Submitted to the Board of Examiners as a Partial Fulfillment of the Requirements for Degree of Sarjana Pendidikan (S.Pd) in English Education Department of Teacher Training and Education Faculty State Institute for Islamic Studies (IAIN) Salatiga

  THE USE OF PICTURE MEDIA TO IMPROVE STUDENTS’

ABILITY IN WRITING DESCRIPTIVE TEXT FOR THE TENTH

GRADE STUDENTS OF SMK PERINTIS 29 UNGARAN IN THE

  

ACADEMIC YEAR OF 2017/2018

A GRADUATING PAPER

Submitted to the Board of Examiners as a Partial Fulfillment of the

Requirements for Degree of Sarjana Pendidikan (S.Pd) in

  

English Education Department of Teacher Training and Education Faculty

State Institute for Islamic Studies (IAIN) Salatiga

B

y

  :

MONICA LOLITA MEITY

NIM. 11313028

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

  

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)

SALATIGA

2018

  

MOTTO

“When action is equivalent to success”

  

ِناَبِّذَكُت اَمُكِّبَر ِء َلَآ ِّيَأِبَف

“So which of the favors of your Lord would you deny?”

(Ar-Rahman 55:13)

  

اًرْسُي ِرْسُعْلا َعَم َّنِإ

“Indeed, with hardship (will be) ease”

(Al-Insyirah 94:6)

  

DEDICATION

  This graduating paper is dedicated to:

  1. My lord, Allah SWT and Prophet Muhammad SAW Thank to Allah for gives me guidance and strength in my life, especially to finish this graduating paper.

  2. My beloved parents who always prays guide and motivate me.You are the best parents, your smiles and your spirit give me power to always stand up and fighting to reach success.

  3. My lovely Sister Dennis Ossy January, you are my great sisterwho always indirectly teaches me about the patience and the struggle. No matterwhat happens, keep this lovely sisterhood until the end of the time.

  

ACKNOWLEDGEMENTS

  Bismillahirrohmanirrohim, In the name of Allah, the most gracious and merciful, the king of universe and space. Thank you to Allah because the researcher can complete this graduating paper as one of requirement to finish the study in English Department of States for Institute Islamic Studies Salatiga.

  This graduating paper would not have been completed without support, guidance and help from individual and institution. Therefore, I would like to express special thanks to:

  1. Dr. Rahmat Haryadi, M. Pd. as the Rector of State Institute for Islamic Studies (IAIN) Salatiga.

  2. Suwardi, M. Pd, as a Dean of Teacher Training and Education Faculty

  3. Noor Malihah, Ph. D. as the Head of English Language Teaching Department of State Institute for Islamic Studies (IAIN) Salatiga.

  4. Mashlihatul Umami, M. A. as counselor who has bring up, espoused, and given the researcher advices, suggestion and recommendations for this graduating paper from beginning until the end. Thank you for patience and care.

  5. All the lecturers in the English Language Teaching Department who have given much knowledge, the researcher deeply thank you all.

  6. My beloved family, thanks for your spirit and patient.

   ABSTRACT

  Meity, Monica Lolita. 2017. The Use of Picture Media

  to Improve Students’ Ability in Writing Descriptive Text for the Tenth Grade Students of SMK Perintis 29 Ungaran in the Academic Year of 2017/2018 . A Graduating Paper,

  Teacher Training and Education Faculty, English Education Department, State Institute for Islamic Studies (IAIN) Salatiga. Counselor: Maslihatul Umami, M.A

  Key Words: Picture, Writing, Descriptive Text, Classroom Action Research

  The research is mainly aimed to improve students‟ ability in writing descriptive text using picture at the tenth grade students of SMK Perintis 29 Ungaran in the academic year of 2017//2018. The subject of this research consists of 25 students of Fashion class. The objectives of the study are (1) To find out whether the use of picture media can improve students‟ ability in writing descriptive text. (2) To find out how far the improvement of students‟ ability in writing descriptive text. The methodology of the research is Classroom Action Research (CAR). It was conducted in two cycles which four meetings. Each cycle contains in four steps. They were planning, acting, observing, and reflecting. The data are collected through observation, test, and documentation. The result shows that (1) The use of picture media can improve students‟ ability in writing descriptive text. It shown in cycle 1 that the mean score of pre-test is 63.04 and post-testis 79.52. Meanwhile, the pre-test in cycle 2 is 66.27 and post-test is 84.56. (2) The improvement of the students‟ ability in writing descriptive text at the tenth grade students of SMK Perintis 29 Ungaran is really significant. The students who pass the passing grade improve gradually from the cycle 1 and the cycle

