funny, it has eye two, it has nose, it has eye two, it has nose one, it has body hair luxuriaunst
and thick, it has body small, it has body small, it has tail one.
My cat is Joni, it has four
legs. It has a strong body, she has two ears, the cat is
very funny, it has eye two, it has nose, it has eye two, it has nose one, it has body hair
luxuriat and thick, it has small body, it has one tail.
18 18 My cat ^ Dona. Dona has hair and fat body. Dona has
My cat`s name is Dona. Dona has soft fur and fat
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green eyes. A flat nose and four leg. Dona has funny face. Dona like eat salt fish.
body. Dona has green eyes. A flat nose and four legs. Dona has funny face. Dona likes
eat salt fish.
19 19 My name is Astro boy. It has four legs, it has ear two, the cat very funy, it has eyes two, it has nose one, it has
body hair luxuriant and thick, it has body small, it has tail short.
My cat`s name is Astro boy. It has four legs, it has two ears, the cat very funny, it has two eyes, it has one nose, it has body luxuriant and thick hair, it has body small, it has short tail.
20 20 My cat is Roro. It has two eyes the color is white, it has
two eyes, it has hair much, it also joy milk, it has four legs and it has two ears and it^ joy palys foot ball small. The cat is very funny.
My cat`s name is Roro. It has two eyes the color is white, it
have two eyes, it has much hair, it also joy milk, it has four legs and it has two ears and it^ joy palys foot ball small. The cat is very funny.
21 21 My cat^ is Alex. It has four
leg, it has ear two, the cat very funoy, it has eyes two, it has nose one, it has body
hair luxuriant and thick, it has mustache, it has body
small.
My cat`s name is Alex. It has four legs, it has two ears, the cat very funny, it has two eyes, it has one nose, it has body luxuriant and thick hair, it has mustache, it has
small body.
22 22 My cat is wilkand, it has body fat, blue eyes, and
strong mustache, wilkand
My cat`s name is wilkand, it has fat body, blue eyes, and
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39
hen blak hair blak hair
23 23 My cat is Putri Krisdayanti, it has four leg, it has body strong, she has ear two, the cat rery funy, it has eyes two, it has nose one, it has body hair luxurian and thick, it has ^ body small, it has tail short.
My cat`s name is Putri Krisdayanti, it has four legs, it has strong body, she has
two ears, the cat very funny, it has two eyes, it has one nose, it has body luxuant and thick hair, it has a small body, it has short body. 24 24 My cat`s name is funny. It
has body hair thick. It has four leg, funny`s food is fish, it is a female cat and it has finger nail of the legs, it has two ears. Funny has eyes two
and mustache, it body hair is orange and white colour.
The funny is beautiful and smart cat.
My cat`s name is funny. It has body thick hair. It has four leg, funny`s food is fish, it is a female cat and it has finger nail of the legs, it has two ears. Funny has two eyes
and mustache, it body hair is orange and white color. Funny is beautiful and smart cat.
25 25 I have a pet, it is name is cat
pussy. It always sleep on my bedroom, it eats animal food and don`t like mouse. Pussy is my beautiful cat
I have a pet, it`s name is Pussy. It always sleep on my bedroom, it eats animal food and doesn`t like mouse. Pussy is my beautiful cat.
26 26 My pt is important animal to me. My fovourite pet is cat, because it is not noise and it
is very cute, it short and tin, it like to eat mice, it dosn`t
My pt is important animal to me. My favorite pet is cat, because it is not noise and it
is very cute, it short and tin, it like to eat mice, it doesn`t
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dog, because the dog always disturbed him.
like dog, because the dog always disturbed him.
27 27 My dog ^ Silo. I get him from my mother. When I see
him I fell in love with him. My dog has tail. I think that is cute. He is one of the cutest dogs I ever see. If he doesn`t, I want miss him.
My dog is Silo. I got him from my mother. When I see
him I fell in love with him. My dog has tail. I think that is cute. He is one of the cutest dogs I ever see. If he doesn`t, I will miss him.
