DEVELOPING STUDENTS’ ABILITY IN WRITING DESCRIPTIVE TEXT:
A CASE STUDY IN SMA NEGERI 1 WONOSARI
PUBLICATION ARTICLE
Submitted as a Partial Fulfillment of the Requirements
for Getting Bachelor Degree of Education
in English Department
by
YOSI MARETA MUTIA CHUSNA
A320120281
ENGLISH EDUCATION DEPARTMENT
SCHOOL OF TEACHER TRAINING AND EDUCATION FACULTY
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
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DEVELOPING STUDENTS’ ABILITY IN WRITING DESCRIPTIVE TEXT: A CASE STUDY IN SMA NEGERI 1 WONOSARI
ABSTRAK
Yosi Mareta Mutia Chusna. A320120281. DEVELOPING STUDENTS’ ABILITY IN WRITING DESCRIPTIVE TEXT: A CASE STUDY IN SMA NEGERI 1 WONOSARI. Muhammadiyah University of Surakarta: Research Paper. 2016.
Tujuan dari penelitian ini adalah untuk mengamati langkah-langkah pembelajaran, teknik yang digunakan oleh guru, masalah yang dihadapi dan solusi guru untuk mengatasi masalah yang dihadapi dalam kegiatan belajar mengajar menulis teks deskriptif di SMA Negeri 1 Wonosari. Jenis penelitian ini adalah deskriptif kualitatif. Teknik yang digunakan dalam penelitian ini yaitu observasi, wawancara dan dokumentasi. Data dari penelitian ini adalah informasi dari siswa dan guru tentang langkah-langkah pembelajaran, teknik yang digunakan oleh guru bahasa inggris SMA Negeri 1 Wonosari, masalah yang dihadapi dan solusi guru dalam mengajar menulis teks deskriptif. Subjek dari penelitian ini adalah guru bahasa inggris dan siswa dari kelas A dan B. Penelitian ini menggunakan pemilihan data, menunjukkan data, dan menulis kesimpulan dan pembuktian untuk menganalisis data. Temuan dalam penelitian ini menunjukkan bahwa langkah-langkah pembelajarannya berdasarkan pada KTSP yaitu: pembukaan, kegiatan inti (eksplorasi-elaborasi-konfirmasi), penutup. Teknik pembelajaran yang digunakan oleh guru adalah mendeskripsikan gambar, umpan balik, menggunakan benda nyata, hafalan, menerjemahkan, membuat grup, dan mengoreksi. Masalah yang dihadapi saat pengajaran menulis deskriptif teks adalah mengembangkan ide, mengorganisasikan ide, kesulitan pada kosakata, pola kalimat, dan tata bahasa, kemampuan siswa yang berbeda, dan waktu yang singkat. Solusi guru untuk mengatasi masalah adalah memberi materi dengan jelas, memberi tugas yang sederhana, mengulangi materi, dan menggunakan dua bahasa.
Kata kunci : langkah-langkah pembelajaran, teknik pembelajaran, masalah dan soluti, kelas menulis.
ABSTRACT
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verification to analize the data. The findings of this study shows that the teacher used classroom procedures based on School-Based Curriculum: opening, main activities (exploration-elaboration-confirmation), and closing. The techniques used by the teacher are describing the picture, feedback, real objects, memorizing, translating, grouping, and correcting. The problems faced in teaching writing descriptive text are problem in developing idea, organizing idea, difficulties in vocabulary, tenses, and grammar, different capability of the students, and limited time. The solutions of English teacher’s problems are: give material clearly, give simple assignment, repeat the previous materials, and used mix language.
Keywords: classroom procedures, teacher’s technique, problem faced and solution, writing class.
1. INTRODUCTION
Mastering English means mastering the four basic skills, namely listening, speaking, reading, and writing. People have to master all of those skills in order to improve their English language. In addition, they must learn other aspects of English which can support their ability.
Teaching English in Indonesia is focused on the ability of student’s communication. The communication can be in oral and written forms. The learners should be capable of the four language skill (Depdiknas, 2006: 6).
