IMPROVING STUDENTS’ WRITING ABILITY ON

DESCRIPTIVE PARAGRAPH THROUGH

COPYING A PARAGRAPH

Mariam, Alber Rufinus, Urai Salam.

English Language Education Study Program FKIP UNTAN Pontianak
Email : Mariam_99@gmail.com

Abstract: Research was conducted in two cycles. In the first cycle

activities, the students are asked to copy a descriptive paragraph same
with paragraph model correctly.The results of the students value obtained
in these activities reached an average value of 80.00. While activity in the
second cycle, students are asked to rewrite a descriptive paragraph by
replacing the name and use the appropriate personal pronoun with
suitable name that is provided in parentheses. The result of the
students’values reached an average value of 84.00. Based on the results
of these activities carried out on both cycle can be concluded that the
students’ ability improved in copying a paragraph. This means that the
act of the copying strategy of hypothesis use to improve students’
writing skills in the classroom prove. It has reached a value above the
average KKM is 70.00. Thus the author concludes that copying a
paragraph improve skills in writing.Thus, the authors suggest that
teachers should determine a strategy is suitable or appropriate for
students who are taught in accordance with the condition and may help
them in writing.
Keyword: Writing ability, copying descriptive paragraph

Abstract: Penelitian ini dilakukan dalam dua siklus. Dalam kegiatan

siklus pertama, siswa diminta untuk menyalin sebuah paragraf deskriptif
yang sama dengan model kalimat dengan benar. Hasil nilai siswa yang
diperoleh dalam kegiatan ini mencapai nilai rata-rata 80,00. Sementara
aktivitas pada siklus kedua, siswa diminta untuk menulis ulang paragraf
deskriptif dengan mengganti nama dan menggunakan kata ganti diri yang
sesuai dengan nama yang cocok yang disediakan dalam kurung. Hasil
students'values mencapai nilai rata-rata 84,00. Berdasarkan hasil kegiatan
ini dilakukan pada kedua siklus dapat disimpulkan bahwa kemampuan
siswa meningkat dalam menyalin paragraf. Ini berarti bahwa tindakan
strategi menyalin hipotesis digunakan untuk meningkatkan siswa
keterampilan menulis di kelas membuktikan. Telah mencapai nilai di atas
rata-rata KKM adalah 70,00. Dengan demikian penulis menyimpulkan
bahwa menyalin paragraf meningkatkan keterampilan dalam menulis.
Jadi, penulis menyarankan bahwa guru harus menentukan strategi cocok
atau sesuai untuk siswa yang diajar sesuai dengan kondisi dan dapat
membantu mereka dalam menulis.
Kata Kunci : Kemampuan siswa menulis, menyalin ayat deskriptif

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I n the English language lesson at the Junior High School level, writing is one of
language skills besides listening, speaking, and reading. It is taught to the
students from class VII to class IX. Writing is a product of the three aspects of
language skills and it is an important thing should be learned by students.Based
on the English syllabus of education basic competency (School Based
Curriculum) or Kurikulum Tingkat Satuan Pendidikan ( KTSP ) 2006, the ability
to write in class VII of second semester is “ Mengungkapkan makna dan langkah
retorika dalam teks esei pendek sangat sederhana, dengan menggunakan ragam
bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan
lingkungan terdekat berbentuk descriptive dan procedure." Writing is
expressing meaning and rhetorical steps into simple short essays text, using a
variety of written language accurately, fluently, and acceptability to interact with
the immediate environment formed descriptive and procedure text.
Based on the ability mentioned in that curriculum, students are expected to
express their mind or their ideas into writing and knowing the structure and
form of rhetoric steps of descriptive text or procedures text. In this case, the
writer have done the research on students' ability in writing descriptive paragraph
based on the rhetoric steps of the text. The teacher conducted this research is
named “a Classroom Action Research”(CAR). The purpose of this research was
determine the problems experienced by students in writing as well as finding
solutions to overcome these difficulties. After she finished conducting her
research can be find some difficulties experienced her students in writing a
paragraph. These problems are in spelling in English, punctuation, especially a
period at the end of sentences, so they usually forget to use a capital letter at the
beginning of the sentence and the beginning of a person's name. The native
language is inevitable students to learn their native from their environtment.
Meanwhile, students learn the second language through the process of learning
activity in the classroom but it is not ever learnt through their environment. In
order to be able to write English as the second language well, students must
master both gramatically patterns and practice in writing in any languages. Based
on these students’problems stated that the teacher looks for appropriate
strategies and easy to help as well as train them to write correctly. In this case,
the teacher uses strategy in writing by copying a descriptive paragraph. Through
copying a paragraph, the writer asks her students to rewrite a paragraph from a
given model.Copying is a strategy as a model in teaching learning English in
writing, because copying paragraph is basic skill for students in writing at the
Junior High school for seventh grade.
Copying is an important skill in real life for students, because it can help
students learn how to form letters, words, and sentences from a given model.
Some students however, are not very good at it. In part this may be due to an
inability to notice key features of English spelling or to a general difficulty with
attention to detail. The purpose of this way train or drill the students in writing a
descriptive paragraph. For this purpose, the writer is proposing a research design
in classroom action research through copying a descriptive paragraph in writing.
It is expected that this research can be helpful to improve the students’ ability in