  2. The passing grade is 75. In the pre-test of the cycle 1 is 8% of the students who pass the passing grade. In the post-test of the cycle 1, 72% of the students successfully pass the passing grade. Then, in the pre-test of the cycle 2, 16% of the students pass the passing grade. In the post test of the cycle 2.88% of the students successfully pass the passing grade. So,the improvement students who pass the passing grade in the cycle 1 is 64% and cycle 2 is 72%. In the cycle 1, the t-test is 8.28 and the t-table is 2.036. The significant level is 5%. Then, in the cycle 2, the t- test is 9.35.

  TABLE OF CONTENTS

  TITLE ..................................................................................................................... i DECLARATION .................................................................................................. ii ATTENTIVE COUNSELOR‟S NOTE ............................................................... iii CERTIFICATION PAGE .................................................................................... iv MOTTO................................................................................................................. v DEDICATION ..................................................................................................... vi ACKNOWLEDMENT ........................................................................................ vii ABSTRACT ......................................................................................................... ix TABLE OF CONTENTS ...................................................................................... x LIST OF FIGURES............................................................................................ xiii LIST OF THE TABLES .................................................................................... xiv

  CHAPTER I: INTRODUCTION A. Background of the Study .................................................................. 1 B. Problem of the Research ................................................................... 6 C. Objective of the Research ................................................................. 6 D. Significances of the Research ........................................................... 6 E. Limitation of the Research ............................................................... 7 F. Definition of Key Terms .................................................................. 8 G. Organization of Graduating Paper .................................................. 10

  CHAPTER II: LITERATURE REVIEW A. Previous Research .......................................................................... 12 B. Theoretical Framework .................................................................. 15

  1. Writing ....................................................................................... 15

  a. Definition of Writing ........................................................... 15

  b. Process of Writing ................................................................. 16

  c. Purposes of Writing .............................................................. 19

  2. Descriptive Text ......................................................................... 21

  a. Definition of Descriptive Text .............................................. 21

  b. Purposes of Descriptive Text ................................................ 22

  c. Kinds of Descriptive Text ..................................................... 24

  d. The Structure and Example of Descriptive Text .................. 27

  3. Picture ........................................................................................ 29

  a. Definition of Picture ............................................................ 29

  b. Function of Picture............................................................... 31

  C. Rubric of Writing Assessment ........................................................ 32

  CHAPTER III: RESEARCH METHODOLOGY A. Types of Research Method....................................................... 35

  1. The Procedure of Classroom Action Research .................... 36

  2. The Advantages of Classroom Action Research .................. 36

  B. Place of the Research ............................................................... 38

  C. Population ................................................................................ 38

  D. Research Schedule ................................................................... 39

  E. Technique of Collecting Data .................................................. 40

  F. Technique Data Annalysis ....................................................... 42

  CHAPTER IV: RESEARCH IMPLEMENTATION AND DISCUSSION A. The Use of Picture Media

  to Improve Students‟ Ability in Writing Descriptive Text ....................................................................... 46

  B. The Implementation of Students‟ Ability in Writing Descriptive

  Text Using Picture Media ........................................................ 59

  C. Analysis and Discussion .......................................................... 77

  CHAPTER V: CLOSURE A. Conclusions .............................................................................. 80 B. Suggestions .............................................................................. 81

  1. For the Teacher ................................................................. 81

  2. For theStudents ................................................................. 81

  3. For the Other Researcher .................................................. 82

  BIBLIOGRAPHY CURRICULUM VITAE APPENDIXES

  LIST OF FIGURES

Figure 3.1 Model of Classroom Action Research .................................................. 37Figure 3.2 Cycle of Classroom Action Research ................................................... 40

