PROBLEMS IN TEACHING DESCRIPTIVE FOR
SEVENTH GRADE STUDENTS BY USING
ANIMAL CARTOON CARDS AT SMP
MUHAMMADIYAH 04 MALANG
THESIS
By:
ISTIA PUTRI PURWANDARI
201210100311009
PROBLEMS IN TEACHING DESCRIPTIVE FOR
SEVENTH GRADE STUDENTS BY USING
ANIMAL CARTOON CARDS AT SMP
MUHAMMADIYAH 04 MALANG
This thesis is submitted to meet one of the requirements to achieve
Sarjana Degree in English Language Education Department
By:
ISTIA PUTRI PURWANDARI
201210100311009
ENGLISH LANGUAGE EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
Mottos and Dedications
“The sweetest of life is result from our patience”
“In every difficulty, there is an easiness” (Q.S. 94:5)
I dedicated this thesis to:
My lovely mother as an angel of my life
My lovely father as a hero of my life
My beautiful sister
My big family
ACKNOWLEDGEMENTS
Alhamdulillahirobbil’alamin, all praises is to Allah SWT, the Almighty, and the Most Merciful, without which I would never have finished this thesis. Shalawat and salam are always for our prophet Muhammad S.A.W. In accomplishing this thesis, I realize that my thesis is not perfect. Therefore, I would be happy to get any comments, feedbacks, and suggestions for the betterment of this thesis.
I would like to express blissfulness and thanks to Dr. Sudiran, M.Hum as my first advisor and Dian Arsitades W., M.Pd as my second advisor, for their invaluable advices, endless supports, patience, suggestions and great guidance help me throughout this thesis. Besides, I am also grateful to all lecturers at English education department. I am extremely thankful to them for a lot of their knowledge that related to education and social life. Without their guidance, I could not finish this thesis because the knowledge given is very useful.
The great regard and gratitude are given to my mother Ellyati, my father Isnanto, my beloved sister Istira Amellya Az-Zahra, and my big family in Sampit. They always give prayer, support, love, affection, attention, and guidance for me. Then, I am also thankful to my best friend and best partner who I feel like as my sister, Mahsa Livia who give a lot of her attention, love, motivation, and support for me. Without support, love, motivation, and advice from them, I would not finish this thesis successfully.
For three of my best and classy friends, Tedy Bahtiar Kurniawan, Ence Adinda Dianasta Almas, and Renindya R.Yusniar (Rere), thanks a lot for becoming friends that I deserve to have and for their support and motivation for me. I am also thankful for the members of EMBUH groups, my fine fellow (Yudi, Donny, Apri, Adi, Dimas, Zay, Odi, Viona, Uni, Fathon, and Muthi), thanks a lot for our togetherness and best moment that we have been through. Then, for two of my girls as my close friends, Ajeng and Indri, thanks a lot for the attention, support and motivation for me throughout these four years. For someone (ANR), thanks for our togetherness since four years ago and although our togetherness end in July, 2016, thanks a lot for love, attention, support, and motivation for me. The last, I also thank for those whom I cannot mention one by one for the support and prayer for me in accomplishing this thesis.
