CHAPTER I

INTRODUCTION

1.1 Background of The Problem

Language is a tool of communication. There are several forms for

communication; the forms are spoken language and written language. The purpose

of communication is to send a message from the writer or speaker to the reader or

listener. The fact that the human is a social mankind; they certainly realize that

they cannot survive without interacting to another people. Because of that, people

start to make their own way to interact, and then a language was born.

English is one of the English language skill that have to be learned by the

students, therefore it needs great attention not only from the teachers but also from

the students. Writing is an action or process of producing and recording words in

a form that can be read and understood. Writing is not easy if the students do not

know the way of writing, if the students want to create an article, the students

have to know the correct writing and how to the way to write effectively. The

language that the students use must understand to read. Through writing, we can

communicate thoughts, feelings nd the activity of thinking, students can improve

the ability to write.

According to Hedge (2005:125) states that there is need to organize the

development ideas or information; ambiguity in meaning must be avoid through

accuracy the writer must choose from complex grammatical devices for emphasis

or focus. Based on K-13 syllabus of senior high school in learning English,

writing is important role in learning among other skills. In learning English,

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students should be able to write some kind of genre in writing. There are several

types of text that should be mastered by the student in senior high school, which

are narrative, descriptive, report, procedure, and recount.

Writing skill can give benefit for training and encouraging students to

express themselves freely in writing. Writing is a productive skill that demand the

students’ ability to express ideas, messages, feelings, and imagination and use

appropriate language. However, the reality is still not good. To be achieved in

the teaching of able to express the systematic, creative, experience, ideas,

opinions, messages, and feelings in accordance with the context and situation.

One of the teachings is that students are able to write and arrange descriptive text.

Descriptive text is one of the functional text which is difficult to be learn

by the students. Descriptive is used to describe particular thing/object, place or

person. Artono Wadiman.et.al said (2008:115). Descriptive text is a text that

describes the features of someone, something, or a certain a place. Similar to

Ploeger (1999:239) says description is used to add details about physical like

person, place, or thing. Descriptive text is type of short functional text.

Descriptive text is a form of text that to tell something like place,figure, place, and

pet sequentially.

However, in reality most of the students who do not understand and still

confuse and hard to create an paragraph in descriptive text in process of learning

English. Based on the researcher’s during PPL, the most of difficulties faced by

students when teacher ask them to write about something. They do not know what

2
they should do, what they should wrute and still lack of understanding about

writing.

There are several factors that may affect students low in writing English in

SMAN 11 Jambi. First, the problem is developing the ideas. They are difficult to

start and ending paragraph. Second, difficulties the problem is organizing the

ideas to write a descriptive text. Third, They are confused to write their ideas

about the topic and they have difficulties in arranging and developing the

sentences into good paragraph. Fourth, the lack of vocabularies and they also

found difficulties in developing their ideas related to the topic. The researcher

have the purpose to analyze students’ ability in writing descriptive text as a media

of writing to help students to create a paragraph and develop in writing English

language.

From the explanation above, the researcher interests to analyze writing

skill of students, because there are many students who consider writing

descriptive text is difficult especially in developing their ideas and to start write

and ending the paragraph and they still confuse also diction and lack of

vocabularies , arrange the sentences in written language. From this problem the

researcher will conduct theresearch on “An Analysis of the Students’ Ability in

Writing Descriptive Text on the Tenth Grade Students of SMAN 11 Jambi

Academic Year 2017/2018”.

1.2 Limitation of The Problem

Based on the background of the problems above, the researcher will focus

on students’ ability in writing descriptive text, and the limit problem about Topic

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sentence, supporting sentence, and concluding sentence at the tenth grade students

of SMAN 11 Jambi in academic year 2017/2018.

1.3 Formulation of The Problem

Based on limitation of the problem, the question research is : How is the

students’ ability in writing descriptive text on the tenth grade students of SMAN

11 Jambi Academic Year 2017/2018 ?

1.4 The Purpose of The Research

The purpose of this research is : to analyze the students’ ability in writing

descriptive text at the tenth grade students of SMAN 11 Jambi Academic Years

2017/2018.

1.5 The Significance of The Research

The researcher expected about this research to give both theoretical and

practical benefits as follows:

1. Theoretically

a. The result of the research can be useful input in English teaching

learning process especially for teaching writing.

b. The finding of the research can be used as the reference

c. Moreover, the result of the research can give illustration to English

teacher about students’ ability in writing descriptive text and their

problems in writing.

2. Practically

a. Students

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 The result of this research will give information to the students

improve their skill in writing descriptive text.

b. Researcher

To the researcher, this research useful for the researcher

preparation to be a English teacher in the future in mastering in writing

descriptive text.

c. Other Researcher

For further researchers who are interested in writing skill

descriptive text can get information from this research to do the further

research .

1.6 Definition of Key Terms

a. Analysis: The process to analyze the students writing decscriptive text

b. Ability: Is the readiness or power to do an action as a result of exercise that

have done by someone.

c. Writing: Boardman and Frydenberg (2002:11) writing is process of thinking

and organizing, rethinking, and recognizing.

d. Descriptive Text: Boardman (1990:7) states, descriptive is used to describe

what something looks like.

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 CHAPTER II

REVIEW OF THE RELATED LITERATURE

2.1 Theories of Writing

In general, writing is a way in sending message from the writer to the

reader. The message is the content or the content contained in an article. Writing

is a symbol language which can be viewed and approved it is use in

communications board there are four elements involved as a writer delivery

message, or text message, a channel or medium in the form of writing and readers

as the recipient of the message. Writing is a complex activity since it requires

students comprehensive such as mastering grammar, vocabulary and punctuation.