  LIST OF TABLES

Table 2.1 Purposes of Descriptive Text ........................................................... 23Table 2.2 Generic Structure of Descriptive Text ............................................. 27Table 3.1 Research Schedule ........................................................................... 39Table 4.1 Student‟s Observation Sheet Cycle 1 .............................................. 52Table 4.2 Students Observation Sheet Cycle 2 ............................................... 58

  Table 4.3 The students‟ Score ofthe Pre-test inCycle 1 .................................... 60

  Table 4.4Calculation of Passing Grade of the Pre-test in Cycle 1 ................... 62 Table 4.

  5 The Students‟ Score of the Post-test in Cycle 1 ............................... 62

Table 4.6 Calculation of Passing Grade of the Post-Test in Cycle 1 ............... 64Table 4.7 Differences of Pre-test and Post-test in Cycle 1 .............................. 65 Table 4.

  8The Students‟ Score of the Pre-test in Cycle 2 ................................. 69 Table 4.9Calculation of Passing Grade of the Pre-test in Cycle 2 ................... 70 Table 4.

  10 The Students‟ Score of the Post-test in Cycle 2 ............................. 71

Table 4.11 Calculation of Passing Grade of the Post-test in Cycle 2 .............. 73Table 4.12 Differences of Pre-test and Post-test in Cycle 2 ............................ 73

  Table 4.13Data Analysis .................................................................................. 78

CHAPTER I INTRODUCTION A. Background of the Research Writing is one way of people to communicate with other people in

  order to expressing their thinking and feeling. Writing is unnatural act like speaking. Writing needs more effort than speaking does. Writing needs hard effort to manage the ideas and arrange the words. As Raymond (1980, p.3) in Zahara (2014, p.1) states that writing is an unnatural act form of speech.

  Writing does not come naturally; each generation has to teach it to the next. Moreover, writing must be learned first before mastering it. Raymond also states that writing is the best way of remembering and thinking as well.

  Language is a very important means of communication in daily human life. Human being uses language both in written and spoken forms to express their idea. Communication is an essential need for human being. Language is the tool of communication which plays an important role to reveal an intention to someone else. Communications in English is needed because English is an International language. However, many students think that learning English is very difficult because English forms is different with Indonesian forms.

  Language formed by sound of speech to indentify or mention something. According to Eva M. Hernandes (2011, p.5) “Language is the primary communication system for the human. It is used to deliver thought by speech. It is a special system however that functions independently of speech, thought, and communication.”

  The key to write a lot is a read a lot. Reading and writing is the important pair that cannot be separated. In Islam reading and writing also considered as the important skill. Our beloved prophet Muhammad PBUH and last messenger got the revelations that reflect an instruction to read (Iqro‟) and write („Allama bi Al Qolam). Q.S Al-

  „Alaq (1-5):

  ۝ ۝ ۝ مركلأا قلع نم ناسنلاا قلخ كّبرو أرقا قلخ يذّلا كّبر مسابأرقا

  ۝ ۝ ملعي ملام ناسنلاا مّلع ملقلاب مّلع يذّلا 1. Read! In the Name of your Lord, Who has created (all that exists).

  2. Has created man from a clot (a piece of thick coagulated blood).

  3. Read! And your Lord is the Most Generous.

  4. Who has taught (the writing) by the pen [the first person to write was Prophet Idrees (Enoch)], 5. Has taught man that which he knew not.

  Allah SWT also stated in the Surah Al-Qolam:

  ) ١ ( َنوُرُطْسَي اَمَو ِمَلَقْلاَو ن Nun, by the pen and by (record) which men write.

  In the several schools face-to-face teaching by using textbooks which are written in English to support the teaching and learning process is more widely used than online school. It became more effective, because in the face- to-face teaching not only transfer the knowledge but also interaction between teacher and students, students and students that gives the emotional closeness. From the emotional closeness of both make the positive atmosphere that the student can get the materials easily. But, sometimes some students have difficulty in remembering learning outcomes. Most of all of students take the notes to keep the important things that maybe useful for the future like final exam. So that‟s why writing is important in teaching and learning process.