One of skills that must be learned is writing. According to Byrne (1997:1) writing is producing sequence of sentences arranged in a particular order and linked together in certain ways. Then, according to Admin (2009:16) that based on generic structure and language feature dominantly used, there are some types of text. They are report, analytical exposition, narrative, procedure, recount, spoof, anecdote, discussion, description, explanation, review, hortatory exposition, news item. In the teaching of writing skill a descriptive text is popularly known as descriptive paragraph. The students are trained to describe certain object in a written language by developing one main idea as a topic sentence. So it will be quite easy to them producing the simple text.
In this study the writer is interested in researching descriptive text as one of types of genre implemented in teaching writing. Descriptive text is a text which describes what a person or a thing is like. The main aim of descriptive text is to inform about the thing to be described. So, it provides generalized information on facts, qualities and characteristics about the object under consideration so as to get a systematic, accurate and almost photographic description. This type of texts are just straight facts and do not give the reader any ideas about the feelings or opinions of the author. Descriptive text has structure as below: (1) Identification; identifying the phenomenon to be described. (2) Description; describing the phenomenon in parts, qualities, and characteristics.
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shaped and individually and socially purposeful (Weigle, 2002). In this sense, writing falls into complexity and importance as well.
Andiko (2009:1) stated that there are some functions of writing: First, writing can be the media for us to express what we feel, what we think. Second, writing can enlarge our knowledge, because it will motivate and stimulate people to learn something new. Third, through writing the charity side comes. When we are writing something, we will probably share useful things to others - worldwide in the internet.
There are some general difficulties that EFL students face in writing the descriptive paragraph. First is problem in developing the ideas. Students write many main ideas in one paragraph; the ideas of the paragraphs are ambiguous. Second is problem in organizing the ideas to write a descriptive text. A paragraph needs more than a unified point. Third, the students find difficulties in grammar. Fourth, students have limited knowledge of vocabulary. As we know that English is not the Indonesian native language. It is difficult for the students to remember all the words in English. Many of the students have poor choice of words.
Dixon and Nessel (in Cahyono, 2001:44) noted that writing is the most difficult skill among the four language skills. It is because of writing is not only mastering how to use language but also everything about what we are going to write and the way we arrange and write it. According to Meyers (2005:2), writing is an action. There are some steps in writing process, they are process of discovering and organizing the idea, writing or putting them on paper, reshaping and revise the writing.
To write well, people must have good capabilities in writing. Moreover, people who want to write the essay must know the steps of writing process and aspects of writing. They must be able to organize the idea, to construct the sentences, to use punctuation and spelling well. Besides, they must be able to arrange their writing into cohesive and coherent paragraphs.
English teacher especially in SMA Negeri 1 Wonosari is encouraged to teach interactively and communicatively in classes. The phenomenon is found that many students have difficulties to write text especially descriptive text. They have problem to develop main idea, difficulties in grammar and vocabulary. Some students try to find out word by word using dictionary. There are many alternatives techniques used by teacher.
The writer is interested in having a study on the techniques of teaching writing descriptive text at the first year of SMA Negeri 1 Wonosari. The writer wants to know the technique used in teaching writing descriptive text.
Based on the review above, the writer interested to describe the classroom procedures, teacher’s techniques, problems faced and solution of problems faced by English teacher of SMA Negeri 1 Wonosari. To prove the originality of this research, the writer takes some previous study related to the teaching writing. There are Windiyati (2010), Emilia (2008), Sari (2007), Ikrima (2014), Wijayanti (2008), Mustika (2014), Kristanti (2013), Nurjannah (2012), Setiawati (2012), Sarlinda (2015).
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writing were not only faced by the students but also by the teachers of SMPN 1 Kasembon Malang. The data obtained from questionnaires, observation, interview, and field notes was classified then tallied. All the data were analyzed descriptively. The teachers face problems in relation to teaching preparation, teaching techniques, and the textbook used. Both teachers made teaching preparation before they taught. However, they only made lesson plans and a semester program for one year in the early semester. As a consequence, the teachers got difficulties in (1) understanding the instructional objectives, (2) choosing themes and topics, (3) combining materials from the textbook and the workbook used, and (4) having insufficient time to prepare all the instructional preparation. In the process of teaching writing, the techniques used by the teachers were almost the same for every meeting. Both teachers rarely used other techniques because of their lack of knowledge on teaching writing and they got difficulties in (1) determining an appropriate technique for the students who had low ability and interest in writing, (2) choosing an activity that could encourage and attract students' attention to write better, and (3) arranging the activities which were going to be used in the class. To overcome this problematic condition, the teachers explained the materials for several times until the students understood. In relation to the textbook used, the teachers got difficulties because there was not any clear guidance and the instruction given was unclear.
