Considering the phenomenon faced by the seventh grade student at MTsN 3 Ponorogo, the purpose of the research is to know the students' problem in writing descriptive text and the teacher's solutions to overcome the students' problem in writing descriptive text in seventh grade at MTsN 3 Ponorogo. The data was obtained from the students' results in writing descriptive text and the interview by the English teacher. It is necessary for the teacher to make teaching and learning to write descriptive text more interesting.
Hard to get idea, lack of vocabulary and they also confused to make a descriptive text based on the generic structure of descriptive text. The researcher chooses the title "Genre Based Analysis of Students Descriptive Text in Seventh Grade of MTsN 3 Ponorogo".
Research Focus
The linguistic features of the descriptive text are: the use of the specific participant, written in the present tense, the use of linking verbs, the use of adjectives, the use of relational and material processes. Gerot and Macken quoted in Hartono say that there are two types of genres, they are narrative genre and factual genre. Narrative genre consists of narrative, narrative, anecdote, news/article, example, and hoax, while factual genre consists of procedure, description, explanation, report, exposition, discussion, review, and commentary.
Based on the researcher's experience of real teaching in seventh grade in MTsN 3 Ponorogo, some students admit that writing is difficult to master. Finally, based on the above phenomenon, the researcher chose the seventh grade students of MTsN 3 Ponorogo to conduct the research and it is suggested to do research.
Statement of the problem
Objectives of the study
Significances of the study
Students are expected to become bolder in expressing their feelings during the process of teaching and learning in writing. Readers may find some appropriate media to solve students' problems in achieving successful goals in learning this skill. So it can make students understand more and appreciate in the learning process.
It is expected to help the future researcher analyze the students' problems in the teaching-learning process, so as to help improve students' writing skills. In other worlds, this study can be a reference to know the students' problem during the writing process, especially in descriptive writing.
Organization of the thesis
In this chapter, the researcher will explain some theories and theoretical framework related to the topic. Second, the researcher explains the definition of writing, the components of writing, the process of writing, the purpose of writing, the problem of writing, the criteria of good writing, and the genres of writing.
Previous research findings
The third previous research by Testiana Deni Wijayatiningsih and Meti Yunia Wardhani in their journal titled "Genre-Based Analysis of Students' Descriptive Text in Tenth Grade Students of MAN 2 Semarang". The result of the analysis showed that the students knew the purpose of the descriptive text to describe someone, place or something. The result also showed that the overall structure of the students was almost perfect in the description part, but only 28 students applied the correct identification of the descriptive text.
On the other hand, the language characteristics of the students showed that all students can use definite participants, simple present and adjective to correctly compose descriptive text. The differences in this research with the previous study are focused on the genre-based analysis of students who write a descriptive text in the seventh grade of MTsN 3 Ponorogo.
Theoretical framework
The Nature of Descriptive Text a. Descriptive Text
Descriptive text is a text that clearly shows the shape of a person, place, animal or things. According to Thommy, descriptive text is a type of text that is used to describe a specific object by giving the reader some clues that are appropriated. To create the clues that are acceptable to the reader, the writer must represent a salient object.
Descriptive text can be defined as explaining something that represents things that should be known to the reader. If it is a person, the writer must describe his physical appearance and his certain life. According to George, description refers to the sense impression, feel, sound, taste, smell and appearance of things distinctly.
This means that the description helps the reader to get some information about the item correctly. Based on the above definition, we can summarize that a descriptive text is a text that contains a description, explanation, visualization of the current object. Therefore, the success of a description depends on how the writer describes the subject so that the reader can imagine it in detail and correctly.
They are some types of descriptive text that can be learned by the junior high school students.
Descriptive text of place
It should inform about the current location of the place and what the place is known for. The National Monument or "Monas" as it is popularly called is one of the monuments built during the period of fierce nationalism in Soekarno. It signifies the determination of the people to achieve freedom and the crowning of their efforts with the declaration of independence in August 1945.