Malang, August 2, 2016
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TABLE OF CONTENTS
APPROVAL ... i
MOTTO AND DEDICATION ... ii
STATEMENT OF WORK’S ORIGINALITY ... iii
ABSTRACT ... iv
ACKNOWLEDGEMENT ... v
TABLE OF CONTENTS ... vi
CHAPTER I INTRODUCTION 1.1 Background of the Study ... 1
1.2 Statement of Problems ... 4
1.3 Objective of the Study ... 4
1.4 Scope and Limitation ... 5
1.5 Significance of the Study ... 5
1.6 Definition of the Key Terms ... 6
CHAPTER II REVIEW OF RELATED LITERATURE 2.1 Writing ... 8
2.3.1 Teaching Writing Techniques ... 12
2.3.1.1 Technique in Using Picture ... 13
2.3.1.2 Technique in Using Reading ... 14
2.3.1.4Techniques in Teaching Organization ... 16
2.4Problems in Teaching Writing ... 16
2.4.1 The “Teaching the Less-Proficient Writer” Problem ... 16
2.4.2 The “I can’t Write English” Problem ... 17
2.4.3 The “Teacher Response” Problem ... 17
2.5 Teaching Media ... 18
2.5.1 Kinds of Media ... 19
2.5.1.1Audio Media ... 19
2.5.1.3Visual Media ... 20
2.5.1.3 Audio Visual Media ... 20
2.5.1.4 Language Laboratory ... 20
2.5.1.5 Computer Assisted Language Learning ... 21
CHAPTER III RESEARCH METHODOLOGY 3.1 Research Design ... 22
3.2 Research Subject ... 23
3.3 Research Instrument ... 23
3.3.1 Interview Guide ... 24
3.3.2 Observation Checklist ... 24
3.4 Data Collection ... 25
3.5 Data Analysis ... 26
CHAPTER IV FINDINGS AND DISCUSSION 4.1 Findings ... 27
4.1.1 Problems Faced by the Teacher ... 27
4.1.2 Factors that Cause the Problems Faced by the Teacher ... 29
4.1.3 Teacher’s Solution to the Problems ... 31
4.2 Discussion ... 32
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5. 2 Suggestions ... 37
REFERENCES
APPENDICES
Appendix 1 Interview Guide
Appendix 2 Observation Checklist
REFERENCES
Al-amarat, Mohammad S. 2011. “The Classroom Problems Faced Teachers at the
Public Schools in Tafila Province, and Proposed Solutions.”
International Journal Education. Vol. 3, No. 1, 2011.
Arikunto, Suharsimi. 2006. Dasar - Dasar Evaluasi Pendidikan. Jakarta: Bumi Aksara.
Ary, Donald et al. 2010. Introduction to Research in Education. USA:Wadsworth, Cengage Learning.
Brown, H.Douglas. 2000. Principles of Language Learning and Teaching. New York: Addison Wesley Longman, Inc.
Brown, H.Douglas. 2001. Teaching by Principles : An Interactive Approach to
Language Pedagogy (2nd Edition). New York: Addison Wesley
Longman, Inc.
Cabrera, Marcos P. And Bazo, Placido. 2002. “Teaching the Four Skills in the Primary EFL Classroom.” The Internet TESL Journal. Vol. VIII, No. 12, December 2002.
El-ghamry, Hussein. 2015. “The Effect of a Proposed Strategy-Based Writing
Model On Efl Learners' Writing Skills.” International Journal of English Language Teaching. Vol. 3, No. 4, June 2015.
Hillalia, Gala Toe. 2014. Teaching Media Used by English Teacher at SMP Muhammadiyah 08 Batu in Teaching Writing Narrative Text.
Unpublished Thesis. Malang: Muhammadiyah University of Malang.
Hancock, B. 2002. An Introduction to Qualitative Research. Nottingham, UK: Trent Focus Group.
Harmer, Jeremy. 2004. How to teach Writing. England: Pearson Longman.
Harmer, Jeremy. 2007. How to teach English. England: Pearson Longman.
Kusumawati, Prita. 2013. Students’ Error in Using Simple Present Tense at SMK PGRI Wlingi in Writing Descriptive Text. Unpublished Thesis. Malang: Muhammadiyah University of Malang.
Mukalel, Joseph C. 2007. Approaches to English Language Teaching. New Delhi: Discovery Publishing House.
Patel, Dr. M. F. And Jain, Praveen M. 2008. English Language Teaching. Sunrise Publishers and Distributors.
Pertiwi, Putri. 2013. A Study on the Seventh Grade Students’ Performance in
Writing Descriptive Text at MTS Muhammadiyah 3 Tugu Trenggalek.
Unpublished Thesis. Malang: Muhammadiyah University of Malang.
Pratama, Wasis W. 2016. Grammatical Errors in Writing Descriptive Text Made by Eight-Grade Students of SMP Negeri 11 Malang. Unpublished Thesis. Malang: Muhammadiyah University of Malang.
Raimes, Ann. 1983. Techniques in Teaching Writing. Oxford University Press.
Rosalina, Ika. 2016. The Difficulties Faced by the First Grade of Junior High School Students in Writing Descriptive Text at SMP Muhammadiyah 8
Batu. Unpublished Thesis. Malang: Muhammadiyah University of
Malang.