Nunan (1999:273) explains writing is complex cognitive process that requires

sustained intellectual effort over a considerable period of time. Requiring mastery

is not only grammatical patterns but also the rule of writing such as high degree of

organization in the development of ideas and information and also choosing the

appropriate vocabularies and sentence structure to create a style which is

appropriate to subject matter. But we know and believe that writing is skill that

anyone can learn, to write well the students are expected to be able to present their

ideas in the written form as writing is a means of communication.

Writing is an essential aspect of interaction on language teaching beside

reading and speaking. Different with reading and speaking many things in writing

that are used as criteria. Brown (2001:335) said A good deal of is placed on

‘model’ compositions that students emulate and how well a student final product

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measured up against a list of criteria that include content, organization, vocabulary

use, grammatical use, and mechanical considerations such as spelling and

punctuation.

For the researcher hence, is expected to be able to arrange, organize the

students’ sentences clearly, coherently, and perfectly. Then, they should rewrite

and revise it until what the students have written becomes plausible,

Understandable, and meaningful. So, that the writer’s message is easily

understood by readers. Whatever is written should be aimed at the reader, that

person who are expected read the composition.

Based on the description above, coherence means that the supporting

sentences must be appropriate with the main idea. The sentences must be written

systematically to make the reader understand the idea easily. Another criteria is

cohesion. This part means that the supporting sentences must have related to each

other. All sentences must support the main idea. The last criteria is unity. This

parts means that all the supporting sentences should relate to the topic sentence.

According to Ngabut (2003:30). There are four common problems in

writing they are in content, organizing, vocabulary and grammar. First is content.

When the students were encountered with the problem of identifying main ideas

and supporting sentences they could not produce an effective paragraph of text.

This happens because they are not be able to formulate main ideas and supporting

sentences into a paragraph. Second is organizing. A good paragraph of text

appears in the topic of the text and it describes specifically in details. Third is

vocabulary. Vocabulary plays a very important role in construction a good

7
paragraph. By choosing appropriate word, yhe writer will be able to communicate

his/her ideas, opinions. Fourth is grammar. The good paragraph of a text describes

the sentence structure comprehensively cover the patterns of sentences

construction and the good order of the words in sentence sequence.

Writing is a producing a text includes lower and high self regulated

thinking. The writing in English should consist of beginning, middle, and

conclusion or often known topic sentence, supporting sentence and concluding

sentence.

Donald Hall said in his book “Writing Well” that writing is pretentious

and wordy, but a message comes through. Writing also is a way the writer think

that is want to shared to the reader. Boardman and Frydenberg( 2002:11) define

writing is process of thinking and organizing rethinking, and recognizing. Next

O’Malley and Piece (1996:336) support that writing skill is a personal act in

which writer takes ideas and transfer them into topic. In other word, writer will

draw something based on her/his background knowledge.

Furthermore, Perkins (2005:47) says that writing is a process that requires

writers to develop a cognitive awareness of the writing choices available to them.

Similar in Longman Advance dictionary mention that writing is word that have

been written or printed and activity or making words on a page with a pen or

pencil. Ken Heyland (2002:1) said, writing is central to our personal experience

and social identities, and we are often evaluated by our control of it. The various

purposes of writing, then the increased complexity of its context of use and the

diverse background and need of those wishing and understanding.

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 According to Hammer (2004:33) writing is frequently useful as

preparation for some other activity, in particular students write sentences as a

preamble to discussion activities. It means, writing is an activity to make students

creative and and it makes students able to think up ideas that it can be

implemented in writing. It can help improve students writing. Bowker (2007:2)

said writing is skill that is required in many contexts throughout life.

Monaghan (2007:1-2) mention writing is thinking on paper. It means that

the important thing of writing for the students is to express feelings produce in

their own word on the paper. The students hopefully can convey ideas, feelings,

desires and knowledge by writing. Writing it can be said that writing can be

distinguished from other skills as the most difficult one. There are many factors

influencing writing to be a good paragraph.

From the ideas previously, the writer concluded that writing is the

process of thinking to invent ideas, thinking about how to express into good

writing and arrange the ideas statement and paragraph clearly. It indicates that the

learners are expected to explore the ideas and making into good descriptive text.

Because of that, writing is not easy. The scoring is based on indicators of writing

competence, namely organization, content, grammar, punctuation, spelling,

mechanics, style, and quality of expression.

a. Purpose of Writing

Every activity has purposes, so do writing. When the writer do

their writing, of course they have some purposes. They have to consider

the purpose of their writing since this will influence, not only type of the

9
text they will produce but including language which they use and the

information that they choose.

According to Grenville (2001:1) there are three purposes of

writing : to entertain, to inform, and to persuade. They are:

a. To Entertain

Writing to entertain generally takes the form of imaginary or

creative writing. It means that the writer needs to use their creativity. It

must not make the readers laugh, but engage their feeling in some way.

b. To Inform

Writing to inform has purpose to tell the readers about something.

This kind of informative writing can focus an object, places, procedure

and events it can be seen in newspaper and article.

c. To Persuade

The writer tries to convince the reader of something that a point of

view is valid by presenting the fact or data so that readers follow

writers opinions and act upon it.

According to Penny Ur (1996:163) said the purposes of writing, in

principle is the expression of ideas, the conveying of the messages to the

reader. So the ideas themselves should arguably be seen as the most

important writing aspect. While according to Betty (2003:10) said the

general purposes of writing maybe primary to inform. To persuade, to

express, or to entertain.