Emilia (2008) studied the effects of picture strip story on writing skill at the first grade of MTs Ma’hadul Muta’alimin Katerban Ngawi. The study aimed to describe the implementation of teaching writing by using picture strip story to improve the students’ writing skill at MTs Ma’hadul Muta’alimin Katerban Ngawi. To collect data, the writer conducted observation, document and test. The writer used new picture strip story to influence students’ attention, so that they focused on the material. The result of the research showed that 13 students increased their writing achievement and 2 students had static achievement. The results of pre-test was 66, 25% and post-test was 82, 81% which means that the students’ writing skill increases after they were taught using picture strip story.
Sari (2007) observed the method of teaching writing at SMA Negeri Kebak Kramat. That research aimed at describing the method of teaching writing applied by the second year teacher at SMA Negeri Kebak Kramat. It was conducted to know the objectives of teaching writing and the problem faced by the teacher at SMA Negeri Kebak Kramat. The result of analysis showed that objectives if teaching writing SMA Negeri Kebak Kramat were to improve the writing competence of the students, prepare the student to face the national examination and prepare the students to continue their study to university. The methods applied by the teacher were process-based approach and product-based approach.
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learning more about grammar, memorizing the vocabulary, and giving more feedback to students.
Wijayanti (2008) observed the error correction feedback at SMA Negeri 1 Wonosari. The study aimed to describe the improvement of the students’ writing skill after the facilitative error correction feedback was applied at the second grade students of SMA Negeri 1 Wonosari of Klaten in 2008/2009 academic year. The data sources were event, informants, and document. The methods of collecting data were observation, interview and documentation. The data were analyzed through the steps, namely reducing data, presenting data, and verifying the data. The study was conducted in following the four procedures, namely planning, acting, observing, and reflecting. The result of the study showed that was each cycle, there is improvement in the study. The genre used was report text, and the focused in improvement are draft, grammar, and vocabulary. The improvement was proven by the scores of pre-test and post-test. The scores of post-test were higher than pre-test. Thus it can be concluded that the student writing skill in improved.
Mustika (2014) studied about feedback technique to improve writing skill hortatory exposition text. Her study was intended to find out whether teacher’s feedback can improve students’ writing skill in writing hortatory exposition text or not and to know the aspect of writing which was improved more after teacher’s feedback. To gain the data, the writer conducted an experimental research in SMA Negeri 1 Model PBKL Peukan Bada in which the writer acted as a teacher. She used one group pretest-posttest design. She took one class from six classes by applying purposive sample technique and took nineteen students. Pre test was conducted before experimental action in order to know the students’ achievement before the treatment. On the other hand, post test was conducted to know the students’ achievement after the treatment. To find the differences between pre-test and post-test achievement, the writer used t-score. The result showed that the mean score of the pre test was 53.97 and the score of the post test was 71.03and the result of t-score was 7.68. The t-Value at the level significant 0.05 was 2.101 and at the level of significant 0.01 were 2.878 with the degree of freedom 18. Since, the result of t-test was higher than t-Value, the alternate hypothesis was accepted. In other words, there was a significant difference between pre test and post test score. It proved that the use of teacher’s feedback was effective to improve students’ achievement in writing hortatory exposition text. In addition, it was found out that the aspect of content was improved more than other aspects of writing.
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text writing test showed that the eighth grade students’ descriptive text writing ability at MTsN Tlasih in general was 67. 22 which achieved the students’ standard score (SKM). It meant that their ability categorized as good. Based on the Students’ Standard Score (SKM), it can be known that the categories of the eighth grade students’ ability in writing descriptive text at MTsN Tlasih are 64% of students categorized as good and 36% of students categorized as fair Based on the students’ classification score in each aspect of writing, it can be concluded that the most serious problem of the eighth grade students’ descriptive text writing ability at MTsN Tlasih was grammar because most of the students categorized as fair. Most of the students not mastered well and still got difficulties in making grammatically correct and meaningful sentences especially simple present tense. While the students’ problem in vocabulary is most of the students’ lack of vocabularies. They also made some errors of word choice and usage that sometimes make the meaning of the sentences obscured and difficult to understand. While the students’ problem in the aspect of content was most of their writing was relevant with the topic they have chosen but lack details. It might be caused the students did not have much information about the topic. The students’ problem in mechanic was their writing did not show their mastery in using capital letter, punctuation devices, and word spelling well.