  As Jack C. Richard and Willy A. Renandya said (2002, p. 303): Writing is the most difficult skill for second language learners to master. The difficulty lies not only in generating and organizing ideas, but also in translating these ideas into readable text.

  Writing is widely known as difficult and complex language skill compared with the other language skills. Writing needs more efforts than the other skills does like hard thinking to produce idea, words, phrases, sentences, paragraphs, and a piece good composition. It match with the result of the pre- survey which interviewed the teacher to found the problem that happen in class. Most of the students got difficulty in organizing the ideas and lack of vocabulary in writing.

  One of current School-Based Curriculum, the descriptive text must be taught at Senior High School. Descriptive text is one of the functional texts which is difficult enough to be learnt by the students. According to Wardiman (2008, p.122) descriptive text is a text that describes the features of someone, something, or a certain place. Descriptive text consists of introduction and description. Introduction is the part of paragraph that introduces the character, and description is the part of paragraph that describes the character. The students can use the simple present and adjective clause in writing descriptive texts. But, in writing descriptive text, some students made mistakes like in the organization of their ideas or maybe the combining between the imagination in text and the thing (that would be describes). Descriptive writing is a text type which describes about person, place, or thing as if the reader can see, feel, hear, or touch it. As Langan (2008, p. 20) states that a descriptive is a verbal picture of a person, place, or thing.

  Th ere are many techniques to improve the students‟ abillity in writing, especially on descriptive text. One of techniques are available is the using media that also named props. One of those is picture. Pictures have some benefits such as giving true, concrete, and realistic concept. Moreover, picture can attract students‟ attention so they can make the students more imaginative and creative in writing class. Picture can make the subjects there are dealing with clearer, and illustrate the general idea and form of an object or action which describe an event in particular.

  Considering the problems discussed above, writing has an important role to help the students or learners to found ideas and keep materials remembering. Such the research from Sofiana Zahara and Tri Yogi Budi Wardani indicated that using picture in learning process especially in English lesson is more effective and they told it is an excellent. Using pictures to improve writing descriptive text ability is the interesting alternative technique that will help the learners to organize the idea that would be written. The research aimed to investigate the implementation of picture to improve the students‟ ability in writing descriptive text. It is formulated in a research under the title

  “The Use of Picture Media to Improve the Students’ Ability

in Writing Descriptive Text (A CAR of Tenth Grade Students of SMK

Perintis 29 Ungaran in the Academic Year of 2017/2018)”.

  B. Problem of the Research

  This research is aimed to answer these following questions:

  1. Can the use of picture media improve students ‟ ability in writing descriptive text at the tenth grade students of SMK Perintis 29 Ungaran in the academic year of 2017/2018? 2.

  How far is the improvement of the students‟ ability in writing descriptive text at the tenth grade students of SMK Perintis 29 Ungaran in the academic year of 2017/2018? C.

   Objectives of the Research

  Based on the statement of problems above, the objectives of this research are as follows:

  1. To find out whether the use of picture media can improve students ‟ ability in writing descriptive text at the tenth grade students of SMK Perintis 29

  Ungaran in the academic year of 2017/2018.

  2. To identify how far the improvement of the students‟ ability in writing descriptive text at the tenth grade students of SMK Perintis 29 Ungaran in the academic year of 2017/2018.

  D. Significances of the Research

  The researcher hopes that this research to be used theoretically and practically:

  1. Theoretically

  This research is expected to give explanation about the use of picture media to improve the students‟ ability in writing descriptive text. It supported from the previous research about using picture media to improve students writing ability and the result was very significant.

  2. Practically

  The researcher hopes that this research to be useful for students, English teacher, and institution: a. For Students

  This research by using picture as a media can help students in writing ability to express and manage their ideas of something.

  b. For English Teacher This research can help teacher to find the best way or technique to teaching English especially students‟ ability in writing.

  c. For the Institution The result of this research can contribute the institution to fulfill the demanded of English curriculum.

E. Limitation of the Research

  This study covers the using picture in improving student‟s ability in writing descriptive text and the population is the students of at the tenth grade students of SMK Perintis 29 Ungaran in the academic year of 2017/2018.