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b. The Characteristic of Good Writing

A good writing is a product of careful thinking. There are several

characteristic of a good writing. According to White (1986:7-9), there are

four characteristic of good writing. They are:

a. The appeal to a target audience. It means that a writer should know

that students writing is wanted to read by many readers and it

appropriates with the readers’ desire.

b. A coherent structure.it means that writing have organizational

scheme

c. A smooth, detailed development. It means that a writer should a

build his idea like discussing the idea in detail.

d. An appropriate, well –articulated style. It means that a writer should

be able to choose the appropriate word to explain his idea. It is also

called diction. It also means that a writer should avoid ambiguous

sentence or complicated sentence.

c. The Process of Writing

If someone wants to write something and he/she wants to make a

perfect piece of writing, he/she has to know the process of writing. Not all

writers write in the same way, but there several steps that generally occur

in the writing process. At least, there are three steps in the writing process

mentioned by Blanchard and Root (2003:41) in their book Ready to Writ.

They are :

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 a. Pre-Writing. Pre-Writing is thinking and writing about our

topic and organizing the ideas

b. Writing. Writing our paragraph. Use the ideas we generated

from prewriting as a guide.

c. Revising. Improving what you have written. It is almost

impossible to write a perfect paragraph on the first try. The first

try is called first draft , after you complete the first draft, you

must look for ways to improve it.

Oshima and Hogue (1999:3-12) they explain the process of writing

in detail. There are three main stages in the writing process as follow:

a. Pre-writing

1. Choosing and Narrowing a Topic

In this step, the writer narrows the specific topic that will

be written. For example, the topic is about environment. This topic

is too large explained. So, the writer can narrow this topic into the

specific topic such as environment pollution, global warming.

2. Brainstorming

After the writer chosen the narrowing topic to specific

focus, the next step is generating ideas. This done by a prosess

called brainstorming. To more understanding brainstorming easier,

there are three points that support the brainstorming:

a. Listing

In listing the writer writes notes of data list such as words

or phrase related the topic.

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 b. Free writing

In this point, the writer writes down without worrying about

appropriateness, grammar, spelling, logic anf organization.

c. Clustering

Clustering is brainstorming activity that use to generate ideas.

b. Planning

1. Making sub-list

Making sub-list the first step toward making an outline is to

devide the ideas in the topic lists further into sub-lists and to cross

out any items that do not belong or that are not usable.

2. Writing Topic Sentence

Topic sentence is the most general sentence in a paragraph

and it express the central focus of paragraph.

3. Outline

An outline is a formal plan for a paragraph. In an outline ,

someone write down the main points

c. Writing and Revising

After prewriting and planning, the final stage is writing and

revising several drafts until you have produced a final copy to hand in.

the first way is the revision process by write a rough draft from the

outline. In revising, someone changes what have written in order to

improve it. Checking it over for content and organization, including

13
 unity, coherence, logic and rearrange, add or delete. All of revising is

for the goal communicating our through more clearly.

2.2 Definition of Descriptive Text

Descriptive text is a text which describes person, place,mood,situation,

and etc. Similar to ArtonoWadiman (2008:22) said. It is social function is to

describe a particular person, place or thing. Description in writing is the process of

creating visual image and sensory impression through words.

Description recreates sense impression by translating into words, the feel,

sound, taste, smell, and look of things. Emotion may be describing too, feelings

such as happiness, fear, loneliness, gloom and joy. Description helps the reader,

through his or her imagination, to visualize a scene or a person, or to understand a

sensation or an emotion. Like Kane (2005:352) said. Description is about sensory

experience how something looks, sounds, tastes. Mostly it is about visual

experience, but description also deals with other kinds of perception.

From the opinion about descriptive above so the writer concludes,

writing meaningful descriptive text that describes the experiences related to the

sense, such as what form, sound and taste. Indeed most descriptive text about

visual experiences, but in fact, apart from the senses experiences could be used in

the descriptive text. But specifically descriptive text “is a text which says what a

person or a thing is like. It is purpose to describe and reveal a particular person,

place or thing.

Descriptive text is a kind of text with a purpose to give information. The

context of this kind of text is the description of particular thing, animal, person or

14
others, for instance our pets or a person we know well. It differs from report

which is describes things, animals, persons, or others in general. Gerot and

Wignell (1995:208) said. Descriptive text is kind of text which is aimed to

describe a particular person, place or thing. Based on the definition above it can

be concluded that description text is a text that aims to evoke the impression of an

object to the readers to be conveyed by the writer.

2.3 Language Features of Descriptive Text

Hammond (1992) states that, the language features in descriptive text as

follows :

a. Focus on specific participants such as my English teacher, my favorite

place, Andini’s cat.

b. Using simple present tense such as he lives on a farm; Hank loves ginger

c. Detail Noun Phrase to give information about the subject such as a sweet

young lady; a beautiful scenery.

d. Verbs of being and having such as My mom is really cool; She has long

black hair.

e. Using Descriptive adjectives such as strong legs, white fangs.

f. Using of Adverbials to give additional information about behavior such as

fast, at tree house.

g. Figurative language such as John is a white as chalk.

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2.4 The Example of Descriptive Text

There are example of descriptive text from Boardman (1990:18) in Her

book as follow :

Table 2.1
Descriptive Text

Tittle An Expensive Holiday

Topic Sentence Valentine’s day is a very expensive

holiday .
Supporting sentence (body) Typically, people who are in love with
each other exchange gifts. The gifts
often cost a lot of money, sometimes as
much as 100 dollars. In some cases, if
don’t spend that much, your sweetheart
might think you don’t care. Some less
expensive gifts that people often give
are chocolate and flowers. One pound
of good chocolate may cost 10 to 15
dollars, and when you add up all of the
chocolate that is sold on Valentine’s
Day, the total is probably bwell over 1
million dollars!. Flowers cost more than
chocolate so sales of flowers may
amount to 5 million dollars!also. It is
often expected that you and your
sweetheart will go out to dinner on that
evening. A romantic dinner at a nice
restaurant may cost 100 dollars or more
per person.
Concluding Sentence It seems to me that Valentine’s Day is
one of the most expensive days of the
year.

