xxxi This is an exam ple of guided w riting act ivit y
The st udent s did not need t o w rit e dow n t he quest ion. They just answ ered it and m ade it int o a descript ive paragraph about t heir ow n house.
The w rit er needed four m eet ings t o t each descript ive t ext . It w as about eight hours. As t he final result m ost of st udent s w ere able t o m ake a descript ive paragraph w ell. As
be seen from t he dat a of t heir m ark w hen t hey were m aking t he descript ion of t heir ow n house. The dat a show ed t hat 21 st udent s of 28 st udent s got score upper 6.
D. The Problems and The Solutions of Teaching W riting Descriptive Text for 7
th
Grade Students of SM P N 20 Surakarta
1. Where do you live ?
2. How far is your house from school ?
3. How is t he condit ion of your house ?
-
Is it big enough ?
-
Is it clean ?
-
Do your house have garden ? 4.
How m any room s are t here in your house ? What are t hey ?
5. What t hings are t here in your living room ?
What is t he funct ion of your living room ? 6.
How m any bedroom s do you have ? 7.
What do you feel living in your house ?
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There w ere m any problem s during t he process of t eaching descript ive t ext . The w rit er did observat ion t o collect t he dat a. It w as on M ay 6, 2010 and M ay 11, 2010. The
w rit er used int erview and quest ionnaire as t he m edia. The problem s cam e from m any aspect s, as f ollow s:
a. The st udent s
The w rit er gave st udent s quest ionnaire t o know t heir difficult ies in learning English especially descript ion genre. The w rit er divided quest ionnaire int o
som e point s, t hey are : st udent ’s m ot ivat ion, st udent ’s difficult y in det erm ining t he first sent ence in describing som et hing, st udent ’s
vocabulary and t heir gram m ar and st udent ’s boredom . This is t he dat a of quest ionnaire from 34 st udent s.
a. St udent ’s M ot ivat ion
St udent s have great m ot ivat ion t o com e in front of class w hen t here is a bonus.
Yes No
34 -
Based on t he dat a, all of t he st udent s 100 st udent s are willing t o do som et hing w hen t here is a prize or plus point given.
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b. Get t ing Confused
St udent s have difficult y in det erm ining t he first sent ence t o describe som et hing.
Yes No
28 6
The dat a show s t hat 28 of 34 st udent s get confused t o det erm ine w hat t hey w ould w rit e. In opposit e, 6 st udent s find it easily.
c. Having Lim it ed Vocabulary and Gram m ar
Num ber of st udent s w ho find it difficult t o m ake a descript ion because of t heir vocabulary and gram m ar.
Vocabulary and Gram m ar Anot her Reason
33 1
It can be seen from t he dat a t hat 32 st udent s are having limit ed vocabulary and gram m ar. One st udent has anot her reason; he finds it
difficult because he t hinks t hat English lesson is difficult t o learn. d.
Being bored
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In t his case, t he w rit er gave a chance for st udent s t o choose m ore t han one answ er.
St udent s w ho get bored easily
St udent s w ho do not get bored easily
26 8
The w rit er also added t w o opt ions w hat st udent s w ill do if t hey are bored. They are:
1. Talking wit h t heir friends
2. Sleeping in class
The t able show s t hat m ore t han a half of t he num ber of st udent s in class VIIE oft en get s bored and only eight st udent s w ho are not .
b. The Teacher
The w rit er divided t he problem s faced by t he English teacher, M rs.Prim anda and t he w rit er it self.
a. The English Teacher The w rit er did int erview t o know t he problem faced by t he English
t eacher. M rs. Prim anda has been an English t eacher for about 6 years.
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She has t aught in SM PN 20 since 2007. She finds som e obst acles in t eaching, t hey are :
a.1 Noisy St udent s The biggest problem in t eaching is noisy. The st udent s alw ays m ake
noisy w hen t hey are in class. It is difficult for t eacher t o do any variat ion in giving m at erials t o st udent s. If t he condit ion of t he class is noisy, it
w ill dist urb anot her class and anot her t eacher w ill com plain about it . As t he solut ion t o handle t his problem is t he t eacher m ust t reat t he
st udent s resolut ely. a.2 Teaching M at erial
The t eacher has t o look for anot her source book because m ost of books are about reading m at erials. For exam ple, t he BSE book. The BSE
book approved by t he educat ion m inist er and t he English handout are not good enough. Som et im es t he books do not t ell t he t rut h. When one
of t he chapt ers is about descript ion but t he cont ent is report . In handling t his t eaching m at erial problem , M rs. Primanda looks for
m at erial from t he int ernet and som et im es she m ade a t ext by her ow n. a.3 Tim e Allocat ion
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The t im e allocat ion for t eaching English is anot her problem . The t eacher has t o t each m any m at erials just in 5 hours per w eek. It is very
limit ed for t eacher. a.4 The Num ber of St udent s
The t eacher should m anage t he class t hat consist s of 36 st udent s. In m anaging t he class, t he t eacher m ust w ork hard t o m ake 36 st udent s
keep silent and underst and her explanat ion.