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writing. The problem of this research is as follows: “How well does copying a
paragraph improve students’ writing ability on descriptive paragraph?”.The
purpose of this research improve student’s ability in writing a descriptive
paragraph at the seventh grade A of SMPN I Segedong in academic year
2014/2015. The action hypothesis in this research is that the writing ability of
students at seventh grade of SMP Negeri 1 Segedong in academic year
2014/2015. “Through copying a paragraph, the students’ ability is improved in
writing a descriptive paragraph.”In order to conduct a research systematically
and avoid misinterpretation, is necessary to state research terminology.
In order to avoid misinterpretation regarding some term used in this
research, the writer provides a simple explanation as follows: Teaching Writing
in Foreign Language Context. In Junior High School level for seventh grade,
teaching writing in foreign language context through the process learning activity
and they must be mastered both grammatically patern and practice in writing.
The descriptive paragraph. The descriptive paragraph is a paragraph which
describes someone or something and certain place. In the first semester of VII
grade at Junior High School, the students have difficulties in putting their ideas
into written form. That is, they have problems in translating their ideas into text.
The difference between the writing systems of first language and the English
lesson as a foreign language, such as vocabulary, spelling, punctuation and
sentence structure. So, they had a lot of trouble when they were asked to write in
English as a foreign language. As a result, most of them become confused and
even bored in class at the time of writing. According to Bryne (1982) cited in
Hambali (2011:9) ” writing is commonly difficult activity for most people in
mother tongue and the foreign language.“ Likewise, Richards ( 1996 ) in
Hambali ( 2011: 9 )” learning a second language is hard work and for most
people involves a considerable commitment of time and effort.” The native
language is inevitable students learn their native from their environtment.
Meanwhile, students learn the second language through the process of learning
activity in the classroom, but it does not ever learn through their environment. In
order to be able to write English as the second language well, students must be
mastered both gramatically paterns and practice in writing in any language.They
also must write it in correct words or correctly in spelling, note the right
punctuation. All those aspects cannot be separated each other.
To support it, the writer quoted Vollete ( 1977 ) in Hambali ( 2011 : 9 ) “
when students learning a foreign language, they must follow a series of series of
steps in developing the writing skill. The mechanics such as choices of the
vocabulary, spelling and grammar must be master before the students can aspire
to precision of expression fluency. In addition to Olshtain ( 2001 : 206 ) said that
“ Writing skill for low level English Second Language or English Foreign
Language learners, it starts with letter and word recognition, discrimination and
production and move to basic rules of English spelling, punctuation, grammar
and capitalization, in teaching reading and writing skill in a foreign language
classroom center around those mechanics. The other objectives of foreign
language teaching writing class is for students to recognize and write the text
according to the text of rhetoric measures introduced, such as text descriptive and