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2.5 Generic Structure of Descriptive Text

Boardman (1990:19-24)state there are three part of generic structure in

descriptive text:

a. Topic Sentence

Topic sentence is the most important sentence in a paragraph

because it contains the main idea of the paragraph. It is important to keep

in mind that most academic writing is done to persuade the reader that a

point of view is reasonable. Therefore, another important part of writing

topic sentence is to write a sentences that has a clear point of view.This

means usually means that the topic sentence contains the opinion or

attitude of the writer.These the example of Topic sentence.

1. People in the USA celebrate

New York’s Eve in many
ways.
2. The new year is celebrated
Topic sentence throughout the world at
many different times, based
on the solar and lunar
calendar.

b. Supporting Sentence

There are two types of supporting sentence; major sentence and

minor sentence. The major sentence supporting sentence are the main

17
 details that tell us about the topic sentence. The minor supporting sentence

tell us more about the major supporting sentence.

1. The most common way may

be going to a big party with
lots of friend.(major) At the
stroke of midnight, people at
these parties grab their
sweetheart.(minor)
Supporting sentence 2. January 1 is recognized
throughout the world as the
beginning of the new year.
The Jewish new year is
called Rosh Hashanah and
celebrated in September or
October.

c. Concluding Sentence

The concluding sentence of a paragraph is generally a restatement

of the topic sentence. It may not be possible to restate the topic itself.

1. In short, New Year’s Eve is

a special time that can be be
spent with friends, with
family, or even alone.
Concluding Sentence 2. In short, Christians use the
solar calendar whereas Jews,
Chinese, Vietnamese, and
muslims use a lunar calendar
to determine when to
celebrate the new year

2.6 Guides in Writing Descriptive Text

Pardiyono (2007;33-34) said in his book There are several things which

should be known before writing descriptive Text. They are:

a. Communicative Purpose

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 Descriptive is a type of written text, which has the specific

function to give description about an object (human or non human).

b. Rhetorical structure

The rhetorical structure of descriptive text is identification and

description. Identification is a statement of topic or subject which wants to

be described. Description is the details of identification or the object.

c. Grammatical Patterns.

The declarative sentence usually is used in the descriptive text.

The use of conjunction is also needed to make coherent devices. The

present tense is used dominantly because in the descriptive text includes

facts, general accepted-fact, or reality.

2.7 Conceptual Framework

In this research focus on analysis students’ ability in writing descriptive

text at SMAN 11 Jambi. By doing this research can be known the ability of

students as well as to know the difficulties faced by students.Futhermore, the

researcher carried out the research based on the following framework.

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 Figure2.1
Conceptual Framework
Preliminary of the Research

Written Test

Analysis Data

Result

From the figure of conceptual framework above the researcher will do

some preliminary about this research because in this research need good

preparation this research requires several steps that will be done to determine the

result of this research.`

First, the researcher take tenth grade students of MIPA 3 from random

sampling. Random sampling is a technique to take a sample randomly. and the

sample of the research is 33 students. Actually the number of students X MIPA 3

are 35 students but 2 students does not follow the test.

Second, the researcher will conduct research in that class and the

researcher will give instrument of the test to the students and instruct to students

to make a descriptive text about free topic and collected in 90 minutes. Next step

the researcher collect students’ writing test and give the score.

20
 Third, The researcher Collected the data from written test and reduction

data after that calculate data by using scoring rubric. The researcher finding out of

the written test.

The last step the researcher will determine the result of all the data that

has been done. The result cover all the data from the beginning until the end so

that the researcher can determine the conclusion of this research.

2.8 Previous Studies

First, a research was done byFikriFauziA (2011) with the tittle “Improving

Students’ Ability Writing Skill of Descriptive Text Through Guided Questions at

The Eight Grade Students of MTs.DaarulMa’arif Jakarta academic Year

2011/2012”. The researcher used descriptive quantitative approach. The

researcher select the eight grade 8A and 8B which is consist of 30 students each

class as the subject of the study 8A as control class and 8B as experiment class.

This research is experimental study. The researcher makes pre-test and post-tense.

The researcher uses analytical scoring rubric adapted from Weigle to analysis

data. There are five components; content, organization, vovabulary, language, and

mechanics. The result of this research use clustering technique has successfully

improve the eight grade students this seen from the writing score from 49.5 in the

pre test and 64.8 in the first cycle to 74.3 in the second cycle.

Second, a research was done by Ronald Candy S. Lasaten (2014) with the

tittle “Analysis of Error in the English Writing of Teacher Education Students in

Philipines”. This research use qualitative method. This research examines the

common linguistic errors in the writing of the English language teacher education

21
is an error in the form of the verb, structure sentences, punctuation, diction,

spelling, preposition, and articles. Based on the explanation above, the advantages

can help the teacher to assess their own teaching methodology and their students’

ability in writing and to guide them in choosing strategies and topics most suitable

for their students. While, the weaknesses is majority of these error are caused by

the learners’ poor knowledge of the target language and limited vocabulary in the

target language.

Third, a research was done by RamadhaniAprilianti (2013) with the tittle

“ An Analysis of Recount Text Comprehending at the Eight Grade of SMPN 12

Jambi Academic Year 2012/2013”. This research is qualitativeresearch. The

researcher select 8 A that consist of 35 students as a sample of the research.The

aim of the research is to find out students difficulties in comprehending a recount

text. The researcher found that students’ difficulties some students have difficulty

in understanding the content of the text and the text difficult to interpret the

English language, which is almost the same answer choices that confuse students,

students simply read without understanding the text it show only 35% that finishes

the test correctly. The result of the research show the most challenging type of

task in the worksheet is question about word meaning. The students limited

knowledge in constructing main idea from specific details in the text,

understanding pronoun and comprehending generic structure text.

