commit to user
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
Descriptive Text at SMP N 3 Boyolali.
Based on direct experience and some resources that were learnt by the writer, she could found some solutions to solve some problems and difficulties
encountered by the writer while teaching writing descriptive text.
commit to user
1. Grouping the students
Grouping the students is one of steps in class management. The writer always used student grouping when discussed lesson material. It was done in
pairs or groups consist of four or five students. By using student grouping, it helped the writer to deliver the material and it facilitated the students to discus
with their peer when they got any problems. It also helped the writer to control and organize the students so the writer could reduce the noisy in the class.
2. Having creativity in teaching process
A teacher should make various tasks for his students to make students more understand with the lesson material that was given. The writer did not
only give tasks from their handbook but also from other resources. The writer also provided task which was made by the writer herself. By giving task that
was made by the writer herself, the writer could measure every student’s
ability in absorbing the lesson. For developing and improving their vocabularies, the writer asked the students to make a note or vocabularies
diary that contained vocabularies which had been learned. 3.
Using real object In teaching descriptive text, the writer as the teacher gave real
examples to be observed by the students. They could look at the object directly and knew the details of the objects. That could also make the students
interested and stimulated their idea when they were writing.
commit to user
4. Giving a game to the students
The Seventh grade students were students who like playing with their peer or chatting with others. Because of that, the writer tried to exploit their
interest to play by giving them a game. The game was always done in group consisting of 4 or 5 students. Kinds of game that was given to the students
were arranging paragraphs, arranging sentences, making noun phrase, and guessing an object. By giving the game, the students could be more active and
creative. They could also absorb and understand the lessons well.
commit to user
CHAPTER IV CONCLUSION AND RECOMENDATIONS
A. Conclusion
After the writer did job training and taught to the students of SMP N 3 Boyolali, the writer gets some information and concludes that:
1. In teaching process of writing descriptive text, the writer used bilingual
language and taught the lesson materials based on the lesson plan which is guided by the curriculum of SMP N 3 Boyolali. The First thing done by the
writer in learning process was giving a motivation and explained the aim why the students should learn descriptive text and feature contained in the text.
There were some features that were taught by the writer, they were text structure, adjective, noun, noun phrase, and grammar. Process of writing
descriptive text needed some steps such as planning, drafting, editing, revising, and re-writing. The editing and revising process were done more than
once. The writer gave three times opportunity to the students for writing before they did final examination. The writer always used real objects or
pictures when explained or gave the students a task. By using real objects, the students could imagine, observe the object in detail, and stimulate their idea in
writing process. Moreover, the writer gave games to the students in each activity to stimulate their participation and creativity.
31
