USING MAGAZINE ARTICLES
TO TEACH
DESCRIPTIVE
WRITING
TO THE THIRD SEMESTER
ENGLISH
DEPARTMENT
STUDENTS
OF
WIDYA MANDALA CATHOLIC
UNIVERSITY
A THESIS
ln Partial Fulfillment of the Requirements
for the Sarjana
Pendidikan
Degree in
English Language
Teaching
By:
FIENAWATI
N . ? < :
1 2 1 3 0 9 3 0 1
2
UMVERSTTAS
I(ATOUK WIDYA MANDAI.A SI.JRABAYA
HAKUUTAS
KEGURUAN DAN ILMU PENDIDIIGN
'URUSAN PENDIDIKAN MHASA DAN SENI
PROGRAM
STUDI PENDIDIKAN BAHASA INGGRIS
APPROVAL SHEET
( 1 )
T h i s t h e e i e e n t i t l e d U S T N c H A G A Z I N E A R T T C I , E S T C ) T E A C H
DJISCRIPTIVE WRITING TO THE THTRD SEMESTER ENGI,TSH
DEPARTMENT SI'TIDENIS
rF prepar.ed and submi.tted by Fienawati
a n d a c c e p t e d a 6 p a r t l a l f u l f l l l m e n t o f
f n r t h e S a r i a n a P e n r l i d i k a n d e g n e e i n
T e a c h l n g b y t h e f o l l o w l n g a d v l e o r :
f)r^e.
A d v i e o r
hae been approveci
the
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W a s i m a n A c i i s u t r i s n o . M . A .
s . P d
Mr=rnber
H a r . i a n t o , M , P . l
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)
n a d i . M - S r :
c h e r T r a i n i n q
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ACXNOT{I.EDCIEME}ITS
The writer would Ilke to express her slneere
g r a t l t u d e t o , f t r e t o f a l l , G o d f o r H l e bleeeing ln
t h e
a c c o m p l l e h m e n t e of thle theale. Second1y, to her beloved
parenta who have eupported her financially and mentaIly.
Beeidee, the wrlter would llke to acknowled.ge her
deepeet gratefuJ. to many people who helped her in the
p r o c e s s o f w r i t l n g t h l e t h e e i s :
1 . D r e - I g n a t t u e H a r J a n t o , M - P d . , h e r a d v i e o r , f o r h t g
p a t l e n t , g r r l d a n c e , advice, eupport and valuable t l m e g
gJ,ven to her ln the writlng and lmproving of thte
2 .
t h e e i e .
All lecturerg of Englleh Department of Wldya
C a t h o l i c U n t v e r a l t y , w h o h a v e g l v e n t h e l r
durlng her etudy at the Engl.lsh Department.
Hen fr.iende, whoge names cannot be mentloned
one by
o n e h e r e , f o r t h e l r p r a y e r , s p l r l t , J _ o v e a n d c a r e , a n d
for the contrlbutions of thelr magazines and booke aa
w e l l , w h l c h t h e w r l t e r f l n d s v e r y u o e f u l a n d h e l p f u l
i n f i , n i e h t n g t h e s t u d y
-4 . F i n a l l y , t h e w r l t e r w o r r l d I l k e
to
express
her
g r a t i t u d e t o h e r d e a r e e t b o y f r l e n d , R e n o I d M l c h a e l
SutJladl , SE, who has glven hle great support, eo that
t h e w r l t e r l s a b l e t o f t n l . e h t h t e t h e e l e
-Uandala
aupPont
At laet, the wrlter
le sune that, wlthout the help
a n d aseletance of the people menttoned above, thle thesle
w o u l d never have been accomplished the.way lt should be.
T h e w r l t e r
TABLE OF CONTENTS
APPRCJVAL
SHEEI' (] )
A P P R O V A L
S H E E T (2 )
AOKNC)WLEI)GEMENTS
TABLE c_rF
CONTENTS.
A B S T R A T ] T .
CHAPTER
I
I N T R O D U C T I O N
. .
1 . 1 Baekgrorrncl
c l f the Strrcly.
1 . 2 Statement of the probl.ern.
1 . 3 O b J e c t , i v e o f t h e S t , u d v .
1 . 4 S i e n i f i c a n c e o f t h e S t u d y .
1 . . 5 L l m i t a t i o n o f t h e Str.rcly
1 . 6 M e t h o d o l o g y of the Study.
1 . 7 D e f i n i t j r ) n o f K e y T e r r n s
L . 7 . L W r l t t n g .
7 . 7 - Z D e s c r i p t i v e W r i t i n C . . . .
1 . 7 . 3 M a g a z l n e
1 ^ 7 . 4 A r t , t c l e . . . .
1 . 8 O r g a n l z a t l o n o f t h e S t u d y .
CHAPTER II
REVTHW
OF RELATED
I,JTEMTI,'RE.