F. Definition of the Key Terms

  To diminish the misunderstanding about the title of this research, the researcher explains the key terms used in this research. They are as follows:

  1. Picture

  As the writer discussed above that writing is the difficult to be mastered by students. To help them in case, researcher using picture to facilitate the students who was difficulties in writing. According to Arthur M. Glenberg and William E. Langston (1992, p.129), pictures help people to comprehend and remember the text. When the texts were presented alone or with pictures the order in which the steps were describe in text, subject automatically represent the text.

  Marriane Celce and Sharon Hills (1998, p.73) said that pictures are kind of visual instructions materials that might be used more effectively to develop and produce positive attitude toward English and reinforce language skill. Picture also can be used in various types to enhance learning and practice.

  2. Improve

  According to Oxford Learner‟s Pocket Improve is become or make something or somebody better (2004, p. 216). In this case, it means that this research is used as an alternative to mastering writing descriptive text ability by picture.

  3. Writing

  As Jack C. Richard and Willy A. Renandya (2002, p. 303) said that writing is the most difficult skill for second language learners come to mastered. The difficulty things are not only in generating and organizing ideas, but also in translating these ideas into readable text for the reader.

  Writing is the one of many ways to communicate with others for expressing their thinking and feeling. Writing is unnatural act like speaking. It does not come naturally, so writing cannot acquired be easily. It needs hard effort to master it.

  Writing has many aimed like to inform, to amuse, to satirize, and to persuade.

  4. Descriptive text

  According to Mark Anderson and Kathy Anderson (1998, p.26) that descriptive or description is a particular person, place, or thing. Its purpose is to tell about the subject by describing its feature without including personal opinions.

  Description in writing is the process of creating visual images and sensory impression through words. More often, description is a part of another piece of writing and is used to inform an audience about how something or someone looked or to persuade an audience to see something from the writer‟s point of view (Woodson, 1982, p.73).

G. Organization of Graduating Paper

  To make easier for the readers to understand the content of this proposal, it is necessary to divide this research into many chapters. The writer divide this thesis into five chapter.

  Chapter I starts with introduction, which consist of background of the research, problems of research, objective of the research, significance of the research, limitation of the research, definition of the key terms, and organization of graduating paper.

  Chapter II is about literature review. It contains previous researches, theoretical framework which contains writing, descriptive text and picture, and rubric of writing assessment.

  Chapter III is research methodology. It contains types of research method, place of the research, population and sample, research schedule, techniques of collecting data, and technique data analysis.

  Chapter IV is research implementation and data analysis. It contains implementation of the using picture to improve students‟ ability in writing descriptive text at the tenth grade students SMK Perintis 29 Ungaran, improvement of the using picture to improve students‟ ability in writing descriptive text at the tenth grade students SMK Perintis 29 Ungaran, and analysis and discussion.

  Chapter V is closure. It contains conclusions and suggestions. After that, it is followed by references and appendices.

CHAPTER II LITERATURE REVIEW A. Previous Researches In order to more comprehend about this research, the researcher

  presents five relevant studies. The first research has been done by Zahara (2014). The population of this research in tenth grade which consist of seven classes all together, namely class X.1 up to X.7. The writer took 2 classes from the population which consists of 80 students that divided into 2 classes, namely X.1 and X.3. For X.1 researcher gave experiment and the other one X.3 gave controlled class. She used two instruments which are used to gather the data that she needs, there are: pre-test and post-test. The test is used in order to know differences achievements of experiment and controlled class. The result shows that the score of experiment class is higher than the control class. The writer interprets that using picture media is more effective in improving students‟ ability in writing descriptive text.