The monument is open to the public and upon request the elevator can take visitors to the top, where you can enjoy panoramic views of the city and the sea. It is easy for those less physically able as lifts take visitors to the top. The Freedom Hall depicts Indonesia's struggle for independence through a series of dioramas, while the Hall of Contemplation displays the original document of the Declaration of Independence and the recording of the speech.
Descriptive text of subject
When writing an identification or description of a person, the introduction of the person must be properly informed. I was seven when I got this BMX and I thought it was the best gift I ever had. It means that descriptive text represents the real subject or object from the writer's point of view.
Based on the above explanation, it can be concluded that the features of descriptive text are the use of the simple present tense. Based on the above explanation, it can be seen that descriptive text has two generic structures: identification and description. The identification section discusses the introduction of the topic, while the description section seemingly draws the topic.
Simple present tense is one of tense that is usually used in writing descriptive text. Azar says there are some forms of the simple present tense and the present progressive, such as:28. This means in visualizing the characteristics of the subject or object, the writer must arrange noun phrase, such as "My mother has beautiful eyes".
Descriptive writing can also go beyond creating a strong sensory impression and give the reader a "picture" of the feelings the description evokes in the writer. Analysis of generic structure in descriptive text writing by ninth grade students of SMP N 3 RambahHilir. Analysis of generic structure in descriptive text writing by ninth grade students of SMP N 3 RambahHilir.
RESEARCH METHODS
- Research Design
- Researchers’ Role
- Research Setting
- Data Source
- Techniques of Data Collection
- Techniques of Data Analysis
- Checking Validity of Findings
- Research Procedures 1. Planning
According to Sugiono (2016), in qualitative research, the research instrument or tool is the researcher himself. Being an instrument for the research, the researchers take the documentation in the form of descriptive text that was written by the seventh grade student at MTsN 3 Ponorogo. The researcher selected VII A consisting of 28 students to conduct the data analysis.
The researcher chose the students' descriptive text of VII A as the subject of research in collecting the data. Descriptive text was chosen in this research, because descriptive text is important to know for students. In this research, the researcher used certain techniques to collect the valid data and information about a genre-based analysis of students writing descriptive text.
In this research, the researcher uses the data taken from the students' text, which is a document and is produced as a research material. Categorization, in this activity the researcher categorizes the text according to the type of generic structure of the descriptive text written by the students. According to the documentation, the researcher classifies the students' descriptive text into generic structure and language features that represent the extent to which the students are able to understand the text.
It is to find out that students fail to master generic structures and language features by writing descriptive text with the form of the table. Execution of descriptive text for documentation to know the generic structure and linguistic features of descriptive text. The researcher writes in the form of a thesis about genre-based analysis students who write in descriptive text.
CHAPTER IV
- Research Finding
- The Students Problem in Writing Descriptive Text
- The Teacher’s Solution in Overcoming The Students’ Problem in Writing Descriptive Text
- Discussion
- Conclusions
- Suggestion
The researcher's finding shows that almost all students do not understand the descriptive text element. It is intended to help students to recognize more deeply the structure and linguistic features of the text. Analyzes the appropriateness between each paragraph and the title on the students' writing sheet.
On the basis of the analysis, the researcher found that the students have some difficulties in handling the language features of descriptive text. Once found, the teacher should have some strategies to solve and improve the students' problem. Therefore, the English teacher must pay more attention to deepening the students' understanding of using linguistic features in descriptive text.
This should be paid attention to because it can be the way to increase students' difficulties in writing descriptive texts, especially in writing them. The researcher also gives some suggestions for the school, the English teacher and the students. Based on the data described previously, the researcher concludes that the students' problem in writing descriptive text includes the use of the simple present tense, organizing the noun phase and the use of linking verbs and the use of auxiliary verbs .
Moreover, students' ability in using the linguistic features of descriptive text was categorized as low. She can instruct students to write the noun clause that includes the use of the linking verb. While, solving the students' problem in writing the descriptive text in the use of the simple present, the noun phrase and the auxiliary verb, the teacher can offer a game for describing the thing.
In addition, the teacher should use the interesting media to stimulate the students' ability to write text. An analysis of the students' grammatical errors in writing descriptive text in the second year of SMPN 31PADANG,2016.