The first difference between this research and the first previous is the method

that used the researcher above uses quantitative method. The second difference is

research sampling the researcher above uses two class, class A as control class

and class B as experiment class and each class consist of 30 students. The

22
advantages of the research above is use strategy guide question for increase

students writing skill and conduct four treatment to find out the result whereas in

this research only use one class that consist 35 students as sample and this

research, the researcher only make one test to get the data that is written test. The

last different is in this research use qualitative method.

The similarity of the second previous is research method, the researcher use

qualitative method. The research examines the common linguistic error in the

writing of the English language teacher education. While the difference is

indicators that researched such as punctuation, diction, spelling, preposition and

articles. In this research the indicators that researched such as topic sentence,

supporting sentence, and concluding sentence. The research above done in the

English language teacher education in Philiphines, whereas in this research was

conducted in Senior High School and students as the sample of the research. The

advantages the research above can help the teacher to assess their own teaching

method and guide to them in choosing strategies and topics most suitable for their

students. The weaknesses is majority of these error are caused by the learners’

poor knowledge of the target language and limited vocabulary in the target

language.

The third research use qualitative research. The research above was conduct

in Junior High School and use one class as sample that is 8A consist of 35

students and variable that will researched is recount text comprehending.The aim

of the research is to find out students difficulties in comprehending a recount text.

The researcher found that students’ difficulties some students have difficulty in

understanding the content of the text and the text difficult to interpret the English

23
language, which is almost the same answer choices that confuse students, students

simply read without understanding the text it show only 35% that finishes the test

correctly. The difference this research between the research above in this research

was conduct in Senior High School and the variable researched is descriptive text

while the research above was conduct in Junior High School.

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 CHAPTER III

RESEARCH METHODOLOGY

3.1 Research Method

The design of the research method is qualitative method. The purpose of this

research was to analyze the students’ ability in writing descriptive text.

Qualitative research is aimed at understanding social phenomena from the

perspective of the participants. Thus the meaning or definition of qualitative by

Sugiyono (2012:1) research is used to examine the condition of the natural object

in which the researcher is a key instrument .

According to Nasution (in Soejono) descriptive method research in the study

of research methodology is always associated with the issue of the purpose of

research. But not all experts methodology study state, or the symptoms of

aaccurateliy the properties of an individual, the state, or the symptoms of a

particular group. Meanwhile, according to Namawi (1983) descriptive method

research has two principal; (1) focus on the problems that exist at the time of the

study (when present ) or be an actual problem. (2) describe the facts of the

problem being investigated as it is accompanied with a rational interpretation.

In conclusion, from the definition descriptive method is the research which

describe the object is systematically based on the fact, so it also presents the data,

analyze and interpretation. In conclusion qualitative descriptive is data

interpretively by organizing, identifying pattern and producing a descriptive

narrative synthesis.

25
3.2 Setting of The Research

This research was conducted at tenthgrade students of MIPA at SMAN

11 Jambi. The school is located at Jl. Sersan Anwar

Ke.BaganPete.Kec.AlamBarajoKota Jambi. At tenth MIPA grade there are 4

classes: MIPA 1, MIPA 2, MIPA 3 and MIPA 4 and each class consist 35

students. These class handled by 3 teachers.This school was chosen as the

field of the research because the researcher know of this school and the

researcher can analysis data easily.

3.3 Population

The Population of this research was the tenth grade students of MIPA

Jambi coonsisted 35 students diveided into 4 classes. Arikunto (2010:173)

states population is a set (or collection) of all elements possessing one or

more attributes of interest. If someone wants to examine all the elements that

exist in the area of research,the research is the study population.

Table 3.1
Population of the Reserch

No Classes Number of
Students
1 X MIPA 1 35
2 X MIPA 2 35
3 X MIPA 3 35
4 X MIPA 4 35
Total 140
(Sources: Staf Tata Usaha of SMAN 11 Jambi)

26
3.4 Sample

Sample was selected after the reseacher got the population.

Arikunto (2010:174) states sample is a part of the representative of the

population that will be studied. In this research, the researcher uses

random sampling. Sugiyono (2013:82) states the technique used to

determine the sample in this research is the random sampling, because

members taking samples of the population was randomly without regard to

existing strata in the population. Said Syekh (2011:15) states that random

sampling is a technique to take a sample randomly. A. Muri Yusuf

(2012:152) states random sampling is random sampling basis in another.

In principle, random sampling is done by lottery.

The process of taking sample of this research are describe below:

1. The researcher writes the name of the class on a piece of paper and put

them into a small box.

2. The researcher roll the four pieces of paper and put them into a small

box.

3. The researcher shakes the box about five time and then takes one pieces

of paper from the box and it is used as the sample of the research.

Finally, the researcher got X MIPA 3 with the total number of

students 35 students as a sample for written test but 2 students does not

follow the test because they have something to do so, there are 33 students

as sample. The researcher choose the tenth grade students, because in

making decision to determine the subject of the researcher, the researcher

consult with English teacher.

27
 3.5 Technique of Data Collection

In collecting the data the researcher used written test to get the data. In

this research only one times to test because the researcher only know the

ability of students in writing based on each indicator. The researcher asks the

students to write descriptive text 3 paragraph about free topic. The researcher

gives 90 minutes to ask students writing descriptive text. The researcher

collect students’ writing test. After that, the researcher will give the score for

the students’ writing test by using the score.

3.5 Technique of Data Analysis

There were some steps that researcher conducted in analyzing the

data. They were:

1. The researcher collected the data by using written test to know how is the

students’ ability in writing descriptive text at tenth grade students.

2. The researcher reduction the data.

3. The researcher analysis the data.

4. The researcher explained the finding out of the written test.

5. The researcher provided conclusion and suggestion based on the result of the

research.