  The second research has been done by Sarif (2010). He used sketch to find out the effectiveness in learning aid to improve students‟ writing skill in descriptive text. The objective of the study is to describe the improvement of after being taught by using sketch. In order to achieve students‟ writing skill the objective of the study, the researcher conducted an action research as the methodology of this research. This study was conducted of the VIII B grade students of SMP H. Isriati in the academic year of 2010/2011 because their achievement in their writing is still low than other classes. The number of the students was 39 students. There were three meetings during the research. They are preliminary research, cycle test I and cycle test II and those are given after the treatment. This research uses data observationtoward teaching descriptive text using sketch, this data was analyzed through some cycles inaction. And he found that sketch is alternative way to teach them English writing, especially in descriptive text. It is an excellent learning aid in which to simulate the student to find more vocabulary items and arrange it in the simple paragraph of descriptive text.

  The third research has been done by Wardani (2008). Her study is limited to the writing paragraph achievement and the benefit of teaching descriptive text using picture at SMPN I Wanadadi. Her thesis explained about procedures, result and effect of teaching descriptive text using pictures.

  She has given pre-test before treatment and post-test after it. She had chosen two classes to be result research, one class as control class and the other class as experimental class. For the experimental class, she used picture for student while she taught vocabulary and the other class she did not use picture. And the result was significant.

  Next, the fourth research has been done by Wahyuningsih (2011). This study consists of 2 cycles and carried out in nine sessions. The subjects of this research were 36 students of Grade X Office Administration 2 of SMK Negeri

  1 Tempel. The data of this study were qualitative and quantitative. The qualitative data were obtained by observing the teaching and learning process during the implementation of the actions and interviewing the students and the collaborator. The qualitative data were in the forms of field notes and interview transcripts. Meanwhile, the quantitative data were obtained by conducting a survey and assessing the students‟ writing skill through a pretest and two posttests. Therefore, the quantitative data were students‟ responses to the ques scores. In cycle 1 Arum success to tionnaire and students‟ writing made the students familiar with English words and in cycle 2 she successful to improving the students writing skill.

  And the last one research has been done by Ariningsih (2010). In this research, she carried out in March 2009 to August 2009. The subjects of this research are the students of Seventh Grade 1 and Seventh Grade 2. Each of them consists of 36 students. There are 18 girls and 18 boys in seventh one and 18 girls and 18 boys in seventh two. The seventh one class is as an experimental and seventh two as a control class. And the result is picture can improve students writing skill.

  From the first till five of the research above, we knew that picture can made the English learning more effective especially in writing skill. So, that‟s why a researcher using picture as a media to improve the students writing descriptive text.

B. Theoretical Framework

  In this chapter, the writerwas gained about the theories that support the understanding of the problem formulated in introduction phase.

1. Writing a. Definition of Writing

  Writing is one of many communication people with others for expressing their feeling and thinking. Writing is unnatural act like reading. For writing something many people needs to more efforts than speaking does. Writing needs hard effort to manage how they feels and think which furthermore their must been arranged word by word come a sentence and how to transfer the information or what will them uncover.

  Writing is one of the four language skills: reading, writing, listening, and speaking. Reading and writing are productive skill. The capability of writing can‟t divide from the capability of reading, because both are the important thing of literature.

  McKenna and Robinson (1993, p. 12) have judgment “The ability or skills to use reading and writing to acquire new content within their subject area or discipline are needed”. The relation between reading and writing comprehend proved that reading have big contribution in developing of writing, and on the contrary.

  ”In my experience, young learners like to know that writing is done in steps which are as important as the steps necessary to cook something such as chicken or eggs.

  ”(Kathryn Z. Weed, 2006, p. 98). Then, Philips (2008, p. 57) said:

  Writing is much more than the simple mechanics of getting the words down; it also involved being creative, spelling, grammar, punctuation, choice of appropriate words, sentences linking, and text construction; and for older children, having ideas about content, and the ability to be self-critical and to edit their own work.

  Potential of writing is the known and appreciate as a certain socials process that active in our living (Davison and Moss, 2000, p.27- 28).

b. Process of Writing

  There are six main stages in writing process; prepare to write, planning and organizing, drafting and revising, proofreading and editing, writing the final draft, and following up and evaluating progress (Dadi, 2015, p.47).

  1) Prepare to write In this stage, all the needed of writing must be prepared, such as computer, references, journals, newspaper, and another book that relevant with our essay.

  2) Planning and Organizing (Prewriting) This stage, writer must know what they will be write.