Nurjannah (2012) studied about improving writing skill using picture series. The data were obtained from the observation during the implementation of the actions, interview with the students and the collaborator, students’ writing tasks, and tests. The data were in the forms of interview transcripts, field notes and students’ writing scores. The validity of the data was obtained through process validity, outcome validity, democratic validity and dialogic validity. Based on the result of the research, the use of picture series in this study was believed to be effective to improve the students’ writing skills. Implementing picture series was also effective to improve the students’ motivation in the writing process. In reference to the students’ writing scores, the students’ skills in four aspects of writing improved after picture series were implemented. The students’ gain score from pre-test to post-test in the content was 4, 52. Then, the gain score in the organization aspect was 3, 63 and 2, 91 in the vocabulary aspect. Lastly, students’ gain score in the language use aspect was 3, 56.
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significance α = 0, 05 and the degree of freedom (df) 34, the t-table (tt) was 2, 04. Thus Ho was rejected and Ha was accepted. So, the hypothesis stated, “There is a significant difference between the ability in writing descriptive text of the seventh grade students of SMP N 4 Bae Kudus in the academic year 2011/2012 before and after being taught by using classical music” was accepted.
Sarlinda (2015) studied an instructional design of extracurricular speaking class. The study was aimed to describe the teaching learing process based on instructional design at SMP N 2 Kebakkramat, Sragen. This was a descriptive research. The subjects of the research were English teacher and the students of the first year of SMP N 2 Kebakkramat. The object of the research was an instructional design. The techniques of collecting data were observation, interview, and documentation. The result of her research revaled that there were 3 syllabus used by English teacher: lexical syllabus, structural syllabus, and task-based syllabus. The classroom procedures used by the teacher in teaching speaking was 5E (Engagement, Exploration, Explanation, Elaboration, Evaluation) and 3E (Engagement, Exploration, Evaluation). The classroom techniques used by teacher were discussion, problem solving, read aloud, and question/answer. The teacher’s roles for teaching were as facilitator, instrucor, consultant and evaluator. The student’s roles for teaching were as listere and performer. The assessment models for teaching English were quiz, homework, daily test, and oral test.
This research extends it aims at describing the classroom procedures, the teacher’s technique, problems faced and teacher’s solution. The underlying consist of notion of writing skill, notion of descriptive text, classroom procedures, roles of teacher in the writing class, strategy for teaching writing process, principles for teaching writing, the technique of teaching writing, the general problem of writing descriptive text, writing skill according to School-Based Curriculum used in SMA Negeri 1 Wonosari.
According to Harper (2004: 160), writing is one of four main macro-skills taught in the ESL classroom, besides reading, speaking, and listening. He also adds that writing is one of four basic skills which involved in productive (output) skill.
According to Larson (1984:118), a descriptive text is a text which says what a person or a thing is like. In other words, it’s used to develop a picture of “what it looks like”. When someone describes something, he needs to capture both details wholeness.
Bybee (1997) stated that there were five steps in the classroom procedures in writing class: engagement, exploration, explanation, elaboration, and evaluation.
Richards and Lockhart (1999: 101) stated that role of teacher in the context of classroom teaching and learning may also be influenced by methodology which is followed by teacher. The following are the roles of teacher: need analyst, curriculum developer, material developer, counselor.
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Nunan (2003: 74) stated that there were principles that every teacher should consider while planning a course, they are: understand your students’ reasons for writing, provide many opportunities for students to write, make feedback helpful and meaningful, clarify for yourself, and for your students, how their writing will be evaluated.
According to Raimes (1983: 97) there are some techniques for teaching writing, they are: describing the picture, controlling composition, feedback, guided composition, paragraph completion, real objects, role-play.