In analyzing the data related to the students’ ability in writing descriptive

text. The researcher uses rubric score from oshima and hogue to analyze the

students’ paragraph writing.

28
 Table 3.2
Score Writing Descriptive Text

Variable 4 3 2 1
The topic The topic The topic There is no
sentence is the sentence gives sentence topic
first sentence in some clarity of gives little sentence
paragraph. It is the overall evidence presented in
Topic Sentence clear paragraph connectivity of of a the paragraph
the sentences relevant
present with the
topic
Supporting Topic is Topic is Topic is There is a
Sentence/Detail supported by supported by a supported slight attempt
many specific few specific by general at support
details details statements
Descriptive Some descriptive An No
word are used to word are used to attempt of descriptive
Concluding conclude the conclude the topic descriptive word are
Sentence topic. word are used to
used to conclude the
coclude topic.
the topic
(Source:Oshima and Hogue (2006)

The way to analysis the data in component of writing in rubric score. Each

component has value itself, as follow:

Topic Sentence + Supporting detail + Concluding Sentence

Total: 4 + 4 + 4

𝑇𝑂𝑇𝐴𝐿 𝑆𝐶𝑂𝑅𝐸
The Formula = 𝑆𝐶𝑂𝑅𝐸 𝑀𝐴𝑋𝐼𝑀𝑈𝑀 𝑥100

12
= 𝑥 100
12

= 100

29
 Then, the result of test was analyze to know the students’ ability in

descriptive text. To analyze the data, the researcher uses formula was utilized of

Sudijono (2011), the formulation to analyze the data are follows:

𝑓
p= 𝑥 100%
𝑁

𝑓 = 𝑇𝑜𝑡𝑎𝑙 𝑃𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 𝑆𝑐𝑜𝑟𝑒

𝑁 = 𝑇𝑜𝑡𝑎𝑙 𝑆𝑎𝑚𝑝𝑙𝑒

𝑃 = 𝑇ℎ𝑒 𝐶𝑙𝑎𝑠𝑠 𝑃𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒

There are categories and level to measure the students’ writing. The

researcher adapted level students writing from David P. Haris (1969) the score

interval is divided into 5 levels. The result the test could be classified into the

following grades.

Table 3.3
Level Students Writing Descriptive Text

Score Categories

90-100 Very Good

80-89 Good

70-79 Fair

60-69 Weak

0-59 Poor

(Source : David P. Haris)

30
 CHAPTER IV

FINDINGS AND DISCUSSION

4.1 Findings

This chapter presents findings and discussion of how is the students’

ability in writing descriptive text at the tenth grade students of SMAN 11 Jambi

Academic Year 2017/2018. The researcher gave the test according to class

schedule X MIPA 3 in SMAN 11 Jambi. English class schedule especially

English lessons in X MIPA 3 are Tuesday and Friday. So the researcher gave the

test on Tuesday 6th2018. The Reseacher asked students to work on test during 90

minutes and the researcher control the class. The finding was from the analysis of

the test.

The data that was analyzed by researcher using rubric score in the chapter

3. The researcher analyzed the written test of students based on component of

descriptive text ( Topic sentence, Supporting detail, Concluding sentence). Each

component have value itself.

4.2 Written Test Result

In the test descriptive the researcher asked to the students to write

descriptive text about free topic, so the students free write about they want.

From the result in test, students’ ability in writing descriptive text classified

into FAIR level range 70-79% :

𝑓
𝑃 = 𝑁 𝑥 100%

31
 2403
= 𝑥 100 %
33

= 72.82 %

It means, the students’ ability in descriptive text is FAIR. From the

calculation above, students code who got high score 90-100 classified in very

good level that are S3, S9, S11, S12, S15, S19, S21, S22, S18, S16. Then, students

code who get score 80-89 classified in good level that are S8, S24, S26, S28, S30.

Students code who get score 70-79 classified in fail level that are S10, S14, S17,

S23, S29, S33. Students code who get score 60-69 classified in weak level that are

S7, S12, S20, S32. The last students code who get score 0-59 classified in poor

level that are S1, S2, S4, S5, S6, S25, S31.

The result of the students’ in writing descriptive text level are show in the

tablebelow:

Table 4.1
The score interpretation for the students’ ability in descriptive text

Score Interval Frequency Percentage Category

90-100 90-100% 10 30% Very Good
80-89 80-89% 5 15% Good
70-79 70-79% 6 19% Fair
60-69 60-69% 5 15% Weak
0-59 0-59% 7 21% Poor
TOTAL 33 100%
(Source : adapted from David P. Haris)

In this test, there were 33 students that follow the written test. From written

test that collected from the students, the researcher found ten students with the

32
interval 90-100%. There were that percentage (30%) classified in very good level.

In good level, there were five students that percentage (15%). There were six

students that percentage (19%) in fair level. In weak level there were five students

that percentage (15%) and the last students with percentage (21%) there were

seven students classified in poor level. So, the researcher found the written test

result with interval 70-79% with the calculation percentage 72.82%.It was

classified in fair level.

4.3 The students’ ability in Descriptive Text Based on Indicator

Based on indicator, there are indicators in descriptive text such as topic

sentence, supporting detail, and concluding sentence. The indicators to measure

students’ ability in writing descriptive text.The description of written test result of

average score that is from students get highest score and lowest score in test. The

highest score is 4 and lowest score is 1 in each indicator.

a. The Students’ Ability in Writing Based on Test in Topic Sentence

Topic sentence is idea of sentence. There were 4 criteria to get

highest score that is 4 in each indicator. The students’ score writing skills

based on test in Topic sentence can be seen in this table below:

33
 Table 4.2
The students’ Abilitywriting score based on test in Topic sentence

Score Frequency Percentage (%)

4 17 51%

3 5 15%

2 6 19%

1 5 15%

Total 33 100%

(Source : adapted from David P. Haris)

Based on table above, there were seventeen students that got score

4, because students completed the criteria in the rubric score. The researcher

takesomeexample of students got 4 score:

1. It is clear sentence and the first sentence

“Shirin Al-Athrus is one of the popular hijabers”.