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procedure, so that they can their thoughts and feelings into sentences according
to the proper language structure and easy they understand it. According to
Hampton (1989 ) cited in Novitasari ( 2011 : 8 ) “ Writing is one ability to put
their thought into words in a meaningfull form and one ability to express and
explain ideas in a sentence or paragraph with correct grammar and mechanic.”
Grammar refers to the students ability in demonstrating their mastery in applying
some forms of simple present tense, simple past tense, present countinuous tense
and future tense have to mastered by students in the seventh grade in the Junior
High School. In conclusion, that learning a second language must follow its
own pattern both instructure and choices of vocabulary. Teacher were mostly
concerned on the final product of writing. In poin of fact, writing is not
something instanly comes out from people’s mind. Thus, to be mastered in
writing, it needs long process. The students have to do a lot practices to develop
their writing.
Teaching is guiding, making learner easier to learn, enabling the learner to
learn and setting the condition. Teaching English means that teach the students
not only how to speak, how to read, how to listen, but also how to write.
Hampton (1989) in Harsyaf, et al. (2009:4) describes “the reasons for teaching
writing to students of English as a foreign language include reinforcement,
language development, learning style and the most important reason for teaching
writing that it is a basic language skill, just as important as speaking, listening
and reading.“According to Brown & Hood (1998 ) in Harsyaf, et al. ( 2009 : 7) ”
there are three main stages of the writing process: preparing to write or pre-
writing, drafting and revising.” Pre-writing is the process when the students
gather the information and begin to organize it into a cohesive unit. Students can
start pre-writing with note taking, brainstorming or listing. Teacher can help the
student in pre-writing by making list the ideas or by writing the difficult words
on the blackboard or sheet paper. In this stage, the writer gives a paragraph
model into a descriptive paragraph based on the picture provided to the students
on the sheet paper. Drafting is the process or the stage in which writer render
through into visible language, or we can call it as the physical act of writing.
Here, the student transfers the information they have gathered and organized into
a traditional format such as a simple paragraph model. In this stage, the writer
asks the students copying a descriptive paragraph based a paragraph model
provided on the sheet paper. Revising or editing is usually the least favorite stage
of the writing process. Revising can include adding, deleting, rearranging and
substituting words or sentences, and even entire paragraphs to make their writing
more accurately based paragraph model. In this stage, the writer asks the students
to check or edit their revised writing by checking the spelling, capitalization,
punctuation and sentence structure.
Descriptive paragraph is a paragraph which describes the features of
someone, something, or a certain place. The goal of descriptive is transfering the
experience of the writers. The experience can be what they see, read, or feel.
Descriptive paragraphs are often used to describe what a person looks and acts
like. Here is an example of a descriptive paragraph: I am forty years old, rather
tall and I have blue eyes and short black hair. I wear casual clothes as I teach

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students in a relaxed atmosphere. I enjoy my job because I get to meet and help
so many different people from all over the world. During my spare time, I like
playing tennis which I play at least three times a week. I also love listening to
classical music and I must admit that I spend a lot of money on buying new CDs!
I live in a pretty seaside town on the Italian coast. I enjoy eating great Italian
food and laughing with the likable people who live here. ( Adapted from
Kenneth Beare, About.com Guide ). Descriptive paragraph commonly tries to
reveal the image of certain person, place, animal or thing. The purpose in
descriptive writing is “ to engage a reader’s attention, to create character, to set a
mood or created an atmosphere, to bring writing to life, and also to help a writer
develope an aspect of their work. For the example to create a particular mood,
atmosphere or describe a place so that the reader can create vivid pictures of
character, places, objects etc. “(Grabe and Kaplan, 1999) cited Anindita ( 2011:
18 ). Based on its generic structure, descriptive paragraph is devided into two
parts. They are : 1) Identification/introduction is the part of the paragraph that
introduces the character. 2) Description is the part of the paragraph that describes
the character, the phenomenon in parts and qualities. In addition, Pardiyono (
2006 ) that “ to begin a description paragraph, as the first step a writer should
make identification is used to introduce an object or something that will be
describe. Part of identification in descriptive paragraph is the topic sentence in
paragraph writing generally. The next part is description that described the object
in part of identification. The description or content of the descriptive are
supporting sentences in paragraph writing generally. Part of identification and
description are the essential element of descriptive paragraph.”
The descriptive text focuses on specific participants and also includes parts
of qualities and characteristics of the object. A) The language feature of
descriptive paragraph, Using the simple present tense, Using attributive and
identifying process. Using adjective and classifiers in nominal group.
Descriptive text often uses the form of be : Present or past tense. The present
tense is often used in this kind of text, but sometimes we can also use the past
tense to describe a certain thing which is extinct or not available nowadays. The
vocabularies often used in a descriptive text are the word which are related to
names of places : locations, destinations, the functions, the appearances and the
evidences if needed (for building, animals ). The words are used to describe the
classification, the physical appearances, habits, behavior, life cycles and the
function.
The language is neutral or objective. The passive form is also often used
here. Here is the example of descriptive paragraph describe a certain place.
Borobudur: Well-known all over the world. Its contruction is influenced by the
Gupta architecture of india. The temple is contructed on a hill 46 m high and
consist of eight step like stone terrace. The first five terrace are square and
surrounded by walls adorned with Budist sculpture in basrelief. The upper three
are circular. Each of them is with a circle of bell shape-stupa. The entire adifice
is crowned by a large stupa at the centre of the top circle. The way to the summit
extends through some 4.8 km of passage and starways. The design of borobudur
which symbolizes the structure of universe influences temples at Angkor,

