THE SECOND GRADE STUDENTS ABILITY IN WRITING A

DESCRIPTIVE TEXT AT SMP N 1 CANDUANG

Denil Mardiyah1, Saunir Saun2, Refnaldi3

English Department
Faculty of Languages and Arts
State University of Padang
Email: [email protected]
Abstrak
Tujuan penelitian ini adalah (1) melihat kemampuan siswa
dalam menulis teks deskriptif berdasarkan struktur generik
(identifikasi dan deskripsi) dan tata bahasa (simple present
tense)(2) melihat permasalahan yang dihadapi siswa dalam
menulis teks deskriptif. Data penelitian ini menggunakan
testulis
dan
angket.Data
dikumpulkan
dengan
menggunakan teknik cluster sampling. Sampel penelitian
adalah siswa kelas 2 SMP yang berjumlah 42 orang.
Temuan penelitian yaitu kemampuan siswa dalam menulis
identifikasi masih rendah, menulis deskripsi masih rendah
dan dalam menggunakan simple present tense juga rendah

Key words: Ability, writing, descriptive text

A.Introduction
The School- Based Curriculum is now used in the junior high school. The
school-Based Curriculum or Kurrikulum Tingkat Satuan Pendidikan (KTSP) has a
purpose to make the students able to communicate in daily life. Communication is
ability in understanding and expressing ideas, feeling and information. The
communicating ability in learning language can be divided into four skills; those
are listening, speaking, reading and writing.
In the level second grade of Junior High school, the School- Based
Curriculum requires the students to master various texts in the form of short
functional text and short essays. These short essays are descriptive, recount, and
narrative (Mendiknas 2006). Through this curriculum the second grade students of
1

Student of Education Program in English Department

Advisor, Lecturer in Faculty of Languages and Arts, State University of Padang
3
Co-Advisor, Lecturer in Faculty of Languages and Arts, State University of Padang
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Student Ability in Descriptive Text- Denil Mardiyah ., Saunir Saun, Refnaldi

Junior High school should be able to produce the language into oral and written
forms. The students are not only expected to speak but also able to write.
Based on KTSP, the purpose of teaching writing at second grade of Junior High
school is to make the students able to express the meaning in a short essay such as
a descriptive text by using accurately written language to interact with their
environment. In other words, the students must be able to interact by using written
text in their environment.
Writing is a tool to produce language in written form. According to Kroll
(in Weigle, 2002:19) writing is not only as individual product but also as a social
and cultural act. Writing is an act that consists of a context, a particular purpose
and audience. Besides, Hyland (2003:9) argues writing as a way of sharing
personal meanings and it emphasize on the individual to create his or her views on
the topics.
A descriptive text is a kind of text which has purpose to describe a
particular person, place or thing in details. Like another genre, through this text
the students learn about social function, the generic structure and the
lexicogrammatical features. Gerot and Wignel (1994) state that a descriptive text
has purpose to describe about particular person, place and thing. Through this text
the writer can show to the reader about physical appearance of something clearly.
Basides, Kizsner and Stephen (2011: 73) argue that in writing description
the writers choose words that draw a figure for the readers. They add that the
languages should surface a vivid impression of what you have seen, heard,
smelled, tasted or touched. The more clearly the writers explanation, the
description will be better. In addition, Langan (2012: 276) explains that, to
describe about something the writers should choose word picture as vivid and as
real as possible. The writers need to know the subject in specific detail that
attracts the readers senses (sight, hearing, taste, smell, and touch). He adds that a
descriptive needs sharp and colorful details.
Generic structure is general form of genre. Each of genres has its own
generic structure. Paltridge (1996) explains that generic structure describes text
structure based on its internal patterning of rhetorical organization. In addition,
Rukmini (2009) argues generic structure as common element that constructs a text
thorough lexicogrammar used. Besides, According to Gerot and Wignell (1994:
208) the generic structures of descriptive text are identification and description.
a. Identification
The aim of identification is to identify the phenomena that to be
described. It identifies who or what to be described. The identification
usually stated in the first paragraph to introduce reader what to be
describe in the next paragraph. It also can be in form of definition.
Rosa (2008) explains the identification as one of the generic structure

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will give the information about the object or the phenomena that will
be described.
b.

Description
The function of description is to describe part, qualities, and
characteristics. In this part, the writers explain about the subject in
detail. It uses to support the identification. According to Rosa (2008)
says the object that has been identified is described in description. It
can be describes colors, shapes, sizes, weight, height, etc

The last aspect of descriptive text is lexicogrammatical features.