“Sarolangun regency is one of regencies in jambi province.”.

“Rabbits are cute animals and have a thick hair”.

From description above, the researcher was know about the result

of highest score. Therefore, the researcher description about the lowest

score is in 1 each indicator, as follow:

Based on the table above, there were five students that got 1 score

with student code S4, S5, S6, S25, S31, because students cannot

completed the criteria in the rubric score. The researcher take some

example from the students that got 1 score:

1. It doesn’t clear sentence

34
 “Even it has only single ear bone and bad sihght….”

2. This sentence should not be the first sentence

“My junior high school building is not too far from my home”.

b. The students’ ability in writing based on Supporting Detail.

Supporting details is Sentence that support topic sentence. There

were 4 criteria to get highest score that is 4 in each indicator. The students’

score in writing based on Supporting detail.

Table 4.3
The students’ writing score based on test in Supporting Sentence
Score Frequency Percentage (%)
4 16 49%
3 10 30%
2 4 12%
1 3 9%
Total 33 100%
(Source : adapted from David P. Haris)
Based on the table above, there were sixteen students got score 4,

because students completed the criteria in the rubric score. The researcher

take some example from student’s write. :

1. Support the topic sentence with many details

“…The monument consist of 117,7m obelisk on a 45m square platform at

a height of 12m. The towering monument symbolizes the philosophy of

Lingga and Yoni. The construction brgan in 1961 under direction of

president soekarno”.

2. “She is cute face and casual fashion style but characteristic not only make

Shirin popular in instagram. Her figure has also appeared in several teen

magazinwes such as Girl and Hijabella…”.

35
 Based on the table above, there were 3 students that got score 1,

because students cannot completed the citeria in the rubric score. The

researcher take some example from student’s write :

1. There is a slight attempt at support and unconnected with topic.

“It symbolizes the struggle for Indonesian independence of our

country”

c. The students’ ability in writing based on Concluding Sentence

There were 4 criteria to get highest score that is 4 in each indicator.

the students’ score based omtes can be seen in this table :

Table 4.4
The students’ writing score based on test in Concluding Sentence
Score Frequency Percentage (%)
4 8 24%
3 9 28%
2 11 33%
1 5 15%
Total 33 100%
(Source : adapted from David P. Haris)

Based on the table above, there was eight students got score 4,

because students can completed the criteria in the rubric score. Students

that got score there is no conclude in the paragraph.

36
4.4 Discussion

Based on the written result, the researcher found how is the students’

ability in writing descriptive text at the tenth grade students of SMAN 11 Jambi

Academic Year 2017/2018. The description of written test result based on each

indicator can be seen in below:

A. Topic Sentence

From the score written test result there were seventeen students got 4 score

in topic sentence. This is the example of correct an incorrect of topic sentence

that made by some students. It is clear statement and the beginning of the sentence

as a topic.

a. This is the example of the correct topic sentence

1. “My family and I went to my cousin house in Yogyakarta last year.

We went there four days holiday. We went holiday during in

Yogyakarta…”.

2. “Sarolangun regency is one of regencies in Jambi province Indonesia.

It’s total area is 6.174 km2with a population of 246, 295”.

The example of topic sentence above is true because topic is independent

clause in a paragraph or topic sentence to be main idea of the paragraph. Topic

sentence must be located in the beginning of the paragraph.

b. This is the example of incorrect of the topic sentence

1. “Monument is a 132 meters tower in the center of merdekasquare,

Central Jakarta, Indonesia is the capital of the state”.

37
 The sentence above is not topic sentence. Should be the sentence above

include supporting sentence, before the sentence that must add the topic for

example: “The National Monument, or "Monas" as it is popularly called, is one of the

monuments built during the Sukarno era of fierce nationalism.Monument is a 132

meters tower in the center of merdeka square, Central Jakarta, Indonesia is the

capital of the state”.

2. “Even it has only single ear bone and bad sight, but using the tongue

and the smell sense”.

There is no topic sentence in the paragraph, the sentence above should be

written in the body of the paragraph.The correct sentence is“Carrion is an

important food for many carnivores and omnivores in most of the ecosystems on

earth. Even it has only single ear bone and bad sight, but using the tongue and the

smell sense”.

B. Supporting Sentence

From the score written test result there were sixteen students that got 4 score

in supporting sentence. This is the example correct and incorrect of supporting

sentence that made by some students. Mostly they are understood about the

supporting sentence.

a. This is correct the example of supporting sentence.

1. “Pangandaran beach located on the southern coast of Java island.

Pangandaran beach is one of popular tourist destinations in

pangandaran. Pangandaran beach has beautiful scenery. This

beach has white sand. The beach has clean water…”.

38
 2. “It is a male golden retriever dog. I really love him as my pet his

name is jiji. He has brown fur. His fur is relly soft and he like to

be rubbed on his belly. He has a long tail and big body…”.

The supporting sentence above is true or get score 4 because the sentences

completely support the topic sentence and between topic and supporting sentence

each other connected.

b. This is incorrect the example of supporting sentence

1. “It symbolizes the struggle for Indonesian independence of our

country the monument consist of 117,7m on a 45m square platform

at height of a 17m”.

2. “His name is Kevin anggara, Kevin anggara is my classmate. He

has tall body he is 170cm he has straight black hair”.