  Become a writer should be thought what will present to reader and taking note the materials that would be investigate. There are three basic issues in planning. First is purpose of writing. It is important because the aim can determine the genre of text, vocabulary usage, and information would present. Second is audience. We should make certain about whom reader (audience) like teacher, friends, families, class, age group, school, community, or peers. They indicate our composition or layout, paragraph, and formal informal languages used. And the last one is content structure. 3) Drafting and revising

  Draft is the first version of essay and it is important to writer to correction their essays. They must repeated read their essay to know the fault or there is no related of each paragraph. Strategies to arrange draft such as mapping thoughts, conferencing, writing of leads, free writing, self- reflecting and self-questioning.

  4) Proofreading and editing This stage did by self or someone else who sharp of other fault. Proofreading and editing in connection with idea or concepts, organization of essay, vocabulary, spelling, and structure. The editor had been handing over comments or suggestions about the essay. 5) Writing the final draft

  Final draft got from many more of betterment by drafting. After drafting we made final draft and the essays were finish. 6) Following up and evaluating progress

  After presented to audience or reader, some while must be fixed again according to the needs also named review books. Three essential aspects in English writing were revealed by

  Strauch, (1999) in Dadi (2015, 128): 1) Clear and convincing

  a) The composition meets the requirements of the assignment.

  b) The composition contains one clear main idea.

  c) The main idea is developed with plenty of specific supporting details.

  2) Clear organization a) The first sentence states main idea.

  b) The middle sentences, called the body, develop and support the main idea with organized points and details.

  c) The last sentence, called conclusion, ties the entire composition together and provides closure.

  3) Used default language

  a) A final draft that uses standard grammar and is relatively free from any errors is an excellent goal for writers.

  b) Not all grammar points are equally important.

c. Purposes of Writing

  According to Penny Ur (1996, p.163), “The purpose of writing, in principle, is the expression of ideas, the conveying of messages to the reader. So the ideas themselves should arguably be seen as the more important aspect in the writing.”

  In addition, there are really only four common purposes in writing they are: to inform, to explain, to persuade, and to amuse

  others.

  1) Writing to inform In much of writing that writers do, they will intend simply to inform readers about the subject and usually writers talk or informed about fact or something happened.

  Although informative writing is the simplest type of writing, it is also one of most important, because information lays a foundation for other purpose of writing. As the writers write to inform, they will want to keep two large concerns in mind; selecting the right information and arranging it effectively. 2) Writing to explain

  Writing to explain means writing to present what the unclear and make it clear. In explanatory writing, the writer must take sure that the readers can clear or comprehend the subject discussion.

  All of us used explanation to clear something in daily conversation to another person and this same technique also involve in writing concept. 3) Writing to persuade

  The most important writing we ever do in our personal life, our school life, maybe our work life also would probably persuasion. Your task in persuasion is to convince the readers about the main idea.

  4) Writing to amuse If you find pleasure in writing to amuse, it will come from knowing that you succeed in bringing pleasure to others. When write to amuse, your primary object is to make readers enjoy themselves. You can be funny, but you should also be good humored. This means having sympathy for human frailty rather than a contempt for anyone or anything that seems different from what you are accustomed to. (Miller, 2006, p. 569)

2. Descriptive Text a. Definition of descriptive text

  We live in a world of words. When these words are put together tocommunicate a meaning, a piece of text is created. Mark Anderson and Kathy Anderson (2003, p.1) said when you speak or write to communicate a message, you are constructing a text. When you read, listen to or view a piece of text, you are interpreting its meaning. According to Oshima and Hogue Ann (2006, p.265) descriptions are word picture. Descriptive text is the kind of essays that describe or show something and not to telling. It can be describing people, feeling, sound, place, process, quality, and procedure in details. (Dadi, 2015, p.171) According to the school based curriculum, there a five text types (genre). Harmer (2007, p.17) said that genre is a type of text that written; general world knowledge is our knowledge about anything that related what we written. And one of all is descriptive text.

  Mark Anderson and Kathy Anderson (1998, p.26) that descriptive or description describes a particular thing, person, or thing.

