MINI RESEARCH

IMPROVING STUDENTS’ WRITING DESCRIPTIVE TEXT

THROUGH PICTURE SERIES
“For Measuring English Writing Descriptive Skill’s Eight Grade
Students in Junior High School”

Compiled by:
NAME : YUSNAINI YUSDA LUBIS/1902050135
CLASS : C5 MORNING
SUBJECT : Language Test
LECTURER : Yessi Irianti, S.Pd., M.Hum

ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND
EDUCATION
UNIVERSITY OF MUHAMMADIYAH SUMATERA
UTARA
 PREFACE

Assalamu’alaikum Warahmatullahi Wabarakaatuh,

First of all, thanks to God because of the help of God, writer finished writing the paper entitled
“IMPROVING STUDENTS WRITING DESCRIPTIVE TEXT THROUGH PICTURE  SERIES
FOR MEASURING ENGLISH WRITING SKILL IN JUNIOR HIGH SCHOOL”.

The purpose in writing this paper is to fulfill the assignment that given by Yessi Irianti, S.Pd.,
M.Hum. . as the lecturer that always teaches us and give much knowledge.
This assignment is one of Language test, the writer realize this assignment is not perpect. But the
writer hopes it could be useful for us. Critics and suggestion are needed to make this assignment
be better.
Hopefully we as student in “faculty of teacher training and education” could be more
professional to use English as the second language.

  
 TABLE OF CONTENT
Preface
CHAPTER  I      INTRODUCTION
1.1.   Background of Study 
1.2.   Identification of the problem
1.3 .  Formulation of the problem
1.4.   Objectives of the research
1.5.   Limitation of the study
1.6.    Significance of the study

CHAPTER  II     THEORETICAL FRAMEWORK
A. Writing
2.1.   The Definition of Writing
2.2.   The Process of Writing
2.3.    Purposes of Writing
B. Descriptive Text
2.4.   The Definition of Descriptive Text
2.5.   The Structure and Example of Descriptive Text 
C. Picture series
2.6.   The Advantages of Picture
2.7.   The Procedure of Picture 

CHAPTER III     RESEARCH METHODOLOGY
3.1.   Methodology of research
3.2.   Population Sample
3.3.    Instrument of the study
3.4     Technique for collecting the data

CHAPTER IV     RESULT OF RESEARCH AND DISCUSSION

4.1   Result of Research
A.    The Data Description of Pre-Test
B.     The Data Description of Post-test
C.     Interview Section
4.2   Conclusion of the research
4.3   Suggestion of the research
Refferences
Appendix
 CHAPTER I
INTRODUCTION

1.1   Background of Study
  Language is very important for someone to communicate with others. Communities need to
communicate to understand each other. Therefore, languageis essential for life. Without
language, it is impossible to communicate within society.On the other hand, languageas a system
of communicationenables humans to cooperate. At the same time language is a part of the culture
of a community. Humans use language as a way of signaling identity with one cultural group and
difference from others.
  As the foreign language, English is an important language in the world. English has become a
tool for international communication in transportation, commerce, banking, tourism, process of
technology, diplomacy, and scientific research (Nunan in Cahyono, 2010: 91). It is formally
thought students of elementary school, junior and senior high school, and even to university .
English is just learnt in the school with limit of time. So, an English teacher has to know about
strategies in order to get better result in learning. Besides, she or he has to know about strategy or
model which must be used to guide the students. The teacher who has important role must guide
the students to have creativity in classroom. If strategy is not suitable with situation of the class,
the teaching and learning will not be successful.
       In junior high school students are young learner. According to Harmer in Cahyono (2011:
13), The students in this ages have several characteristics which are different from adults in
learning a language. In this case, they have to learn some texts such as narrative, descriptive,
recount, report and procedure texts. Unfortunately, many students of junior high schools are not
good enought at writing. The students consider that writing is one of the most difficult language
skill because they are demended to express their ideas in written English appropriately. It means
that in teaching junior high school students, teachers need to be creative in correlating the main
topic to the real situation and students can learn the linguistic features automatically.

1.2   Identification of the problem

    The identification of the problem is comprehending the result of  the use pictures in order to
improve the ability in writing descriptive text of the eight grade students of Junior High School.

