Rationale REVIEW OF RELATED LITERATUE

commit to user will relate details; 3 clearly identify the subject; 4 use details to create a strong mood or feeling about the subject; 5 as we write, draw on all five senses: sight, touch, hearing, taste, and smell; and 6 consider including figures of speech, those imaginative comparisons that evoke feelings in our readers.

D. Rationale

A descriptive text is a text in which the writer draws hisher ideas and thought vividly based on hisher sense on the object heshe sees. The writer paints pictures with words or re-creates a scene or experience for the reader. A description must appeal to the reader’s senses and imagination. The writer’s goal is to make the reader see, hear, smell, or experience what is described. In a descriptive text, all parts of the paper work together to present a particular person, place, or thing. The organizations of descriptive texts are identification and description. In identification the writer mentions the name, occupation, a profession, and a career, and in description the writer mentions the physical features, the way heshe dresses, and his personality. In writing a descriptive text, the students of the second grade are still getting difficulties in mastering it and the results of the test are unsatisfactory. Most of them found difficulties in organizing the ideas to become the paragraphs; they made a lot of grammatical mistakes. Moreover, their sentences were influenced by their mother tongue. They also found difficulties to choose the appropriate vocabulary. They did not know the meaning of words, so it makes commit to user them difficult to explore their ideas. They did not know the correct capital and spelling of some certain words. In addition, the writing class before the research was also described in several conditions. The students’ attitude and motivation toward writing was still low. It appeared that the students were not active and enthusiastic to ask questions about writing to the teacher. They were shy and afraid to present their writings in front of the class. It means that they did not want their writings being read or known by other friends at the class. And the last, the students did not pay attention to the teacher’s explanation; they looked bored or sometimes made noise. When the teacher was explaining, the students tended to do their own activities. The causes of the problems above were: 1 the teacher did not give adequate time, models, and practices for the students to write; 2 writing got less attention from the teacher. This was because the teacher tended to underestimate writing rather than reading. She argued that writing was less important to help the students in National Examination UN which was usually dominated by reading items; 3 there were no creative or varied techniques used by the teacher in exploring the students’ ability in writing. The techniques used were monotonous. Monotonous writing activity caused the students’ motivation in writing to be low and not interested in learning English especially writing. As the result, the students did not have any strategies about how to find ideas or explore them. Consequently, the students could not revise their drafts because they thought that it was a final writing. In fact, the students’ drafts still had numerous errors. commit to user Therefore, it is important for the teacher to use an appropriate technique in teaching and learning process especially in writing a descriptive text. This technique is expected to arise the students’ motivation in writing. Motivated students will easily learn in class and lead them to reach the goal of the teaching and learning. Motivated students will also easily improve their writing ability. Collaborative writing technique refers to a project where a composition is created by the pair together rather than individually. Collaborative writing technique is a pair or group of students working together on a piece of writing who can respond to each other’s ideas both in terms language and content, making suggestions for changes and so contributing to the success of the finished product. This technique gives extra opportunity to write more by exchanging other ideas, giving suggestions and contributing the success of the final product. The chance to write in group or in pairs will motivate students and make students joyful to learn how to write well. Therefore, it is assumed that collaborative writing technique can be able to improve the students’ English writing ability.

E. Hypothesis