Mendiknas (2004) state that lexicogrammatical is things, grammar, vocabulary
and connectors that is used. In addition, Mendiknas (2004) argues the
lexicogrammatical feature of descriptive text involves focus on specific
participant, use attribute identifying process, frequent use of ephitet and classifiers
in nominal group and the use of simple present tense.
a. Focus on specific participant
Focus on specific participant for (1) person such as my idol: Agnes
Monica, Justin bibber and my father; (2) animal such my favorite pet: dog,
cat and rabbit; and place (3) place such as my favorite place: my bedroom,
Paris and Bali. It means that the participant of descriptive text should ve
specific
b. Using attributive and identifying process. Identifying process is used verb
such as wear, use and look. According to Gerot and wignel (1994),
attributive and identifying process are relational process. Process is usually
defined as verb. Attributive is used to assign a quality to something. On
the other hand, identifying process is used to identifying process to
identify something thus we often use these verb in a descriptive text.
c. Frequent use of epithets and classifier in nominal group.
Epithet style for explaining a description by using profuse comparison in
epithet there is an adjective or adjective phrase to show characteristic of
the subject.
d. Using simple present tense.
Simple present is tense that usually used in writing a descriptive text.
According to Azar (1992) simple present tense is used to describe daily
habit or usual activities. It also expresses the general statement of fact.
Similarly, according to Folse (2009: 101), simple present tense is used for
habitual or repeated action. The simple present tense takes the form: Verb
or Verb + -s. The s for third person singular. Some verbs irregular in
spelling yet even so follow patterns:study
studies (not studys), go
goes(not gos), do
does (not dos), and have
has (not haves).
Based on the preliminary research, the students still got difficulties in
writing a descriptive text. The students difficulties were related to the generic
structure and the lexicogrammatical features of a descriptive text. They were not
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able to write the generic structure in well order. Besides, they also were not able
to use correct lexicogrammatical features of the descriptive text.
First, students problem in using the generic structure of the descriptive
text was when the teacher asked them to write a descriptive text based on the topic
given. It could be seen from 24 of the students, 10 of the students got difficulties
in developing their ideas. They did not know what they should write for
identification and description of the descriptive text. Most of the students were
only copied the model of text. Meanwhile the rest of them wrote what in their
opinion and translate it into English. As a result, their ideas were not arranged
orderly.
The second problem is the student difficulties in the use of the
lexicogrammatical features of a descriptive text. The lexicogrammatical features
of a descriptive text are the use of vocabulary and grammar. The vocabulary
commonly used in the descriptive text is related to the thing being described, for
example for describing animal or person it might be related to appearance. In
using vocabulary only 15 of the students could use appropriately. The students
common mistake in using vocabulary are most of the students used incorrect
words for example he is a smart student, he is good, and he is high. Those words
are misused even though from the structure it can be accepted. The correct words
are he is a clever student, he is friendly and he is tall.
The next problem related to the lexicogrammatical features of a
descriptive textwas the use the grammar. Tense that usually in writing a
descriptive text is simple present tense. In the use of the simple present tense, the
students got problem in differentiate the use of the Verb 1 for the third person
singular. As in the students writing task, she wear glasses, she look like an angel,
and she like listening to the music. Those sentences were wrong because for
thirdperson singular sV1 must added by -es/s. The correct sentences are she wears
glasses, she looks like an angel and she likes listening to the music. From 24 of
the students only 2 of them that could use simple present appropriately.
Based on the phenomena above, the students ability in writing a
descriptive text was still low. This research had purpose to know more the
students ability in writing a descriptive text, this research will study more about
phenomena that related to the second grade students ability in a descriptive text at
SMPN 1 Canduang.
B.Research Methodology
This research was conducted to analyze the second grade students ability
in using the generic structure and simple present tense and also students problems
in writing a descriptive. The subject of this research was the second grade students
of SMPN 1 Canduang on the first semester that was registered in 2012/2013
academic year. They were chosen as the subject of the research because this grade
was learning about descriptive text. There were two classes that had been chosen

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as subject of the research. There were 42 students that involve on those classes.
This research used cluster sampling to get the subject.
The data was collected through the students writing test. The writing test
was taken as the primary source of the data. After the students finish doing writing
test, the students papers were collected. After that the experts scored the students
writing test and the data would be analyzed.
C.Discussion
The students ability in writing a descriptive text related to the
identification, description and simple present tense were:
1. Identification of descriptive text
It was found that the students ability in writing identification of
descriptive text was fair. Findings showed that one of the students got score 3.1 or
good. There were 24 of the students got 2.1-3.00 score or fair and 16 of the
students got 1.1-2.00 score or poor. There was none of the students got score
<1.00 or very poor. There were the examples of the students problems in writing
identification.
Example 1
Students number 21 My Idol
He has a solo singer, he has handsome, he is young, he is about
22 years old.