2 . I T h e N a t u r e o f W r l t i n S . . . .
2 - Z T h e I m p o r t a n e e o f W r j t : i _ n g .
2 . 3 G o o d W r l t i n g e u a l l t y
pagee
t
1 i
i i i
ix 1 L 4 5 5 6 6 T
7
7
7
I
I
o1 1 .
2 . 4 D e e c r i p t l v e W r j_ t i n g .
2 . 4 . L D e f i n l t i o n
1 8
1 8
2 t
2 . 4 : 2 K i n d s o f D e s c r i p t i v e
2 . 4 . 3 C h a r a c t e r l s t l c s o f
W r j . t t e n Descripti.ve
2 . 5 S u m m a r y . .
W r i t i n g
W e l l
-W r i t i n g
22
2 6
C H A P T E R I I T SOME CONSIDERATIONS OF USTNG MAGAZINE
ARTICLES IN TEACHING DESCRIPTIVE
W R I T I N G
3 3
1 030
3o
32
3 0
3 . 1 T h e B e n e f i t e o f U s l n g M a g a z i n e
A r t i c l e s i n T e a c h i n g D e s e r i p t i v e
W r l t i n g .
3 . 1 . I G i v i . n g M o t i v a t i o n .
3 . t . 2 D e v e l o p i n g S t u d e n t e - I d e a . ..
3 . 1 . 3 E n r i c h i n g S t u d e n t s
-V o c a b u l - a r y .
3 . 1 - 4 B r : o a d e n i n s
Knowledge and
3 . 2 S o m e C o n s i . d e r a t i o n
S t u d e n t s '
I n f o r m a t i o n . . .
i n C h o o s i n g
A r t i c le s
3 . 3 T e a c h i n g T e c h n i q u e s o f Writing. -..
3 . 3 . 1 C o n t r o l l e d W r l t i n g
3 . 3 . 2 S e m i c o n t r o l - ] e d W r i t i n g .... .
3 . 3 . 2 . 1 I t I e S e l f - p a c e d .
3 . 3 . 2 - 2 I t
E a s e s theM a r k i n g
T e a c h e r - s
BurcJen
3 . 3 . 2 . 3 I t I s Q u i c k e r .
3 - 3 . 3 F r e e W r i t i n g - " .
THE APPLICATION OF USING MAGAZINE
ARTICLES IN TEACHING DESCRIPTIVE
WR]TING
4 . 1 A p p l i , c a t i o n o f M a g a z l n e A r t i c l e s
i n T e a c h i n g D e s c r i p t i v e W r i t i n g .
4 - 2 E x a m p l e s o f L e s s o n l ) n i t P l a n s
T e a c h i n g D e s c r i p t i v e W r i t i n e . . . . . .
4 - 2 . -1 E x a m p l e o f a L e s s o n l l n l t
P l a n i n D e s c r l b i n g a n A n l r n a l
4 - 2 . 7 - 1 F o r m u l a t i o n o f
. t . a
-A '
O b j e e t i v e
T e a c h i n g M a t e r i a l . . .
T e a c h i n g a n d
4 7
4 I
A O
CHAPTER IV
A . )
4 4
1 r >
A ' 1 A
4 - 2 _ t - 5
4 . 2 . L . 6
4 . 2 . 1 - 7
L e a r n i n g A c t i v j t 1 e B .
T i m e A l l o c a t i o n - . - - .
M e t h o d a n d T e c h n i q u e
T e a c h i n g A i d s .
C o r r e o t i n g S t a n d a r t
4 5
49
4 9
4 9
5 0
4 - 2 - 2 E x a m p l e
P I a n i n
4 . 2 - 2 . 1
of a Lesson t-lnit
D e s c r i b i n g a n O b i e c t
Forrmrlat ion of
E . t
CHAPTER V
FTBi,TCXIRAPHY
APPENI)TXES
4 _ 2 . 2 - 2
4 - 2 - 2 . 3
O b j e c t i v e 5 1
T e a c h l n g M a t e r i a l . - . 5 1
T e a c h i n g and
L e a r n i n g A c t i v i t i - e s . 5 2
4 . 2 . 2 . 4 T i m e A l l o c a t i o n . . . 6 0
4 - 2 - 2 - 5 M e t h o c i a n d T e c h n i q r r e 6 C r
4 . 2 . 2 . 6 T e a c h i n g A i d s 6 0
4 - 2 . 2 . 7 C o r r e c t i n g S t a n d a r t 6 1
4 . 3 C o n c l u s i o n . d 1
C C J N C I - , U S T O N A N D S T I G G E S T I O N . - . . 6 3
5 - 1 ( l o n c l r r e l o n . 6 3
F i e n a w a t l ,
ABSTRACT
q $ 1 n p Maeazine Artieleg to Teaeh Deecrlptive
S t u c J e n t s , 5 1
W j d y a M a n d a l a
Theele, the Englieh Department of
U n ' i v e r s i . t y , S u r a b a y a , 1 9 9 8 .