28 28 It has name ^ Miouw, it has two eye^ the color is black, it has four foot, it has two ears round, the cat like^ fish.
It has name is Miouw, it has two eyes, the color is black, it has four legs, it has two ears round, the cat likes fish.
31 31 My cat is carry, it has body hair thick, it has four leg,
carry food fish, it is a lady
and it has finger nail of the leg. It has two ear and eyes carry has mustache, the body hair a black and white is color. Carry sweet and beautiful and smart. Carry
soft body hair and carry has a tail
My cat name is carry, it has
hair thick body, it has four
legs, Carry`s food is fish, it is a femaele and it has nail finger of the leg. It has two
ears and eyes carry has mustache, his body hair is black and white. Carry sweet and beautiful and smart. Carry soft hairy body and carry has a tail.
32 32 My cat is Bonar. It has ear two. It has eye two. It has
nose one. It has body hair thick. The cat very funny. It has four leg. It has body
My cat`s name is Bonar. It has ear two. It has two eyes.
It has one nose. It has body hair thick. The cat very funny. It has four legs. It has
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smell. It has tail one. smell body. It has one tail. 33 33 My rabbit Manis. I like to
playing very much with my rabbits and I love them very much and I have a good time with my rabbit to play with them. My rabbit eat grasses and carrot.
My rabbit Manis. I like to
very much to play with my rabbits and I love them very much and I have a good time with my rabbit to play with them. My rabbit eat grasses and carrot.
34 34 My dog max. He have kind of wavy hair on his back. His hair is a light color. He has beautiful brown eyes. Max is friendly with other people and with other dogs.
My dog is max. He have kind of wavy hair on his back. His hair is a light color. He has beautiful eyes brown. Max is friendly with other people and with other dogs.
35 35 My cat is Britney, it has four leg, flat nose, body hair thick, it has eyes circle, it eats fish, it has face cute, it like drink milk, it has mustache tin, it has tail and savage
My cat`s name is Britney, it has four legs flat nose, hair body thick, it has eyes circle, it eats fish, it has cute face, it likes drinking milk, it has mustache tin, it has tail and savage .
36 36 My cat is sweety, it has body hair the thick, it has four legs, it is lady^, it is food a fish and it has finger nail or the leg, it has two ears and
eyes and sweety has
mustache, the body hair a
yellow and white is color
My cat`s name is Sweety, it has thick hary body, it has four legs, it is a female cat, it`s food is fish and it has finger nail of the leg, it has two ears and eyes. Sweety has mustache, the hair body is yellow and white. Sweety
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sweety soft and sweety has a tail.
soft and has a tail.
37 37 My cat name is Pussy. It has
body big with soft white fur. It`s eyes are round and big. It has ling and thick furry tail. It`s face is oval with long whiskers. Pussy is a alzy cat but it is very funny. It`s does not like play but it like play down on the sofa. Pussy always make me smile.
My cat name is Pussy. It has
big body with soft white fur. It`s eyes are round and big. It has long and thick furry tail. It`s face is oval with long whiskers. Pussy is a alzy cat but it is very funny. It`s does not like playing but it like play down on the sofa. Pussy always make me smile.
38 38 My cat is Betong, it has four
leg, it has body strong, it has
ears two, the cat is very funny, it has nose one, it has
body hair luxuriant and thick, it has body small, it has tail one.
My cat`s name is Betong, it has four legs, it has a strong body, it has two ears, the cat is very funny, it has one nose, it has luxuriant and thick harry body, it has
small body, it has one tail. 39 39 My cat is gembul it has leg,
it has body strong, she has
ear two, it has nose one, it has body small, it has tail short.
My cat is Gembul it has four
legs, it has strong body, she has two ears, it has one nose,
it has small body, it has
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40 40 It has name is coki, it has two eyes the color is black, it has feather the color brown, the cat eat mouse, it has four
foot, it has two ears round, the cat like fish
It has name is Coki, it has two eyes the color is black, it has brown fur, the cat eat mouse, it has four legs, it has two ears round, the cat likes
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Appendix 2
ISTRUMENT OF THE TEST
Name :………..