1.3   Formulation of the problem

     Writing skill is one of english skill that must be mastered. Especially for students, using great
understanding about knowledge of writing text, they take a chance for being a great writer. The
problem is in writing text “Descriptive text” students of junior high school. This research
implements in materi of  junior high school. Having an awareness of  it, we feel aware for
measuring the students’ skill in writing descriptive text. It’s hoped, students can improve their
skill in writing and increase their knowledge about comprehending of steps in writing a great
descriptive text.
1.4   Objectives of the Research
     Based on the formulation above, the objectives of this research are describing the efforts of
using picture media to improve writing skill of the students of Grade VIII and to investigate
whether the students’ writing skill improves significantly through picture media.

1.5   Limitation of the study

To simplify this study, the writer gives limitation as follows:
a)The study is focused on the use of pictures as media to improve and measure students’
proficiency in writing descriptive text.
b)The study will be done only with students of the eight grade students academic year of
209/2020.

1.6    The Significance of Study

The researcher hopes this research will give some significance for:
a) English Teacher
  This technique can help the teacher to understand the way to handle the students in teaching
writing using Picture and picture, and it will give contribution to successful teaching learning
English especially in Junior High School.
b) Students
  This technique is able to make the students enjoy when they are writing and they do not feel
bored. So the students can have creativity to write.
c) Researcher
  The researcher will improve her knowledge in teaching method and have experience in
conducting classroom action research.
d) Institution
  It becomes a source of consideration for the official institutional policy as effort to produce
better outcomes especially in improving students’ English writing ability.
 CHAPTER II
THEORITICAL FRAMEWORK

A. Writing
2.1 The Definition of Writing
     In the English learning, writing is one of the language skills in which the learners should
master. In this part, here is a discussion on the nature of writing a foreign language, English in
Vocational High School, writing in Vocational High School, and teacher’s roles in teaching
writing.
     Writing is one of language skills which have to be mastered by the language learners. In the
end of the lesson, the learners are required to produce the written product. Brown (2001: 335)
describes written products as “the result of thinking, drafting, and revising procedures that
require specialized skills, skills that not every speaker develops naturally.”That statement shows
that writing is not a simple and instant process. Therefore, to be able to write something good,
students must do a lot of practices. It is done to get them used to write anything in the well
ordered steps. There are six steps of creating written work. There are drafting, structuring,
reviewing, focusing, generating ideas and evaluation(Harmer, 2001: 258).

2.2 The Process of Writing

     The Process of Writing is not merely instant process. It includes some process to create a
writing product. Richards and Renandya proposes four main stages in writing; they are planning,
drafting (writing), revising (redrafting) and editing. However, there are three more stages
externally imposed on students by teacher; they are responding (sharing), evaluating, and post.
The Writing Process by Richards and Renandya (2002) .Writing process is not a linear process
because after the writers plan, draft, and edit, they often replan, redraft, and reedit. Harmer
(2004) points out that it tends to a recursive process and represents the process in different way;
called process wheel. Below is the figure of the process wheel presented by Harmer (2004).
The figure shows that there are some directions in the process of writing. The final process in
this wheel is in final version of writing product.

a) Planning (Prewriting)
     Richards and Renandya state that prewriting stage is any activity that can promote students
towrite. Since it is the first stage in writing, the students should be stimulated so that they can get
information and ideas what to write. In this stage, Richards and Renandya (2002) suggest, there
are some activities to stimulate the students. The activities are group brainstorming, clustering,
rapid free writing, and WH Questions. In group brainstorming activity,the students are grouped
and they spew out any ideas in their mind. There is no right or no answers. It is aimed to flow the
idea in students’ mind and after that they can select the ideas and then develop the chosen ones
into a draft. In developing ideas, Hutchinson (2005) suggests to make writing more interesting by
developing the ideas clearly and easy to understand, involving supplying specific details,
examples, and reasons.
    The writing process is a process that involves several steps. At least, there are three steps in
the writing process mentioned by Karen Blanchard, and Christine Root in their book; Ready to
Write: A first Composition Text. Step one: Prewriting Thinking about your topic and organizing
your ideas. Step two: Writing Using your ideas to write a first draft. Step Three: Revising
improving what you have written. If the writers follow the steps, and practice by writing often,
they will find it easier to write paragraphs and to improve their writing. Prewriting is the
thinking, talking, reading, and writing we do about our topic before we write a first draft.
Prewriting is a way of warming up our brain before we write, just as we warm up our body
before we exercise.