From the writing test above it can be seen that the student did not identify
who or what would be described. The students also did not mention the subject
that refers to he. Besides, the example of the identification above seems like
description because he/she stated he has handsome. This sentence actually should
be stated in description because it tells about qualities of the object.
Example 2
Students number 37 My Favorite Pet
My favorite is Fernando Torres, he came from Spain, he is player
it club FC Chelsea.

The identification above was not appropriate with the topic. The topic was
about My favorite Pet but the identification was about My idol. In the
identification, the student told about her/his idol that was a football player. The

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students topic should be My Idol not My Favorite Pet. It means that the, the
students could not identify what he/she would be described.
2. Description of descriptive text
The students ability in writing description of descriptive text was poor.
There was none student got good score. There were 23 of the students got score
2.1-3 or fair and 18 of the students got score 1-1.2 or poor. There was none
student got very good score. The students difficulties in writing identification
were:
Example 1
Students number 5 My Idol
My mother is 51st years old. She is a house wife. She work, she is
cleaner. She lives in Canduang. Im very love my mother. My mother is
stiff wife.

The student number 5 did not describe about parts, qualities and
characteristic of her/his mother in description of descriptive text. The student told
more about her/his mother age, job and address. It seemed like a bibliography.
Example 2

Student number 16 My Idol

Lionel Messi and Ronaldo is short player foot ball he plays at
Barcelona and Real Madrid he make many records he is from argentina
is messy and Portugal is ronaldo he is player with Mess number 10 and
Ronaldo number 7

The student number 16 had difficulties in writing of description. None of

the sentence describe about parts, qualities and characteristic of her/ his idol. The
student did not know what should be written in description. It was not support the
identification. Besides, the language was also not clear. None of the criteria of
description was fulfill.
Example 3
Students number 17 My Idol
Lionel Messi born in Rosalio, argentina. He first played in Baca
Junior. After then, he played for Barcelona. Now he is top scorer with 17
goals in sapin league. He got many appreciation example: Ballon Dor
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2009, 2010, 2011, Golden Shoes, etc. Im very love him, but he is a great
player.

From the student writing above, it seemed like a bibliography of Messi. In

that paragraph, the student much told about Messi achievement as a football
player. There was no statement about the characteristics of Messi. The student
should tell about Messy related to his appearances.
3.Tense (Simple Present Tense)
The findings showed that the students ability in using the simple present
tense was poor. There was none students got good score. There was 12 of the
students got fair score and 24 of the students got poor score. And 5 of the students
got very poor score. The students difficulties related to the simple present tense
were:
Example 1
Students number 10 My Idol
I have a good faforite actress. Her name is Sin Min ah. She live
in south korea. She high is 165cm. she has brown eyes and long hair.
She has is light skin. Her nose pointed. She is about 25 years old. She is
like listening music. She is singer, actress in South Korea. Im very love
her.

The student number 10 could not use the simple present tense
appropriately. The sentence she live in south korea was wrong because she was
the third person singular and the word for third person singular must be added by
s. the next problems was the use of is before the phrase light skin. The correct
sentence was she has light skin. The other wrong sentence was she is like listening
music. The correct one was she likes listening to the music.
Example 2
Student number 35 My Idol
Nikita Willy actris favorite. She is beautiful. she born Jakarta, 29
juni 1994. She a singer, acting and singing. She young.
She is long hair, light skin, pointed nose and she is short.