Saragih, Natanael et al. 2014. “The Effectiveness of Using Recount Text to Improve Writing Skill For Grade III Students of Kalam Kudus
Elementary School 2 Pematangsiantar.” IOSR Journal Of Humanities
And Social Science. Volume 19, Issue 1, Ver. XII, Februari 2014.
Smaldino, Sharon E et al. 2005. Instructional Technology and Media for Learning (Eight Edition). Pearson Prentice Hall.
Supriati. 2011. Improving Vocabulary Achievement of the Sixth Grade Students of
SD Muhammadiyah 6 Genteng through Picture Cards. Unpublished
Thesis. Malang: Islamic University of Malang.
Vankateswaran, S. 2009. Principles of Teaching English. Vikas House Put Ltd. Retrieved 2016, 16th April, from https://books.google.co.id/books?id
Wardani, Imelda et al. 2014. “Improving the Ability in Writing Descriptive Text
CHAPTER I
INTRODUCTION
This chapter discusses background of the study, statement of the problems,
purposes of the study, significances of the study, scope and limitation, and
definition of key terms.
1.1 Background of the Study
English as a foreign language has four skills that are required for
communication. This importance demands English teaching to help Indonesian
students learn and improve all the four skills. This statement is supported by
Cabrera and Bazo (2002), who claim that there are four skills of English that must
be taught. Those four skills of English are listening, speaking, reading, and
writing. From those four skills, writing is considered to be the most important
skill. Writing skill takes an important skill for students in education world. In
Indonesia, writing skill is given from junior high school level up to university
level. The students will need this skill to make abstracts, journals, academic
papers, and others. Therefore, writing skill needs to be mastered.
Writing as one of the language skills is not acquired naturally because it is a
subject that needs a lot of practice. El-ghamry (2015) claims that writing is
considered as the most difficult subject since it deals with considerable time and
effort to become a good writer. In writing, there are some types of genre. They are
descriptive, narrative, expository, discussion, review, procedure, anecdote, etc.
Descriptive text is considered as one of important texts to be taught. Descriptive
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person. All in all, descriptive text is useful to be taught since it helps people to
describe something. In addition, according to Pertiwi (2003), to write good a
descriptive text the students need creativity because there are some aspects like
content, organization, vocabulary, language, and mechanics.
There are several writing descriptive text phenomena. Those phenomena
found by the writer while doing internship in SMP Muhammadiyah 4 Malang.
The first phenomena is when the students try to make writing descriptive text,
then they found some difficulties in building and developing their ideas, choosing
the right words, using the grammar and organizing the text. The students were
confuse and difficult to understand how to write a good descriptive text. Second
phenomena is when the students got low score in writing descriptive text because
the teacher use the media that make the students feel bored. The media used by
the teacher could not motivate the student to study and write the descriptive text.
The success of English learners’ in acquiring writing ability depends on
some extents on how teachers are able to teach writing to their students. Many
efforts have been done in teaching writing descriptive text for the students. In
order to have good learning of a foreign language, the process of learning should
be supported by good and interesting media. One of the valuable instructional
media is animal cartoon picture in the form of cards. Supriati (2011) explains the
picture card is a card printed or drawn, and it should be big enough to be seen
clearly by every student in the class. In addition, Vankateswaran (2009) states that
or as prompts for other activities. By using animal picture cards, students may
become interested in learning writing, especially in writing descriptive text.
There are several previous researches about writing descriptive text. First,
Kusumawati (2013) conducted a research entitled “Students’ Error in Using
Simple Present Tense at SMK PGRI Wlingi in Writing Descriptive Text”, she
found that there were three kinds of error made by students in using simple
present tense in writing descriptive text such as: (1) omission error, (2) addition
error, (3) misformation error, and the most dominant errors occurred in using
simple present tense in writing descriptive text was omission error (66.67%).
Second, Pratama (2016) conducted a research entitled “Grammatical Errors
in Writing Descriptive Text Made by Eight-Grade Students of SMP NEGERI 11
Malang”, he found that the highest frequency of errors was omission errors
(56.52%), whereas the lowest frequency of errors was misordering (5.43%).