  Its purpose is to tell about the subject by describing its features without including personal opinions.

  According to Alawi (2011, p.20):

  Traditionally, descriptions are divided into two categories: objectives and subjective. In objective description you record details without making any personal evaluation or reaction. In subjective description, you are free to interpret the details for your reader; your reaction and description can be emotional and value-loaded.

b. Purpose of descriptive text

  As social beings, we want to share about our experience, so we write to others about our daily activity, our vacations, childhood homes, and people we encounter. We even used description to persuade other to think or act in particular ways like a describe some product in order us to buy them, or maybe travel agent describes some awesome locations that‟s why we visited, and many more. From the examples of the following chart show, describe enables us to persuade, express feeling, relate experience, inform, and entertain.

Table 2.1 Purpose of Descriptive Text by Fine C. Barbara (2004, p. 143)

  Purpose Description To entertain An amusing description of a teenager‟s bedroom To express feelings A description of your favorite outdoor retreat so your reader understand why you enjoy it so much

  To relate experience A description of your child hood home to convey a sense of the poverty you grew up in To inform (for a reader un familiar with the subject)

  A description of a newborn calf for a reader who has never seen one To inform (to create a fresh appreciation for the familiar)

  To inform (to create a fresh appreciation for the familiar) To persuade (to convince the reader that some music videos degrade woman) A description of a degrading music video

  Although it can serve variety in purpose, describe often helps writer to share any perceptions. As human beings, we have to connect with others by sharing our experiences with them.

c. Kinds of descriptive text

  1) Description of a person Each person is different and each other have the characteristic- self. If you describe someone you must gather informative details about person like what theirs wearing, the face, color of hair, skin, body shape, and etc. However, you are not obliging to give every single detail about the person who described. You are probably already aware of some of the complications and you might resort to identification, an impression, or a character sketch, depending on the situation.

  a) Identification Although you might provide to identification, you might be probably want to go further than that. Used mainly in official records and documents, identification consists only of certain statistical information (height, weight, age), visible characteristics (color of hair, skin, and eyes), and recognizable marks (scars, birthmark).

  b) Impression Unlike identification, impression consists of overall ideas of him or her.

  What was your impression of Nadines‟ dad? Is she a funny impression? Are the hospital have comfort impression place? Although impression is usually less complete and informative than identification, it may be more effective in capturing an individual‟s striking or distinctive traits.

  c) Picture More complete description of person is on picture and they may also be referred to as profiles, literary portraits, and biographical picture who indicates in delineates character of person, or at least her or his main personality traits. It may include identification and impression, but it will do more tell about what readers look or seem and it will describe who they are. 2) Description of a place

  When we start to write anything in a description, it must be clear. The best way to describe place is to show someone the actual place or maybe to take a picture of it or just give the characteristics of the place. In describing a place, we should be taken consideration of the location of the object must be clear and the details of object arranged in logically and systematically.

  In description place for example bathroom, what should you describe first? The wall? The floor? Or maybe position of basil? Unlike a chronologically develop paragraph, descriptive text there is no set pattern to arranging some sentences. It is not necessary to describe one place and another place followed.

  Our description text must be organized in order to the reader can imagine the scene being describe. To make our description more interest, you can add the controlled idea or attitude or impression of the place, but remember that arranged the sentences of descriptions depend on what you subject and your purpose. 3) Description of thing

  To describe a thing, the writer must have good imagination to express what the subject. To make our target subject to be more as vivid and interest, we preferable using proper nouns and using effective verbs.

  a) Using proper nouns In addition to make our text concrete in details and the reader easily to imagine, we should be using a number of proper nouns as we know are the name of particular person, place, or thing.

  For example, we can replace my teacher as Mr. Ron,

  my university become IAIN Salatiga. Including proper

  nouns can make what we describe more familiar for the readers. b) Using effective verbs Writer used verbs to make the sentences more accurate, specific and interesting.

  For instance, “the wind had chiseled deep grooves into the sides of the cliffs” is more specific than “the wind had made deep grooves.” The verb

  chiseled also gives the reader a more accurate picture of the wind‟s action than made does.

d. The Structure and Example of Descriptive Text