a.5 St udent ’s Abilit y The st udent ’s vocabulary and gram m ar are limit ed. Som et im es,
st udent s st ill look for t he sim ple w ord like t et api in dict ionary. They have t o open t he dict ionary all t he t im e. The st udent s have difficult y t o
produce a sent ence. They do not know every single w ord arranged. The t eacher alw ays asks st udent s t o bring t heir dict ionary. There
w ill be any punishm ent for t hose w ho do not bring it . Handling about t he st udent ’s gram m ar, t he t eacher ought t o explain t hem again about
how t o m ake a sent ence such as subject , predicat e, object , et c. b. The Writ er
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During job t raining, t he w rit er also found som e problem s in t eaching descript ive t ext , such as :
b.1 M anaging Class It w as rat her difficult for t he w rit er m anaging t he class consist ing 36
st udent s. St udent s oft en m ade noisy w hen t hey did the exercises given or being asked t o com e in front of t he class, especially on M onday. The
st udent s have t heir English lesson as t he last lesson at 11.30. Som et im es, t hey w ere noisy t oo w hen t he w rit er was explaining t he
m at erial. They w ere t alking wit h t he ot hers and did not pay at t ent ion t o t he w rit er’s explanation. The w rit er needed t o speak in loud voice all
t he t im e. To solve t his problem , t he w rit er had t o t reat t hem resolut ely and
enforce t hem t o be discipline. It w as t he best m et hod t o m ake t hem keep silent and list ened t o t he w rit er’s explanat ion. When t hey w ere
t alking w it h t he ot hers, t he w rit er t ried t o creat e a good m et hod of t eaching t o m ake t hem int erest ed. The writ er asked t he noisiest st udent
t o com e in front of t he class as t he m odel of t he descript ion. It could at t ract t hem t o t he lesson.
b.2 Lim it ed Tim e of Teaching
xxx viii
The English lesson is t aught t hree t im es in a w eek. The w rit er t ried t o m anage t he t im e w ell and effect ively. The t im e was st ill limit ed for
explaining t he m at erials and handling t he noisy st udent s. Also, t he w rit er ever had t o explain t he m at erial t w ice, because t hey had not
underst ood yet . Thus it m ade t he sam e lesson given in anot her m eet ing. The w rit er had t o revise t he lesson plan t o m ake it more effect ive.
The w rit er also gave punishm ent for st udent s w ho m ade noise. Thus t he t im e for t eaching and learning could be used effect ively.
b.3 Lim it ed M at erial The w rit er had t o look for source books before t eaching t he class.
As an inexperience t eacher, t he w rit er found it difficult t o get t he right m at erial for st udent s. The books provided by t he school som et im es are
not suit able w it h t he st udent ’s abilit y and t he m at erial needed. To solve t his problem , t he condit ion of t he class becam e t he m edia
t o deliver t he m at erial about descript ion. The number of chairs and t ables, t he posit ion of t he w hit eboard, et c w ere t he m at erial used t o
t each descript ion. Som et im es, t he w rit er m ade a descript ive t ext by her ow n.
b.4 St udent ’s M ot ivat ion
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To evaluat e t he st udent ’s com prehension about t he m at erial is by giving t ask. The st udent s are having less m ot ivat ion in learning English.
It can be seen from t heir willingness t o do t he t asks and hom ew ork. When t he w rit er gave exercises aft er explaining t he m at erial, t hey
alw ays grum bled. M oreover t here w ere som e st udent s w ho did not subm it t heir t asks or hom ew ork
In handling t his problem , t he w rit er gave plus point or gave t ango- a kind of snack for t hose w ho w ant ed t o com e in front of t he class t o do
t he exercises and for t hose w ho got t he best m ark. b.5 Having Lim it ed Vocabulary and Gram m ar
One of t he challenges in t eaching st udent s t o w rit e a descript ion w as t heir vocabulary and gramm ar. The st udent s alw ays needed
dict ionary in underst anding som et hing or m aking a paragraph. Asking t hem t o bring dict ionary w as t he m et hod applied by t he w rit er. If
t hey did not bring it t hey w ould get a punishment . The w rit er t old t hem t o bring t ango as t he punishm ent . Thus t o handle t he st udent ’s
gram m ar, t he w rit er gave m ore explanat ion for t hem about gram mar and it w ould m ake t hem clear.
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CHAPTER IV
CONCLUSION AND SUGGESTION
A. Conclusion