      b). Writing
     After we have spent some time thinking about our topic and doing the necessary prewriting,
we are ready for the next step in the writing process: writing our paragraph. When we write the
first draft of our paragraph, use the ideas we generated from prewriting as a guide. As you write,
remember to:
1) Begin with a topic sentence that states the main idea.
2) Include several sentences that support the main idea.
3) Stick to the topic.
 4) Arrange the sentences so that the order of ideas makes sense.
5) Use signal words to help the reader understand how the ideas in your paragraph are connected.

    c). Revising
     It is almost impossible to write a perfect paragraph on the first try. The first try is called the
first draft. After you complete the first draft, you must look for ways to improve it. This step is
called revising. When students revise, they review their text on the basis of the feedback given in
the previous stage. They reexamine what was written to see how effectively they have
communicated their meanings to the reader. In another source stated that writing is a process that
involves the following steps:
1) Discovering a point-often through prewriting.
2) Developing solid support for the point-often through more prewriting.
3) Organizing the supporting material and writing it out in a first draft.
4) Revising and then editing carefully to ensure an effective, error-free paper.

2.3  Purpose of writing
     Purposes of writing According to Penny Ur “the purpose of writing, in principle, is the
expression of ideas, the conveying of messages to the reader. So the ideas themselves should
arguably be seen as the most important aspect in the writing”.10 It means that when the writers
do their writing, of course they have some purposes. They have to consider the purpose of their
writing since this will influence, not only the type of text they wish to produce, but including the
language which they use, and the information that they choose. In addition, there are really only
four common purposes in writing they are: to inform, to explain, to persuade, and to amuse
others.
a.       Writing to Inform

      In much of the writing that the writers will do, they will intend simply to inform their readers
about a subject. To inform is to transmit necessary information about the subject to the readers,
and usually this means just telling the readers what the facts are or what happened. Although
informative writing is the simplest kind of writing, it is also one of the most important, because
information lays a foundation for other writing purposes. As the writers write to inform, they will
want to keep two large concerns in mind; selecting the right information and arranging it
effectively.

b.      Writing to Explain

    Writing to explain means writing to take what is unclear and make it clear. In explanatory
writing, a writer who understands a complex topic must take sure that his readers understand it as
well. All of us use several common methods of explaining something to another person in our
everyday conversation, and these same techniques can provide basic strategies for organizing an
explanation in writing.

c.       Writing to Persuade

   The most important writing we ever do in our personal life, our work life, and may be our
school life will probably persuasion. Complaints to the rent board about our landlord, letters of
application for jobs, essay on examinations are all likely to involve writing persuasively. Your
task in persuasion is to convince your readers to accept the main idea, even though it may be
controversial.

d.      Writing to Amuse

Others Writing to amuse requires that you focus on readers other than yourself. You may enjoy
the experience and take pride in what you accomplish, but you cannot settle for amusing yourself
alone.

   Writing to amuse gives you an opportunity to bring pleasure to others. Seize the opportunity
and make the most of it. If you find pleasure in writing to amuse, it will come from knowing that
you succeed in bringing pleasure to others. When write to amuse, your primary object is to make
readers enjoy themselves. You can be funny, but you should also be goodhumored. This means
having sympathy for human frailty rather than a contempt for anyone or anything that seems
different from what you are accustomed to.

B. Descriptive text
2.4.   The Definition of Descriptive Text
       Descriptive text is a part of factual genres. Its social function is to describe a particular
person, place or thing. Description in writing is the process of creating visual images and sensory
impression through words. More often, description is a part of another piece of writing and is
used to inform an audience about how something or someone looked or to persuade an audience
to see something from the writer’s point of view. Description recreates sense impression by
translating into words, the feel, sound, taste, smell, and look of things. Emotion may be
describing too, feelings such as happiness, fear, loneliness, gloom, and joy. Description helps the
reader, through his or her imagination, to visualize a scene or a person, or to understand a
sensation or an emotion.