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 Cambodia. Borobudur temple which is rededicated as an Indonesian monument
in 1983 is a valuable treasure for Indonesian people. ( Triyanto, p. 84 ). In
descriptive paragraph about borobudur describing about a certain place which are
organized spatially to give the reader a clear picture of scene being described
details about parts, condition and qualities of borobudur as an Indonesian
monument well-known all over the world. In additonal, Pardiyono (2007) Cited
in Anindita (2011: 19) descriptive paragraph writing is characterized as follows :
Social function, it describes the future of condition of an object by using adjective
or attributes.Writing focus, it describes the quality, condition or character of the
object.Grammatical patterns Using simple present Tense. The use of adjectives
to describe the qualities and characteristics of the object.
For example : large, simple, small, sunny and confort. Descriptive paragraph
contains three elements. Those are information, context and descriptive language.
1) Information : descriptive paragraph describe ideas and things as well as inform
about their function. 2) Context: in descriptive paragraph, information is always
contextualized. 3) Descriptive language: descriptive paragraphs use considerable
amounts of vocabulary that describes action verbs as well as vocabulary denoting
value and attributes of things (nouns, adverbs and adjectives). Desciptive writing
may also paint pictures of the feelings the person, place or thing invokes in the
writer. General adjectives, nouns, and passive verbs do not have a place in good
descriptive writing. Specific adjectives and nouns and strong action verbs to give
life to the picture you are painting in the reader’s mind. Descriptive paragraph
also must be organized. Someways to organize descriptive writing include:
chronological (time), special (location), and order of importance. When describing
a person, we might begin with a physical description, followed by how that person
thinks, feels and acts. Descriptive writing aims to show rather than tell the reader
what something/someone is like, relies on precisely chosen vocabulary with
carefully chosen adjectives and adverbs, it is focused and consentrates only on
the aspects that add something to the main purpose of the description. Then
sensory description what is heard, seen introduce the topic described. Then, it is
followed by description. Copying is a strategy in teaching learning for students
that teacher used to guide the students in writing activity in the classroom by
imitating a written model. According Harmer ( 2007 : 52 ) “ To help students
overcome problem with handwriting and spelling, for example are enabling
exercise on the way to developing an overal writing ability.” Similarly the
technique is used copying and parallel writing (imitating a written model ), help to
give students a basic mechanical competence which they can then put to use when
they write more creatively.
The copying activities potential for helping students to learn ( as we have
seen with handwriting and spelling), because some students however are not very
good at it especially in spelling and punctuation. According Graeme Porte ( 1998 :
53 ) found that some of his ‘underachieving’ students had great difficulty copying
accurately when making notes or when answering exam questions, for example.
As a result he had these same students, under time pressure, copy a
straightforward text which was out in fairly short lines. They copied line by line,
but any one time they covered the whole text from the line they were working on.