The student number 35 could not use the simple present tense. There were
some of the sentences missing of to be. The students did not use to be in the

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Student Ability in Descriptive Text- Denil Mardiyah ., Saunir Saun, Refnaldi

sentence Nikita Willy actris favorite. The correct sentence is Nikita Willy is my
favorite actress.
4.The students problems in writing descriptive text

The students had problems in writing a descriptive text. The problems

related to the concept, the generic structure and the lexicogrammatical features of
descriptive text. The students problems viewed from the questionnaires. 32
(76.1%) of the students got difficulties in writing descriptive text based on the
generic structure and the lexicogrammatical features.
From the questionnaires result, 28 (66.6%) of the students had problems in
using generic structure because they did not know the generic structure of
descriptive text. Meanwhile, in lexicogrammatical features the students had
problems in using the simple present tense, adjective and pronoun
Based on the findings it can be concluded that the students ability in the
using of the generic structure and the simple present tense in writing descriptive
text still poor. They had problems in developing of identification, description, and
in the use of simple present tense.
The identification as one of the generic structure will give the information
about the object or the phenomena that will be described (Rosa: 2008). It
identifies who or what to be described. Based on the findings, the students still
had low ability in writing identification of descriptive text. It was prove by none
of the students get good criteria. Most of the students got fair and poor criteria.
They had difficulties in developing identification of a descriptive. They said that
they did not know how to construct identification of descriptive text.
Besides, the students also had poor ability in writing description. There
was only one of the students get good criteria in writing description. According to
Rosa (2008) description is the object that has been identified in description. From
the writing test, the students could not tell parts, qualities and characteristic of the
object in detail to the readers. Some of the students write description seems like
write a bibliography because they not tell about characteristic or qualities of the
object but they tell about object achievement. They also could not use appropriate
word to describe about an object.
In addition, the simple present tense was the most of the students
problems in writing descriptive text. It was prove by none of the students get good
criteria but 3 of the students got very poor criteria. The students difficulties in the
use of the simple present tense were they did not know the form of simple present
tense and they could not use to be (is, am, are). The simple present tense take from
verb or verb + es/s for third person singular (Folse: 2009). The students had
problem about simple present tense because tense is not taught independently
anymore, but it has been taught implicitly through a text. It means that, the

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students will not learn tense independently. When the students learn a text, they
will also learn about tense. Hence, they could not learn about simple present tense
deeply.
Furthermore, from the questionnaires also showed that the students had
problems in writing descriptive text. They could not write descriptive text based
on the generic structure and the lexicogrammatical features while others students
were could not. Besides, the students also had problems about the concept of
descriptive text and in using the generic structure. They did not know the generic
structure of descriptive text. In addition, the students problems in the using the
lexicogrammatical features of descriptive text were related to the use of simple
present tense, adjective and pronoun.
The students had problems in writing descriptive text related to the generic
structure and the lexicogrammatical features of descriptive text because the
teachers also not understand about the generic structure and the lexicogrammatical
features of a descriptive text so that he/ she could not deliver it students. In
addition, the students did not pay attention when the teacher explained it in from
of the class. Most of the students talked with their friends even some of them
tended go outside of the class.
It can be concluded that there was relationship between writing test and
questionnaires. The students writing test showed the students ability in writing
generic structure and the simple present tense was. The questionnaires proved that
the students had problems related to generic structure and simple present tense
causes by the students its self and the teacher.
D.Conclusion and Suggestions
Based on the research find it can be concluded that first, most of the
students had problems in writing of identification. They could not write
identification as the criteria of good identification. They could not identify subject
that would be described. Besides, they also could not tell who or what would be
described. Second, in writing description, some of the students were poor in
writing description. They could not write description in detail. Besides, they could
not describe parts, qualities and characteristic of the object. Their description also
did not support their identification even their description seems like a
bibliography.Third, there were still some of the students that did not understand
about the simple present tense. They could not use the simple present tense in the
right form. They also did not know to be that usually use for simple present tense.
Last, besides the students problems about identification, description and tense.
The student also had problems in the use of punctuation, spelling, capitalization,
vocabulary and written in English forms.
Based on the conclusions, it is suggested that the students need pay
attention about the generic structure and the simple present tense that is used in
writing a descriptive so that they can write a descriptive in well organized and can
be understood. Besides, the teachers have to pay attention about their students
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problems in writing a descriptive text. Therefore, the teacher can prepare the next
strategy in order to help the students in solving their problems in writing a
descriptive text. Moreover, there are a lot of aspects that not include in this
research. For the next researchers are hoped to find another problems in writing a
descriptive text. By knowing some problems it will be helpful for teachers to find
some strategies to solve it. Besides, for the next researcher, it also suggested to do
writing test more than one so that the result will be better.

Note: This article was written based on the authors thesis with the Advisor Drs.
Saunir saun, M.Pd. and co-Advisor Dr. Refnaldi S.P.d., M.Litt

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