2.5.   The Structure and Example of Descriptive Text

The generic structures of a description are as follows:
1. Identification : identifies the phenomenon to be described
2. Description of features : describes features in order of importance:
     a. Parts/things (physical appearance)
     b. Qualities (degree of beauty, excellence, or worth/value)
     c. Other characteristics (prominent aspects that are unique).

 The generic features of description are:

1. Verb in the present tense
2. Adjective to describe the features of the subject
3. Topic sentences to begin paragraphs and organize the various aspects of the description.
4. The factual description scaffold

1.   A general opening statement in the first paragraph

      a) This statement introduces the subject of the description to the audience.
      b) It can give the audience brief details about the when, where, who, or what of
the         subject.
2.   A series of paragraphs about the subject
      a) Each paragraph usually begins with a topic sentence.
       b) The topic sentence previews the details that will be contained in the remainder of the
paragraph.
       c) Each paragraph should describe one feature of the subject
       d) These paragraphs build the description of the subject
3.   A concluding paragraph (optional)
       a) The concluding paragraph signals the end of the text.

4   Example of descriptive text

Mr. Kartolo
    Mr. Kartolo is very happy. The rainy season of this year makes the farm beautiful. It is
planting time! Rice fields become fresh and green during this season and by the end of this
season Mr. Kartolo is ready to harvest his corps.
    Mr. Kartolo ploughs the land at the beginning of the rainy season. Then, he usually works
early and finishes at noon. Milking the cows, feeding the livestock, and cleaning the barns are
among Mr. Kartolo’s duties before breakfast. He does most of the hard outdoor work by himself.
C. Picture series
2.6.   The Advantages of  Picture
    Writing descriptive text with picture design will aid students to imagine the characreristic of
the picture. This treatment is so useful to improve students writing ability. It’s meant student will
efford to analyse the ficture and use it as a reference for writing descriptive text.
In the following lists, writer will tell advantages of using picture series for writing descriptive
text. Namely:
a.       Attractive attention
b.      Developing interest
c.       Adjusting the learning climate
d.      Increasing understanding
e.       Promoting acceptance (of an idea)
f.       Being an interactive activity

2.7   The Procedure of Picture

    For the procedure, we will give students several pictures which hoped the students can choose
the best one what picture the student love. And all the picture is about human. Such as Mother,
Father and an Uncle. If the student had chosen the best on, the student could write the human
characteristic from the ficture. For adding idea, students may add the characteristic like their
mother , father or uncle’s character or behaviours.
For the writing procedure, students must follow like the writing descriptive’s procedures.
Namely: Identification, description and entcentra.

                       
 CHAPTER III
RESEARCH METHODOLOGY

3.1. Methodology of research

This study is conducted at Junior High School. This school was chosen as the field of the
study because the writer has teaching learning experience during this mini research text was
given by the lecturer, so the writer knows the real condition of this school, and the writer can
identify the problems in teaching writing more easily. Secondly, the writer suggests that
innovation is needed in improving students’ writing ability for the better quality of school.

3.2. Object of research

    The writer selects the eigh grade students  of Junior High School VIIIA class which is consists
of 30 students in the 2019-2020 academic year as the subjects of the study.

3.3. Population Sample

     In junior high school there are 3 classes of VII grade students in 2019/2020 academic year.
Each of class consists of 30 students, it’s meant (class VIIIA “30 students”, VIIIB “30 students”
and VIIIC “30 students”). We will do our research at VIIIA class which has 30 students that
consist of male and female students.

3.4. Instrument of the study

    For the test of study, we will give several pictures then the students can choose the best one.
All the pictures are about human. We choose human character such as mother, father and uncle.
Students can choose the best one picture of the three. Before begin writing, we will teach
suggestion how to write descriptive text using true procedure and generic structure. We don’t
give certain limit time for writing. if the students finish, they may collect it.
   But the sudents must write a descriptive text which consist of two or more paragraph and each
paragraph consists of five or more sentences. We also use an interview section with the students.
In the interview section, we will ask about their problem when write descriptive text. Using the
treatment, we can identify their problem with English writing skill.