6
This mean, they could give their whole concentration to that one line. Their
ability to copy accurately improve as result of this activity. Students need to learn
and practice the art of putting words together in well formed sentences,
paragraphs and texts. One way of doing this is parallel writing where students
follow a written model, then they have to write similar sentence or paragraph
based a paragraph model. The writer does teaching writing activity in three main
stages in the process, they are pre-writing, drafting and revising. Pre-writing: At
this stage, the teacher gives a paragraph model that is provided on a piece of paper
to guide the students in writing and a blank sheet for them to rewrite a paragraph
model. Drafting: In this stage, the writer asks the students to copy or rewrite a
descriptive paragraph written as a model provided on the sheet paper into a blank
sheet. Revising: In this stage, the writer asks the students to check or edit their
revised writing by checking the spelling, capitalization, punctuation and sentence
structure.
Copying a paragraph means imitating sentences or a paragraph from a
written model similarly. Classroom Action Research is a classroom based
research which is applied to find the best solution, the problem faced in teaching
learning process by teacher in the classroom to improve the students’ writing
ability on descriptive paragraph. The seven grade class A of the students SMPN I
Segedong are the students who registered as the subject of the research in
academic year 2014/2015.

METHOD
This chapter deals with the form of research, population and sample, and
finally the technique and tools of data collecting. The aim of a research is to solve
the problems. It is necessary to describe the design to be used when research is
conducted. In this research a classroom action research design is used.According
to Madya (2007) in Setiawati (2010:10) “classroom action research consist of
four stages which embody planning, acting, observing, and reflecting.” The first
of planning is meant to plan the action; in order to help the researcher to
overcome the problems appeared in the classroom and improve the student ability.
The second is acting. Acting is the implementation of the plans that have been
made. Next is observing where the researcher observes the process of
implementation; which functioned to record the activity during the treatment. And
the last is reflecting, where the researcher evaluated the implementation which
had been done.The researcher plans activities that helpfully will overcome the
problem that appears in the classroom, so the problem will not appear in the next
treatment.In addition Kurt Lewin (1946) in McNiff (1992:19) that he drew action
research as a series step in spiral form. Every steps have four stages, those are
planning, acting, observing and reflecting. The research consists of one cycle,
where the writer applies a process copying a paragraph into descriptive text. The
process of writing will be going on about eighty minutes. Prosedure of Classroom
Action Research. The procedure of this research consist of : Planning: The plan
include the writer preparation before teaching learning activity such as lesson
plan, teaching material, observations checklist table and field notes, the Key
answer and students’ score, a blank and sheet paper for students. Based on the

7
result of analysis and interpretation the data, the writer will arrange a preparation
before doing the action. In this stage, the writer will guide to write a descriptive
paragraph through guided words such as; name, age, size, black eyes, hair, kindly,
etc, based on the picture provided to the students. Acting: In this step, the writer
guide to write a descriptive paragraph based guided words or clues and picture
provided on the blackboard. It is a paragraph model that has given by teacher.
After that, the writer asks the students to copy the paragraph. That has written on
the whiteboard correctly and they also write generic structure and the language
features of the descriptive paragraph. In the observing step, the writer will observe
the data to know whether the result is high or low. In this process, the writer will
check the students tasks about writing a descriptive paragraph which the students
have done. In this session, the writer helped by a collaborator to see the process in
teaching and learning, and the writer asked the students correct their tasks based
the criteria stated into the key answers, including; functional text, the grammar
pattern of the sentences, spelling of the words, generic structure and the language
features of the paragraph. The collaborator fills the field notes to jot down
anything that occurred in teaching learning process, including that things
probable are found as well as solution to overcome. The collaborator also
concerned with teacher’s work whether or not she applies this way by following
phases. Finally, to get the scores of judgment, the researcher sum and write the
students’ score one by one to get the objective result. When the teacher will
deliver the strategy based on the planning, the collaborator will observe the
students’ activity by using observation checklist table and field note.
The writer will find and know what have been achieved and the solution for
these students’ problem is the next cycle. From the process of teaching learning
the writer gets some important the students’ score. If the students’ score is low, it
means they had problems in writing. So the writer will overcome the students’
problems in writing the next cycle. The feedback is very important in re-planning
the next action. It can change a certain action or add some more actions in order to
improve the teaching learning process in writing a descriptive paragraph. Subject
of this research is seven grade students of class A at SMPN 1 Segedong in
academic year 2014/2015. There is one class A and total number of the students
are thirty-six students. Techniques of data collecting that are applied in this
research are : Measurement, Observation. The tool of data collecting used in this
researcher are : Copying a paragraph Test, Scoring Rubric. Observation checklist
Field NoteIn this research, the researcher would focus on computation of mean
score. The mean score was computed by using the formula bellows:
M=∑N
N
Based on the criteria, the researcher found the KKM ( Kriteria Ketuntasan
Minimal) of the school, for seven grade in English subject is 70. If the students
score is seventy or more than seventy, means that the students can achieve the
KKM. From the students score, it can be judge that the students have improved
their writing through copying strategy.Research preparation: a) Propose the
outline to team, b) Prepare the research design after collecting the suitable