According to Barnet and Stubbs (1990:105) “A good paragraph has unity, it makes one point, or it indicates where one unit of the topic begins and ends”. Second, the problem in organizing the ideas to write descriptive text. Students do not know the way to deliver organizing ideas to write descriptive text. It was related to use coherence of writing descriptive text. Reep (2009:82) stated that “a paragraph achieves coherence when the sentences proceed in a sequence that supports one point at a time. Transitional, or connecting, words and phrases facilitate coherence by showing the relationship between ideas and by creating a smooth flow of sentences”. Third, the students found difficulties in grammar. There were only few mistakes find in grammar component. It might because by using simple present tense in descriptive text. Baron (1982) stated that English teacher was often portrayed as an unattractive grammar monger whose only pleasure in life is to point out the faults of others. Fourth, students had poor choice of words. It might be because the students do not know many vocabularies in English. Stahl (2005) stated that vocabulary is the knowledge of words and word meanings and also puts vocabulary knowledge as the knowledge of a word implies not only a definition, but also how that word fits into the context.
According to School Based Curriculum (2006), the goal of teaching and learning at Senior High School is that students will be able to develop communicative competence in written as well as in spoken form to achieve functional literacy level. They are expected to be able to communicate in written as well as in spoken form to solve problems in their daily live. In this curriculum, the English material is taught based on the text. There are many types of written form that should be learnt, for example, narrative, recount, report, news item, procedure, spoof, etc.
2. RESEARCH METHOD
According to Bodgan and Taylor (1987) the qualitative research is a research which the descriptive data in the form of written or oral words from observing people and behavior. In other words, a qualitative research is a type of research which does not include any enumeration. The writer takes descriptive qualitative research because the writer wants to observe and describe classroom procedures, teachers’ techniques, problems faced and teacher’s solutions of teaching writing descriptive text at SMA Negeri 1 Wonosari.
The object of the research are classroom procedures, teacher’s techniques, problems faced and teacher’s solutions of teaching writing descriptive text at SMA Negeri 1 Wonosari.
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this studied. There are 68 students, 40 males and 28 females. They are average 15th years old. And they studied English material from elementary school second grade.
The data of this research is information elicited from the students and teacher concerning classroom procedures and the techniques used by English teacher of SMA N 1 Wonosari. The writer also obtained data from the English teacher and students regarding problems faced and teacher’s solutions of teaching writing descriptive text.. There are three sources of data: event, informant, and document.
The method is a means that is used to solve problem, they are observation, interview and documents.
The writer uses triangulation as the method and data to make credibility of the data. Cohen and Manion (2000: 254) in Mohamed (2013: 30) define triangulation as an attempt to map out, or explain more fully, the richness and complexity of human behavior by studying it from more than one standpoint.
In this research adopted the framework developed by Miles and Huberman (1994: 10-11) to describe the major phases of data analysis: data reduction, data display, and conclusion drawing and verification.
3. FINDING AND DISCUSSION
The main points of this chapter is to describe the classroom procedures of teaching writing descriptive text, the teachers’ techniques in teaching descriptive text, the problems faced in teaching writing descriptive text and the solutions applied by the teacher.
a. The classroom procedures of teaching writing descriptive text
In general, the teacher of SMA Negeri 1 Wonosari used School-based Curriculum. The procedures are opening class, main activities, and closing class. There are three steps in the main activities: exploration, elaboration, and confirmation.
b. The techniques used to teaching writing descriptive text. 1) Describing the picture
English teacher always used picture to teach descriptive text. That strategy can improve students’ creativity. The teacher used this technique at A and B class. Describing pictures is the effective technique. From the picture, the students could imagine about what they saw. The teacher also said to the students that with picture, they could describe about the picture. 2) Feed back
The teacher applied feedback technique in teaching descriptive text. It was very effective technique, because it helped them to make a good and correct writing. They knew their errors, they knew the reasons why that were wrong, and then they could correct it by themselves.
3) Real object
The teacher used real object to teach English at B class. 4) Memorization
Based on interview with some students, this strategy was commonly used by English teacher. This strategy is the one of strategies to improve students’ ability to memorize the new vocabulary.
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Translating is when the teacher asked students to translate some sentences. Teacher helped the students when they find difficulties and confused in translating sentences.
6) Grouping
The teacher also used grouping strategies to manage the class activity. The teacher divided students in a group.