The images as in the following:

            
For the interview, we use the following questions: Namely
1.      What the matter of writing descriptive text which you have not understood yet?
2.      According to you, what the best one that you suppose more excited or to appear your
interest for writing descriptive text, using picture or not?
3.      Having explained the generic structure and language pictures of writing descriptive text,
what’s the difficult one?
4.      Are you excited for writing descriptive text for the next?
5.      Would you tell your friends that write descriptive text using pictures is more excited?
3.5. The Technique of Collecting Data
There are 2 techniques of data collecting applied in this study, they are giving test
and interview in order to support the data of teaching and learning process.
1. The descriptive test using several pictures which can be a reference to write descriptive text.
 2. Interview is applied for the English teacher before the classroom action research and after
classroom action research. It is applied before classroom action research to know the students
difficulties in writing skill, the students’ participation in writing class, and the teaching strategy
in teaching writing. Meanwhile, it is conducted after classroom action research to know the
students’ response about the learning strategy focus on the use of pictures in improving
technique of writing text in learning descriptive text.
 CHAPTER IV
RESULT OF RESEARCH AND DISCUSSION

4.1  Result of Research

This chapter is going to present result of research and discussion after giving treatment in
the research. The students’ result in this research becomes a description about successful and
unsuccessful way in this research. This part provides data description based on students’ result
when they followed test both of pre-test and post-test. Also, there is data description of normality
analysis of pre-test before treatment used. Afterward, the data normality analysis of post-test is
presented.

This research was done by 20 students as samples. Actually, whole students in the class
(8.1 class in Junior High School consisted of 30 students but our result just applied 20 students as
the samples because 10 students could join the mini research due to another school work. So, the
percentages of result is measuring from 20 students as the samples.

A.    The Data Description of Pre-Test

After the researcher did pre-test for the students, the researcher got the students’ result
toward writing descriptive text. In the pre-test, Almost students felt difficult to write english
descriptive paragraph due to a little bit knowledge in English writing descriptive text. A lot of
students didn’t comprehend to write a great english descriptive paragraph. Especially in
distinguish of writing identification and description section in the descriptive paragraph.

In pre-test section was just two students who obtained sufficient score. We supposed, the
students have been learning english for one year. So, due to the more experience, the two
students could write english descriptive paragraph through picture with a sum of paragraph and
line that we had presisted, it is two paragraph consist of Identification at first paragraph and
Description at the second paragraph. And the sum of line each paragraph consist of five lines
each paragraph. Look at the data from pre-test below:

Initial Name The sum of paragraph Grammatical Mistake

ESN UNCP 5
NA UNCP 4
MS UNCP 4
DP UNCP 5
SPS UNCP 4
MRS CP 6
FS UNCP 5
 DW CP 5
SC UNCP 3
FA UNCP 3
AD UNCP 4
W UNCP 4
MNI UNCP 5
AP UNCP 4
MS UNCP 2
IK UNCP 2
MFA UNCP 4
MD UNCP 4
KIA UNCP 6
PA UNCP 2

1.      The complete paragraph (CP)           : 2 students

2.      The uncomplete paragraph (UNCP) : 18 students
3.      Grammar mistake      (GM)               : 90 sentences in grammar mistake
4.      Vocabulary mastery    (VM)              : Low

The following example of students’ results in pre-test can be concluded that they still have
difficulties in writing.

“My mother is a beautiful person. My name is susilawati. She is not tall. My mother to
wear curtain colour red. My mother to wear glasses. Her colour skin is white. My mother to
wear blouse colour green. (Eva’s result)”

We can look at Eva’s resut in writing descriptive paragraph. Among pictures “Mother, Father
and Uncle” she chose a picture “Mother”. And in the first paragraph, we can see a lot of
grammar mistake in sentences above.
·         Calculation of  precentage students ability in descriptive text “Pre-test”.
Calculation of precentage students writing descriptive text skill of eight 1 grade students in
Junior High School (Pre-test). Look at the following result/ calculation.
a.       Precentage of students’ writing descriptive skill with complete paragraph rules.
Precentage = 100% : N x F
Precentage = 100% : 20 x 2
Precentage = 10%
Based on the precentage above, Writing descriptive text skill of eight 1 grade students in junior
high school is too low. This pre-test, the students wrote the descriptive paragraph was nothing
ficture media as a reference. But in post-test, we applied Fictures as a reference for writing
descriptive text.
b.      Precentage of students’ sentences grammartical errors/ mistake
Precentage = 100% : NWS x GM
Precentage = 100% : 200 x 90
Precentage = 45%

