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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