Supporting sentence is incorrect if the sentence is not support the topic

sentence less detail. Supporting sentence is correct if supporting sentencethe topic

in detail and complete.

C. Concluding Sentence

From the written test result there were eight students that got 4 score it show

that the students do not know how to write a concluding sentence. This is the

example correct and incorrect of concluding sentence that made by some students.

39
 a. This is correct the example of concluding sentence.

1. “the best of my vacation I visited the family home, that was there

with both parents. And I am very happy and happy”.

2. “we spent the rest of our week in Yogyakarta by visiting some

shopping malls such as Jogja city mall and Malioboro Mall”.

The concluding sentence above is true because the sentence reprentation of

topic sentence and concluded of the paragraph.

b. This is incorrect the example of concluding sentence.

1. “The Monument consists of a 117, 7m obelisk on a 45 m square

platform at a height of a 17 m”.

There is no concluding sentence in the paragraph. Actually this sentence

include in supporting sentence. Should be in the paragraph added concluding and

concluding sentence is“monument symbolized as the spirit of the fiery Indonesian

struggle”.

2. “some roots can go down more than four meters”.

The concluding sentence above incorrect and the correct concluding

sentence is “Therefore. Some roots can go down more than four meters”.The

concluding sentence of a paragraph is generally a restatement of the topic

sentence.

From written test result with total 35 worksheet from 35 samples in this

research, only 33 worksheet of the test was collected their writing test about

40
descriptive text. It happened because in activity there was two students did not

follow the test.

From the written test in descriptive text that collected from the students,

researcher found about ten students in written result of test was categorized in

very good level because the test were written Topic sentence, Supporting

sentence, Concluding sentence is complete, true writing and the text can be

understanding of the assessment by the researcher has included in it.

There were five students in written result of test that category in good level,

because the text was not clear in concluding sentence, but the topic sentence and

supporting detail is complete text. All of the text can be understood very well.

Then, There were six students in written result of test that category in fair

level, because the researcher often found there is no concluding sentence in the

text and some topic sentence less complete but in concluding sentence is good.

Then, there were five students in written result of test that category weak

level because the researcher found many mistakes in topic sentences and

paragraph is not complete and the topic sentence is ambiguous.

The last, there were seven students in written result of test that category poor

level. Because the researcher found a lot mistakes, the paragraph that made very

little and there is no topic sentence, supporting sentence only little less vocabulary

sometimes the paragraph difficult to understand. It is means that students lazy to

thinking.

41
 Based on the result of the test in each indicator in topic sentence, researcher

found there were seventeen students that percentage (51%) in very good level in

supporting sentence there were sixteen students that percentage (49%). And the

last in concluding sentence there were only 8 students that percentage (24%).

Based on the result of test in descriptive text in the class of MIPA 3 that

percentage (72.82%) and classified in fair level.

From the data above Students at the tenth grade SMAN 11 Jambi got

difficulties in writing descriptive text. Some of them still confused how to make

the topic sentence related to the topic that given it is also supporting

sentence/details. It is happened because the fact from students’ written test in

writing descriptive text students could not express their ideas in writing form.

They donot understand what is topic sentence, supporting sentence/details, and

concluding sentence itself. It is indicated there are some problems in writing

descriptive text. The problem of making topic sentence in writing descriptive text

happened because the students did know that a topic sentence has two part: topic

and controlling ideas. The topic names subject or the main idea and the

controlling idea make specific comment about the topic when they write a text,

the first thing they have to decide on is a topic. This a problem for them they did

not know how to decided the topic and how to make the supporting sentence

related to the topic. As we know topic help us to stay focused on what we write.

Other problems that happened for them are problems in considering of

concluding sentence. So many correct in concluding sentence they write even

some of them do not write the concluding sentence. The students should be know

how to write concluding sentence because in concluding sentence students just

42
conclude from the previous paragraph but in fact the sentence which should

supporting sentence they put down in concluding sentence. The most of them did

know how to ending the writing. It is happened they have no ideas related to the

topic or they did not think it must to write the concluding sentence .

43
 CHAPTER V

CONCLUSION AND SUGGESTION

5.1 Conclusion

Based on the data analysis, the researcher would like to conclude the result

of; An Analysis of students’ ability in writing descriptive text at the tenth grade of

students SMAN 11 Jambi Academic Year 2017/2018. The percentage of students’

ability in writing based on level skills were 30% in very good level, 15%

classified in good level, 19% classified in fair level, 15% classified in weak level

and 21% classified in poor level. It is show the students’ ability in writing

descriptive text at tenth grade students of SMAN 11 Jambi is fair it’s means they

understanding what is descriptive text and the generic structure of the text.

Even though some of students still confused and difficulties develop their

ideas and using tenses in descriptive text. The students can be improve their

writing ability to write to be better again. Descriptive text can be help the student

in good writing and ability to think.

5.2 Suggestion

Based on the data and the discussion, after analyzing the data and making

conclusion, the researcher provide some suggestion about students’ ability in

writng descriptive text, it comes to the following suggestion :

a) Teacher

i. The teacher should be able to help the students to develop their

ideas. It means the teacher help the students to think.

44
 ii. The teacher should guide students to write correctly and help the

students if the still do not understand it means, if the students ask

how to write correctly, the teacher must be guide them.

iii. The teacher should be explain the time signal in concluding

sentence and grammar that used. And add the vocabulary. It means

in the classroom teacher give more vocabulary that make easy

students what they write will.

b) Reader

The reader have to know about descriptive text, and after read this

thesis know to be better again. For the next research, the researcher hope

students’ ability in writing can be increase.

c) Institution of School

In this case, school should further improve the facilities and infrastructure

of schools, so that students are more motivated to learn. If it could be the

school or the teacher can conduct classes in English Club extracurricular

programs to help the students interested and want learn English.

45