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CHAPTER 1 INTRODUCTION 1.1
 
Background of the Problem
English have four language skills, namely listening, speaking, reading and writing. Based on the concept and function, it was aimed to develop those four skills and also the language components: vocabulary, structure, and pronunciation (in speech) or spellings which support students mastering well. Such as in teaching writing, it was very complicated when the teacher did not prepared any technique or method (procedure/a good ways) in teaching process. Students might be bored if the teacher only did the routine activity on learning writing that only focused on grammar and structure without any variation. Writing is one of the language skills which must be mastered by learners  besides listening, speaking, and reading. In mastering this skill, students often found the problems dealing with language skills and language components above. Most students or learners in Indonesia considered English as a difficult subject which makes them frustrated especially in the writing text. At the level of Junior High School, writing skills often caused serious problem for students if compared to reading skills, speaking, and listening because writing ability is influenced by the mastery of vocabulary, language structure and capabilities of students to created a text acceptable.
 
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Considering that English is a foreign language in Indonesia, an appropriate and effective approached is needed to make learning English successful and joyful. Horner, some teachers made the class became boredom. Here the researcher focused the research on writing because it was one of four language skills that played a very important role in learning. To motivate and support the students in developed their writing skill, teachers needed responsibility and creativity. Actually, there are some techniques that could be
used not only to gain students‟ interest but also increase their writing ability without
forgetting its components. Example non example can be used to practice the students in writing class. By using example non example, the teacher can deliver the purpose of the lesson to the students easily. Example non example should be supported by  pictures or real object as media, so that it could be interest the students. In School Based Curriculum (KTSP), it was clearly stated that one of objectives of the English subject is developing the writing ability in English well. SMPN 2 Siak Hulu is one of the schools that use School Based Curriculum (KTSP) as their guidance in teaching and learning process. In this school, English subject has been taught since the first year. Based on curriculum, English is a tool of communication through oral and written form. In SMPN 2 Siak Hulu, the passing score for English score is 75 and the basic competence stated in the syllabus of this school for second year was the students would be able to understand the meaning of short functional text and simple essay in genre descriptive and recount in daily life context to access knowledge. In this research, the researcher focused only on descriptive text.
 
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In reality, the students‟ still did
not know four language skills of English well, especially on writing descriptive text. In this case, after the researcher interviewed some students, they said the teacher only explained what the descriptive text is, then too much focusing on grammar and continually talked about grammar until the student bored without applying on writing the text for real. Here, the teachers only made some sentences without applying that sentence onto paragraph. The teacher also speaks too fast and full English. So, it was make students confused. The researcher also interviewed English Teacher of Second Year Students of SMPN 2 Siak Hulu who said that the problem of the students lies in how to organized sentences to be a good paragraph. Often, they are easily satisfied with what they wrote. They rarely revised their writing. So, they did not know that their components of writing were wrong. They also have low participation while studying in the class. The teacher concluded from the results of evaluations that he conducted, only about 40% of students who can passed 75 (the minimum criteria of achievement / KKM) and only two or three students who really can mastered the material. Based on the explanation, in teaching descriptive text, the teacher can used media like a picture. Susanti in Cahyono (2009), also states that in writing descriptive text for instance, teachers could utilized media like picture which the students could see what to describe. Picture can also activate prior knowledge about the objects or  people shown in the picture. Finally, picture could stimulate and provide information to be referred to conversation discussion and story telling.

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