I n o r d e r t o b e a g u c c e s s f u l l e a r n e r o f E n e l l e h a s
a f o r e i g n l a n g u a g e , o n e n e e d s the maeter:y of t h e f o u r
l a n g u a g e e k i l l - e , n a m e l y : l i s t e n i n g , s p e a k i n g , r e a d l n g a n d
w r " i t i n g . H o w e v e r , i n t h e p r o c e s a of Learning, writing i a
g l v e n l e s s a t t e n t l o n t h a n t h e o t h e r s k l l l s . I t i s t h e
n e g l , e c t e d e k i l I a m o n g t h e o t h e r s . N o w , a t t i t u d e s t o w a r d s
the role of writlng have changed in the language teaehlng
l e a r n i n g a c t j . v i t i - e e . I t b e c o m e e m t r c h more important.
H a v i n g s t u d l e d f o r t e n e e m e e t e r s a t t h e E n e l t s h
D e p a r t m e n t o f W i d y a M a n d a l a Catholic U n i v e r e i t y , a n d
havlng obeerved and lniervlewed some of her irlende
i n f o r m a ] l y , t h e w r i t e r h a a c o m e t o t h e e o n c l u e i o n t h a t
t h e t e a c h e r e o f w r l t t n g u e u a l l y u s e t e x t b o o k e a n d
p i c t r . r r e s when they teach descriptive w r i t i n g . T h e r e f o r e ,
t h e s t u d e n t e g e t t r o r e d e a s l 1 y b e c a u s e t h e r e i s n o
rleve1.opment, of materi.a l
-I n t r o d u c i n g a n e w m a t e r l a l 1 e n e e d e d l n t h e
pr:oeee6 of J angrrage teachi-ng and learning since boredom
i o o n e o f t h e f a c t o r e t h a t c a n d e c r e a s e t h e s t u d e n t e .
m o t j v a t i o n i n l e a r n i n g . B e c a u e e o f t h a t r e a s o n , t h e
w r i t e r w o u l d l i k e t o i n t r o d u c e m a g a z l n e a r t l c l e s i n
d e e c r i p t j v e w n l t i n g c f a s s . S h e h o p e s t h a t t h i e w i l l h e l p
the students overcome their boredorn and rnay brlng a new
a t m o s p h e r e i n t h e e l a e s t h u g r a i s e t h e i n t e r e s t a n d
r n o t i v a t i o n i n d e s c r j . p t i v e w r i t i n g . A e a r e e u l t , t h e
s t u d e n t s - w r i t i n g a b i l i t y m l g h t o r l s e x p e c t e d t o b e
b e t , t e r .
T o b e e u c c e e s f u l i n t h e d e s c r t p t l v e w r i t l n g c ] a e s ,
t h e t e a c h e r s h o u l d a l s o c o n c e n t r a t e o n s e l e c t i n g
m a g a z i n e s , b e c a u e e not all Engli"sh magazines are sultable
f o r t h i r d s e m e s t e r e t u d e n t s o f Englieh D e p a r t m e n t . S h e
r e c o m m e n d s Freeway. Horlzon, Llfe, N a t j . o n a I G e o g r a p h l c
a n d N e w e w e e k . The writer c o n s i d e r s t h o s e m a g a z l n e s a r e
s u i t a b l e f o r t h e t h i r d s e m e e t e r e t u d e n t s o f E n g l t s h
d e p a r t m e n t j , n their c l e e c r i p t j - v e w r l t i n g c 1 a e s . M o r e o v e r ,
t h o s e m a g a z i n e s contain easy-to comprehend Ianguages for
the etrxlenta and more intereetj-ng and up to date
a r t i c L e s .
The technlque that is uged tn thle study la
a e m i . o o n t r o l l e d w r i t l n g . T h e r e a g o n f o r t h i e 1 e t h e
s t u d e n t s o f t h l r d s e r n e e t e r E n g l l e h D e p a r t m e n t a l r e a d y
g o t s t n r e t u r e a n r l v o c a b u f a r y I I I e u b j e c t s . T h e y a r e
c o n s i d e r e d t o m a o t e r g r a m m a t i . c a l rules of E n g l i s h a n d E n g l i e h v o c a b u l a r y
-A f t e r a l l , t h e w r i t e r
f a r f r o m b e i n g p e r f e e t . S h e
a n o t h e r s t u d e n t or reeearcher
t h l e s t u c l y b y d o i n g a field
n o t t h e m a t e r i a l e t a k e n
c o n t r i b u t i o n e t o t h e t e a c h i n g
r e a l l z e e t h a t t h l s t h e s l e l s
w i s h e s t h a t there w o u l d b e
w h o I s w i l - l l n g t o c o n t l n u e
r e s e a r c h t o s e e w h e t h e r o r
from madazinee give more
