E-Link Journal Vol.
7 No.
p-ISSN: 2085-1383.
e-ISSN: 2621-4156
AN ANALYSIS OF STUDENTSAo DIFFICULTIES IN WRITING DESCRIPTIVE
TEXT
Eni Ismayanti.
Abdul Kholiq eniismayanti97@gmail.
com, abdulkholiq@unisla.
Program Studi Pendidikan Bahasa Inggris.
Universitas Islam Lamongan ABSTRACT This research aims to describe the studentsAo difficulties in writing descriptive text and to find out the causes of studentsAo difficulties in writing descriptive text.
This research uses quantitative descriptive methods.
The research subjects are X MIPA 6 students of SMAN 1 Sukodadi who had difficulties when writing descriptive text, the data of this research are the result of studentsAo worksheet and the studentsAo answer in interview.
This research used documentation and interview to collect the data.
Data reduction, data display and drawing conclusion was used to analyze the The result of this research shows that the students of X MIPA 6 have difficulty in writing descriptive text, the difficulties are difficulties in generic structure, difficulties in grammar, and difficulties in spelling.
While the factors that cause the studentsAo difficulties in writing descriptive text are lack of proficiency in the text production skills, lack of knowledge relating to the subject contents of the script to be written, and lack of interest in learning English.
Keywords: StudentsAo difficulties, descriptive text
INTRODUCTION
English is international language that used by most of people in the world, including our country Indonesia.
Goodwyn & Branson .
states English is vitally important and typically described as the most important of all school subjects, principally because reading, writing, speaking and listening are needed to a greater or lesser degree in every other school subject, and life.
Most of people know about English language, it has an important part in Indonesian education.
English has been tought from elementary school until university.
If someone is understanding well about English, they will able to understand about a lot of information and knowledge.
Understanding about English as a foreign language is begun with English learning activities through learning the skills properly.
It is very important for students to mastering English in all skill, such as listening speaking, reading, and In this case, the researcher is going to focus on writing.
Writing is one of the English skills that must be mastered by the English language learners.
According to Nation .
Writing is an activity that can usefully be prepared for work in the other skills of listening, speaking and reading.
This preparation can make it possible for words that have been used receptively to come into productive use.
Writing is also considered as the indicator toward the student success in learning English.
Since writing is productive skill, it also helps the students to develop their ability in expressing what they feel and think.
Writing, speaking, and listening are communication skills that are important in all subject areas in the curriculum.
This is because the students should be able to communicate in the target language in spoken and written language.
To make good writing, it needs to follow some steps.
According to Harmer .
the process of writing has four steps, they are: .
final version.
In planning, before start to write, the writer will try and decide what it is they are going to write.
For some writers this may involve making detailed notes.
An Analysis of StudentsAo Difficulties in Writing a Descriptive Text E-Link Journal Vol.
7 No.
p-ISSN: 2085-1383.
e-ISSN: 2621-4156 When planning, writers have to think about three main issues.
In the first place they have to consider the purpose of their The Second is experienced writers think of the audience what they are writing The last, the writers have to consider the content and the structure.
In drafting, the writers write down on paper what the ideas that they gets from their mind.
The writers can refer to the first version of a piece of writing as a draft.
As the writing process proceeds into editing, a number of drafts may be produced on the way to the final version.
eflecting and revisin.
, when writer have produced a draft they usually read trough what they have written to see where it works and where it doesnAot.
Perhaps the order of the information is not clear, something in Reflecting and revising are often helped by other readers who comment and make suggestions.
In final version, once writers have edited their draft, making the changes they consider to be necessary, they produce their final version.
This may look considerably different from both the original plan and the first draft, because things have changed in the editing process.
But the writer is now ready to send the written text to the reader.
In classroom practice, most of students think that writing is difficult.
It is because in writing there are some important components such as vocabulary, spelling, punctuation, and grammar.
Writing text is a challenge for students, especially for the tenth grade students of senior high school, who is learning about various kinds of text, writing descriptive text is one of it.
The students need to pay more attention in detail object that is described with the correct grammar.
Descriptive text is a general text where it can be included to another text.
Accorrding Husna .
descriptive text is a kind of writing that consists of description characteristics and definition of object or something.