8
references from the library. c) Apply some additional input from the result of
seminar. d) Revise the research design based on the inputs that are given in
seninar. e) Ask for the the research licence from the Dean assistant of FKIP
Untan. f) Submit the research licence to the head master of SMPN 1 Segedong to
ask permission to conduct the research. The steps of research implementation are
as follows : a) Observe the teaching learninng process and complete the field
notes based on what is seen from direct observetion. b) Give score to student’s
worksheet based on the rubric score. c) Analyze the collected data based on the
field notes and the result of students’mean score. d) Reflected to the next cycle
based on the finding gained in frevious cycle. e) Described the findings
qualitatively consisted of the result of data analyses which contained the result of
research from all of tools of data collecting such as field note, observetion
checklist and scoring table.
FINDINGS AND DISCUSSION
Findings
Cycle 1: In the first cycle, the students got score good in copying a
descriptive paragraph, the results of the acquisition value of students can be seen
in appendix 2. It means that the students had obtained a value above the standard
minimum value or KKM, and but the writer needs to improve students' writing on
several aspects such as punctuation, capital letters are still mistakenly placing it in
a sentence. Then copying a paragraph continued improvement in the second cycle
to obtain better results. That table shows the main score of students’ability in
writing a descriptive paragraph model namely 80,00. It was categorized good to
average. The writer uses a formula to determine the average students' writing
∑𝐍
skills as follows : 𝑴 = 𝐍 𝑴 = 𝟐𝟖𝟕𝟖 𝑴 = 79,94 = 80,00.

Based on the data of students’ writing in cycle 1, the writer concluded that
the students’ability in copying a paragraph are good but still needs improvement
in the second cycle to correct errors such as writing a capital letter at the
beginning of the name, annotate the dot in the name stands for and many of them
forgot to affix the dot end of sentences. Cycle 2: After the writer obtain results of
students copying a paragraph model then can be seen rising from the first cycle,
value students can be seen on the appendix 2. Acquisition of student scores on
the second cycles to average into 84,00. So it can be concluded that students'
writing ability improved to copying a paragraph by the teacher given.Results of
∑𝐍 𝟑𝟎𝟐𝟏
average scores on the second cycle are: 𝑴 = 𝐍 𝑴 = 𝟑𝟔 𝑴 =83,92= 84,00.
In cycle 2, the writer found several findings in copying a paragraph this
strategy writing for students can improve students’ wrting ability in descriptive
paragraph. The findings are follows : 1) The implementation of cycle 2 had been
conducted well. 2) The students easy to write a paragraph throught copying. So.
The writer decided not continuous to the third cycle.

Discussion
From the writer findings, it could be seen that the students’writing ability
helpful by using copying a descriptive paragraph improved from cycle to cycle.