Class :……….
Make a description about your own pet
---
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45
Appendix 3a
Example of descriptive writing describe thing
“ KIMONO”
Kimono is the traditional clothes of Japanese people. This very beautiful costume is made of silk and usually very expensive. But now, not many people are wearing it in every day life. Kimono is only worn at formal or traditional occasions such as funeral, weddings or tea ceremonies. There are many kind of style and color of kimono. These styles and colors deepen on the occasion, the age and the marital status of the person who wears it.
Adapted from
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Appendix 3b
Example of descriptive writing describe place
“ Bird Park “
One of the most interesting places to visit in Singapore is the bird park. It is located in the industrial area of Singapore, called Jurong. The bird park is about twelve kilometers from the center of the city, and it`s easy to get there by bus or by taxi.
It is one of the largest bird park in the world. The birds are kept in the large cages, and there are hundred of beautiful birds from many different parts of the world, including penguins, parrots, eagles, and ostriches. There is a large lake in the park, with a restaurant beside it, and there is also a very large cage which you can walk inside to get closer looking at birds.
It takes about two hours to see all the birds. You can walk around the park or ride on the bus. The best time to visit the park is in the park is in the early morning or late afternoon, when it is cooler.
Adapted from
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47
Appendix 3c
Example of descriptive writing describe person
“ Britney Spears ”
Britney is popular artist. She is a singer. Her complete name is Britney Spears. She was born on December 2nd, 1981. She comes from Hollywood, USA. Brit a call for her , has many fans clubs in the world. She is popular with her albums. She is popular with Drive Me, Sometimes, I`m not a Girl, etc.
Brit is beautiful, she has blond hair and a pointed nose, She is about 170 cm tall, She is slim and slender. She is smart. She likes to wear jeans. Even she always wears one labeled BJ short for Britney Jeans.
Adapted from
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(1)
two eyes the color is black, it has feather the color brown, the cat eat mouse, it has four foot, it has two ears round, the cat like fish
two eyes the color is black, it has brown fur, the cat eat mouse, it has four legs, it has two ears round, the cat likes fish.
(2)
Appendix 2
ISTRUMENT OF THE TEST
Name :………..
Class :……….
Make a description about your own pet
---
(3)
Example of descriptive writing describe thing
“ KIMONO”
Kimono is the traditional clothes of Japanese people. This very beautiful costume is made of silk and usually very expensive. But now, not many people are wearing it in every day life. Kimono is only worn at formal or traditional occasions such as funeral, weddings or tea ceremonies. There are many kind of style and color of kimono. These styles and colors deepen on the occasion, the age and the marital status of the person who wears it.
Adapted from
(4)
Appendix 3b
Example of descriptive writing describe place
“ Bird Park “
One of the most interesting places to visit in Singapore is the bird park. It is located in the industrial area of Singapore, called Jurong. The bird park is about twelve kilometers from the center of the city, and it`s easy to get there by bus or by taxi.
It is one of the largest bird park in the world. The birds are kept in the large cages, and there are hundred of beautiful birds from many different parts of the world, including penguins, parrots, eagles, and ostriches. There is a large lake in the park, with a restaurant beside it, and there is also a very large cage which you can walk inside to get closer looking at birds.
It takes about two hours to see all the birds. You can walk around the park or ride on the bus. The best time to visit the park is in the park is in the early morning or late afternoon, when it is cooler.
Adapted from
(5)
Example of descriptive writing describe person
“ Britney Spears ”
Britney is popular artist. She is a singer. Her complete name is Britney Spears. She was born on December 2nd, 1981. She comes from Hollywood, USA. Brit a call for her , has many fans clubs in the world. She is popular with her albums. She is popular with Drive Me, Sometimes, I`m not a Girl, etc.
Brit is beautiful, she has blond hair and a pointed nose, She is about 170 cm tall, She is slim and slender. She is smart. She likes to wear jeans. Even she always wears one labeled BJ short for Britney Jeans.
Adapted from
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