B.     The Data Description of Post-test

The data description of post-test has derived from the result of post test. The students were
required to write descriptive text. In this case, the written text used concept free writing as the
strategy to write before producing the descriptive text. This section involved general aspect and
detail information about desriptive text. We tough the generic structure and language picture of
descriptive text. The action of teaching all students were done evidently and well by the
researcher. Especially, the researches had prepared all material completely, so in action we
could  do maximally.

Having explained more detain in how to write descriptive text using presist generic structure and
language picture, we do the post-test. We gave the students a paper that consisted of
three  human picture such as mother, father and uncle. And then, the students could choose the
best one picture and describe the picture being two paragraph. The students could write the
human picture body appearances, clothes, each sides of the picture and the human characteristic.
In paragraph two, students must write “Description” paragraph. It’s meant, the students must
analyze the human characteristic of the picture. For reference in writing human characteristic, the
students can remind all characteristic of their mother, father or uncle. So the students must felt
easy for writing paragraph two “about human characteristic”.
In post-test, results of research are better than the pre-test. It’s meant, students were able for
mastering english description text through picture after obtained the detail explanation about
descriptive text. Look at the results below, namely:
Initial Name The sum of paragraph Grammatical Mistake
ESN CP (10) 5
NA CP (10) 4
MS UNCP (7) 4
DP UNCP (6) 1
SPS UNCP (3) 2
MRS CP (10) 1
FS UNCP (8) 2
DW CP (10) 1
SC CP (10) 3
FA CP (10) 1
AD CP (10) 1
W UNCP (8) 2
MNI CP (10) 1
AP UNCP (8) 1
MS UNCP (9) 2
IK UNCP (7) 2
 MFA CP (10) 1
MD CP (10) 1
KIA CP (10) 2
PA CP (10) 3

1.      The complete paragraph (CP)           :  12 students

2.      The uncomplete paragraph (UNCP) :  8 students
3.      Grammar mistake      (GM)               : 40 sentences in grammar mistake
4.      Vocabulary mastery    (VM)              : Low

The following example of student’s result in pre-test can be concluded that they were better in
writing.

“My mother is beautiful. She wears green shirt. My mother has little eyes. She is a teacher. My
mother is tall.(Melvita’s result)”

In above paragraph is a first paragprah that written by Melvita dewi. The sentences paragraph
were complete with awesome grammartical correct.

“My sister is smart person. Her name is Putri Novita. She is not tall neither short. She wears
veil. She also wears glasses. Her skin colour is white. And she brings a yellow book. (Widodo’s
result)”

Another student’s result who obtained more and great understanding in writing english
descriptive text is a student named ‘Widodo’.

·         Calculation of  precentage students ability in descriptive text “post-test”.

Calculation of precentage students writing descriptive text skill of eight 1 grade students in
Junior High School. Look at the following result/ calculation.
a.    Precentage of students’ writing descriptive skill with complete paragraph rules.
Precentage = 100% : N x CP
Precentage = 100% : 20 x 12
Precentage = 60%
b.   Precentage of students’ sentences grammartical errors/ mistake
Precentage = 100% : NWS x GM
Precentage = 100% : 200 x 40
Precentage = 20%

“Explanation of codes above:

N = Number of students
CP = Complete Paragraph
NWS = Number of Whole Sentences
GM = Grammar mistake”
C.     Interview Section
In interview section, the research wanted to evaluate the students’ comprehending and feel after
the study and test. Through this section, we hoped, students afford to increase their self and be
aware in their skill for writing text, especially in descriptive text. Through this section, the
researchers also obtained their feels and reasons in using pictures to write descriptive text.
This section was done by us through 5 interview questions. The questions namely:
1.      What the matter of writing descriptive text which you have not understood yet?
2.      According to you, What the best one that you suppose more excited or to appear your
interest for writing descriptive text, using picture or not?
3.      Having explained the generic structure and language pictures of writing descriptive text,
what’s the difficult one?
4.      Are you excited for writing descriptive text for the next?
5.      Would you tell your friends that write descriptive text using pictures is more excited?
Look at the following reactions from several students :
1.      Saya mengerti cara menulis descriptive text karena sangat menyenangkan.
2.      Saya tertarik menggunakan gambar manusia karena mudah untuk di jelaskan.
3.      Saya mengerti menulis descriptive text karena sangat menyenangkan.
4.      Ya, saya tertarik untuk menulis descriptive text.
5.      Tidak, karena teman saya belum mengerti. (Fadilla Syahputra’s reactions)

1.      Ya, saya sudah sedikit mengerti.

2.      Ya, karena mudah untuk menyusun kalimatnya.
3.      Yang sulit cara menyusun kalimat bahasa inggrisnya dan mengarangnya.
4.      Ya, karena membuat kita menjadi pintar untuk menulis descriptive text.
5.      Ya, karena menulis descriptive text menggunakan gambar lebih asyik. (Mega Suyanda’s
reactions)

1.      Ya, saya sudah sedikit mengerti buat di pahami.

2.      Ya, saya sangat tertarik dengan gambarnya.
3.      Mengatur bahasanya yang sangat sulit dan cara mengarang katanya yang paling sulit.
4.      Ya, saya tertarik untuk mengerjakan descriptive text.
5.      Ya, saya membantu teman saya untuk mengerjakan descriptive text tersebut. Dan
gambarnya sangat mengasyikan, membuat saya lebih mengerti. (Salwa Chairunnisa’s reactions)

4.2    Conclusion
After finishing the whole steps of this Classroom Action Research (CAR) at a junior high school
class, it can be concluded based on the results of this research above. This research meant to
measure mastering students english writing descriptive text in eight grade students Junior High
School.
We can see detail information above in “result of precentage” between the pre-test and
post-test. At first, students are difficult to write an english descriptive text. It was realized by the
precentage “10%” in students’ complete paragraph rule. And “45%” the precentage of grammar
mistake in their sentences paragraph.
But, in the second test “post test” after thought the students about how to write english
descriptive text using persist the descriptive text’s generic structure and also it’s language
features, the students felt more good for obtaining great understanding in writing descriptive text.
It can a be looked by the second test percentage. There are “60%” the percentage of students’
achievement in writing descriptive text by persist sum of sentences each the paragraph. Then,
“20%” the percentage of their grammar mistake.

So, we can look at the swelling of the percentage above. 10% in the first test been 60% in
the second test (Upgraded 50%), then 45% grammar mistake in the first test been 20% the
percentage of their grammar mistake (Reducted 25%).
And then, lets look at the result/ reactions from the students above in interview section. It
clearly explained that after obtained a direction in writing descriptive text with picture media,
almost all students said “So Excited” to write descriptive text using pictures as their reference.
Because, actually the picture we used to appear the students’ interest in writing descriptive text.
It’s proved by the students’ reaction in interview section.

4.3   Suggestion

For the suggestion, the researcher can conclude through the students’ reaction in
interview section. For example the student said “The difficult one in this test is just to arrange the
sentences and translate it to English”. We can provide the suggestion to the student so that be
easier, you may increase your vocabulary and grammar mastery.
So, how to realize it? For the tips, you can learn in how to use suffixes and prefixes to convert
english vocabulary in different types. Example Word “Different” as “adjective”, you can put
suffixes like “Difference” being “a noun”, Differently being “an adverb” and reducting the suffix
be “Differ” as “a verb”. I supposed, this is a great way for increasing students’ vocabulary
mastery.

REFFERENCES
http://repository.uinjkt.ac.id/dspace/bitstream/123456789/505/1/FIKRI%20FAUZI%20ALAWI-
FITK.pdf
http://lib.unnes.ac.id/6317/1/3835.pdf
http://eprints.umk.ac.id/3383/1/hal_Judul.pdf