9
The score of the students before using this strategy in teaching learning was bad
from the first cycle to second cycle. In the first cycle, the mean score of students’
was 80,00 the second cycle was 84,00. The improvement which was taken place
in the classroom was considered as the result of treatment. The treatment which
was mentioned here is using copying a paragraph was increasing students’writing
ability in descriptive text the seventh grade students of SMPN 1 Segedong in
Academic Year 2014/2015. From the diagram above, it is observable that the
students’writing ability is increased in the next cycle. It shows that the mean score
in the last cycle is increasing. This point indicates that the students’writing ability
is getting better in the second cycle.
The meeting lasted about two days. In the first meeting, the teaching
learning process the students were provided a sample of decscriptive paragraph, a
worksheet for students and there are some keywords in it to tells about picture.
The teacher started the lesson by giving brainstorming to the students about
family members.Then she rexplained about parts of the text such as, definition of
descriptive text, generic structure and the language features of the text. After that
the writer asked the students write sentences based the ficture and some words
provided by teacher to write about someone’s family members in a descriptive
paragraph.
In this cases, the writer provided opportunity to the students to do their
tasks for 30 minutes. After that, the writer asks her students correcting their tasks
with random, while the teacher guides answers by writing a sentence by sentence
based on the keywords that have been provided, then arranged the sentences into a
paragraph. From this cases, the writer found the students’problems when their
correcting their tasks in the worksheets. They had difficulties to write their
statement in true sentences. They use of capital letters is less precise, most of
them do not give punctuation such as; point end in a sentence or abbreviation in
the name of a person. Their errors caused by lack of vocabularies and mistakes in
grammar and punctuation master. However, as a whole in the first meeting
teaching learning ran well. In the second meeting the students showed their
significant progress.The students were easy to write the sentences from a
paragraph model by teacher given. They just have copied the sentence by sentence
for twenty minutes. Then the teacher asks the students correcting their tasks, turns
copying sentences can help students write a paragraph correctly although there are
some errors of some students but not as much as the errors found at the first
meeting and the average values achieved for the entire class of students can reach
a value above KKM set out in the curriculum 2006.
During the second meeting, the teacher only finds errors the capital letters in
writing still wrong placement, there are some of them who do not give a period at
the end of the sentence. At the end of the second meeting they can finish their task
easily. Along the treatments, the strength of using copying as a streategy for
students writing ability to write a descriptive paragraph. The first strength is the
students helpful to write a paragraph in English well. The second strength, the
students are easy to do their tasks quickly. The weakness of using copying in
learning students can only copy but they were not able to pour his own ideas in
the sentences or paragraphs.

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CONCLUSION AND SUGGESTION
Conclusions
Referring to the research finding and analysis of the students test result, it
can be concluded that: 1) Student’s writing ability was increased by using copying
a paragraph as strategy when teaching learning descriptive. This was proved by
the result of mean score and the result of observation. The mean score students
before using copying as a strategy was poor, and then increase when use strategy
the firstt cycle was 80,00 and the second cycle was 84,00. 2) Using copying as
strategy in teaching learning proved that the students’ achievement and writing a
paragraph in descriptive text can be increased. They were easier to copy the
sentence by sentence as a paragraph model that has given by teacher and the
students did not have much time to do finish their tasks as they usually did
before. 3) Using copying a paragraph is helpful for the students to practice in
writing English for the seven grade students. More over, this strategy will be able
to motivate them tobe good for handwriting.

Suggestions
Based on the above conclusion, the results of this paper are expected to be
able to contribute to improving the quality of the learning process of writing,
while the suggestions can be described as follows: 1) For the Teacher / Researcher
a.Teachers should use appropriate strategies and simple in learning writing
beginning at the seven grade.b.Teachers are expected to guide her students to
follow and understand learning process. 2) For Studentsa.Students should be
active in participating in learning activities through demonstration, observation,
and exercises to improve learning outcomes.b.Students always practice their
writing skill in order to imprive not only can copy but also pour their ideas or
opinion in writing.3.For Schoolsa.Schools must provide the facilities and
infrastructure such props in learning activities to improve students’ learning
outcomes. b.Schools should provide the opportunity for teachers as possible to
develop their creativity with education and training activities increase
professionalism of teachers.

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