7) Correcting
Based on observation, the teacher always corrected the student’s work and checked student’s understanding of the new vocabularies or material that explained by teacher. While the students practiced the works, sometimes they made some mistakes, so the teacher used the strategy to correct their works.
c. Problem faced in teaching writing descriptive text. 1) Problem in developing the idea
They could not develop the paragraph well, they usually wrote in simple sentences. Students always asked teacher how to write something. The students admitted that this problem was due to the difficulties of transforming the ideas from their mind into written text.
2) Problem in organizing the idea
The second is problem organizing the idea. Students did not know the way to deliver organizing ideas to write descriptive text. In organizing ideas students have to use two components of generic structure of descriptive text, there are identification and description.
3) Difficulties in vocabulary, tenses, and grammar
Based on interview to English teacher, students have many difficulties about vocabulary and grammar. They have poor choice to choose the good vocabulary; it made the students always asked the teacher about the vocabulary that they did not know. They usually use the vocabulary that they known and if they have difficulty, they seldom look for the new vocabulary in dictionary, internet, or they want to ask the teacher. The students felt difficult to use correct tenses and arrange the good sentences to support the paragraph.
4) Different capability of the students.
Some of students could understand faster and the others learned slowly. That situation make the teaching learning process did not run well. Every student has different ability.
5) Limited time
Based on observation, one of the problems faced by teacher is limited time. The teacher felt difficult to deliver all materials to the students. The teacher has not enough time with 2x40 minutes in each meet. Whereas, the material about descriptive text just one meet. It made the teacher felt difficult to give the material. With the available time the English lesson could not run well.
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The first solutions is explained the material clearly. Started by explained the pattern of simple present tense. After that give example of adjective that used to write descriptive text. The students had to improve their vocabulary. 2) Give simple assignment
The teacher seldom gives students difficult assignment that made the students confused. The teacher just asked the students to do the simple assignment. That solution helped the students with low understanding the material.
3) Repeat the previous material
The teacher gave some practices to the students in the bottom level about understanding material. The students had to repeat the previous materials until the students understood the material.
4) Used mix languages
The teacher always used two languages to teach English. Because not all of students knew the meaning of teacher’s said if teacher used full English in the lesson. In the teaching activity, teacher did not use English language fully. She combined with Indonesian language, because the students still got difficulties to understand English language. So, in one utterance the teacher used 2 languages.
4. CONCLUSION
After describing and analysis the data, the writer draw conclusion based on result of observation of clasroom procedures, interview with English teacher and some students and also documents when the writer did the research at SMA Negeri 1 Wonosari.
Based on the findings, the writer concludes that the teacher used classroom procedures based on School-Based Curriculum. The procedures are opening class, main activities, and closing class. There are three steps in the main activities: exploration, elaboration, and confirmation.
The teacher used some techniques to develop students’ ability in writing descriptive text, they are: describing the picture, feedback, real object, memorization, translating, grouping, and correcting.
There are some problems faced in teaching writing descriptive text are: problem in developing idea, organizing idea, difficulties in vocabulary, tenses, and grammar, different capability of the students, and limited time.
The solutions of English teacher’s problems are: give material clearly, asked simple assignment, previous the material, and used mix language.
From the results of her observation, the writer gets some informations about the teaching-learning process especially classroom procedures, teacher’s techniques, problems faced and teacher’s solutions of problems faced in teaching writing descriptive text of SMA Negeri 1 Wonosari in 2015/2016 academic year. The writer draws some pedagogical implications such as:
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b. Using some techniques in teaching writing is to help the teacher convey the materials when teaching-learning process. The teacher should use several techniques in teaching writing process. The consequently, the teacher should use effective technique based on classroom’s condition to make the students more active in teaching writing especially writing descriptive text. So, the teacher should have update their knowledge about technique to use in the writing class in order to make the students more interesting to learn writing especially writing descriptive text.
c. There are some problems faced in the teaching-learning process. The problems faced are problem in developing idea, organizing idea, difficulties in vocabulary, tenses, and grammar, different capability of the students, and limited time. The consequently, the teacher should give solutions to cope the problems faced in teaching-learning process. So, the teacher should be creative to minimize the problem faced in teaching-learning process in order to make the students enjoy with the materials and develop student’s ability.
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