Third, Rosalina (2016) conducted a research entitled “The Difficulties Faced
by The First Grade of Junior High School Students in Writing Descriptive Text at
SMP Muhammadiyah 8 Batu”, she found that the highest difficulty faced by the
students was about the difficulties in arranging the sentence into a paragraph of
descriptive text with 100% (25 students), then second difficulty was the use of
tenses with 60% (15 students), and the researcher found that there were the factors
that cause the difficulties in writing descriptive texts include: (a) low vocabulary
level, (b) confused to arrange the vocabulary in sentences, (c) did not understand
the material well, (d) did not pay attention the teacher explanation, (e) low
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Finally, the writer wants to investigate the problem faced by the teacher in
teaching descriptive text. The writer decides to take SMP Muhammadiyah 4
Malang as a location of observation since the writer found the problems while
doing the internship in this school. Besides, the writer has had any access to
conduct the research at SMP Muhammadiyah 4 Malang. Therefore, the writer
wants to conduct the research entitled “Problems in Teaching Descriptive Text for Seventh Grade Students by Using Animal Cartoon Cards at SMP
Muhammadiyah 4 Malang.”
1.2 Statement of Problems
The problems of this research can be formulated as follows:
1. What are the problems faced by the teacher in teaching descriptive text by
using animal cartoon picture cards for the seventh grade students of SMP
Muhammadiyah 4 Malang?
2. What are the factors that cause the problems faced by the teacher in teaching
descriptive text by using animal cartoon picture cards for the seventh grade
students of SMP Muhammadiyah 4 Malang?
3. How does the teacher solve the problems in teaching descriptive text by using
animal cartoon picture cards?
1.3 Objective of the Study
Dealing with the statement of the problems above, the objectives of study are:
1. To know the problems faced by the English teacher in teaching writing to the
Seventh Grade students in writing skill of descriptive text by using animal
2. To know the factors that cause the problems faced by the English teacher in
teaching writing to the Seventh Grade students in writing skill of descriptive
text by using animal cartoon picture cards at SMP Muhammadiyah 4 Malang.
3. To know how the teacher solve with the problems in teaching descriptive text
by using animal cartoon picture cards.
1.4 Scope and Limitation
Based on the previous research, many topics and lessons can be taken from
that study. In this study the writer chooses “A study of problems in teaching
descriptive text by using animal cartoon picture cards” which is interested to
discuss. The scope of this research is problems in teaching descriptive text at SMP
Muhammadiyah 4 Malang. The limitation of this study is an English teacher at
SMP Muhammadiyah 4 Malang.
1.5 Significance of the Study
Hopefully, the results of this study are expected to give more benefit and
contribution for English teacher. For the English teacher in SMP Muhammadiyah
4 Malang, this research may help them to gain insight into the phenomena of
problems in teaching writing. Besides, this research is also expected to give the
knowledge about problems faced by the teacher in teaching writing of descriptive
text. Thereafter, she can improve her teaching ability through animal cartoon
picture cards.
The results of this study are also expected to give contribution for the
students. For the seventh grade students of SMP Muhammadiyah 4 Malang, this
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cartoon picture cards. Hopefully, this study can give them motivation in writing
descriptive text by using animal cartoon picture cards. Therefore, they can
increase their writing ability especially in writing descriptive text.
The last, this study is expected to give beneficial consideration for the other
researchers who wants to conduct the research under this topic. This study may
help them to have deep understanding about problems in teaching descriptive text.
Besides, the results of this study can be recommendation study so that the next
studies will be comparable in findings. Therefore, other researchers are
recommended to continue this study by using another good media and method for
teaching writing of descriptive text.
1.6 Definition of Key Terms
To avoid misunderstanding about the terms of the title of this study, the
researcher tries to guide and define the key terms as follows:
1. Teacher’s Problem is a situation when the teacher does not make
objective clear and when s/he does not make a good preparation before
teaching. (Al-amarat, 2011)
2. Teaching is showing or helping someone to learn how to do something,
give instruction, guiding in the study of something, providing with
knowledge for comprehension purpose. (Brown, 2000)
3. Writing is a process of putting ideas down on paper to transform thought
into words, to sharp main ideas and to give structure and coherent
4. Descriptive textis a text to describe a particular person, place or thing that
focuses on specific participants. (Hillalia, 2014)
5. Picture card is a small card that can be easily contributed in the class, used