While.
Gerot and Wignel .
n Mardiayah, 2.
state that descriptive text has purpose to describe particular thing, people or place which show the reader about physical appearance of something clearly.
Based on definition of descriptive text above, it can be concluded that descriptive text is a text which describe people, place and things physically by their appearance.
Mastering descriptive text helps the students to make another kind of text such like narrative text, recount text and report text.
For example in narrative text when the students want to make the readers interested in it they must be able to make the text with a good detail, it demands the students to explain something in details.
According to Gerot and Wignel .
n Mardiayah, 2.
the generic structure of descriptive text are identification and In identification is identifies the subject to be described.
The identification usually stated in the first paragraph to introduce the reader what the topic to be described in the next paragraph.
In description, the writer explain about the subject in detail.
It uses to support According to Sudarti & Grace .
n Yenita, 2.
there are several language future use in descriptive text, they are:
Using simple present, simple present tense is the activity happen in daily life, and the habitual activity.
However, sometimes it uses past tense if the thing to be described doesnAot exist anymore.
Use linking verb.
Use adjective and compound adjectives and use of degree comparison There are still many students who are not able to write a descriptive text.
Muhammed .
n Nasser, 2.
states that the students may face many writing difficulties and problems at different stages of their learning.
According to Novita .
in her research, she state that the students showed that they have some difficulties in writing descriptive E-Link Journal Vol.
7 No.
p-ISSN: 2085-1383.
e-ISSN: 2621-4156 They are: .
generic structure.
The difficulties on generic structure of descriptive text consist of describing object in detail (Novita, 2.
The students have to organize their ideas into good paragraphs, the students have to make their writing readable.
To write a descriptive text, the students can organize their ideas by identifying the topic and give the descriptions about the topic (Husna, 2.
According to Husna .
grammar difficulties will influence certain patterns of how words are put together to form the correct sentences.
The students had some difficulties in using simple present tense.
The students made some mistakes when they elaborated the idea in simple present tense.
ItAos make the students difficult to write descriptive text.
Farooq .
state that spelling is a skill of identifying a word in spoken or written mode.
Spelling and decoding skills are closely linked, students who suffer from spelling problems need to memorize the spellings of the words.
Another cases that the researcher found while doing teaching practice program.
Senior High School students especially the tenth grade, the students did not understand well about what they should write and describe.
The students canAot describe things, places, and a person in detail because they do not have any ideas when they are asked to describe Students are not interested in learning writing.
They are lazy and bored if the teacher ask them to write something even it just writes a descriptive text.
There are some of the students who canAot make descriptive text.
Some of them open their smart phone to search the example of descriptive text.
Without reading it first, the students just copy it so, some of them do not understand about the purpose and contain of the text.
They canAot make the descriptive text in their own writing, so they copy paste it from internet.
The students also canAot express their idea, so the students just copy it from internet.
The students also show some gesture that reflect that they was have difficulties in writing descriptive text and there are some students, who just walk around to see another students duty.
The students difficulties can be caused by some factor,according to Graham & Harris .
n Glynn, 2006:.
writing difficulties may in large part, be the result of three factors, they are:
Lack of proficiency in the text production skills that is frequent errors in spelling, the use of upper and lower case, and punctuation.
The amount of attention that has to be expended on lower-level skills is thought to interfere with higherorder skills of planning and the generation of content (MacArthur and Graham in Wearmouth, 2006:.
Lack of knowledge relating to the subject content of the script to be written.
Wray .
n Wearmouth, 2003:.
suggests that the actual task is important, and that the writer reflects on the different genre, and the structure and accessibility of the writing for the reader and how the reader may be guided through the writing.
Knowledge of the process is also important for metacognition and reflection.
Lack of effective strategies in planning or revising text.
Graham and Harris .
n Glynn, 2006:.
adopt a cognitive approach to supporting students experiencing writing difAculties because this approach emphasizes the component processes of writing production which can then be focused upon individually.
Based on the explanation above, the research is the interested in conducting the research study to investigate the studentsAo difficulties in writing descriptive text and the cause of the studentsAo difficulties in writing descriptive text.
furthermore, this research is conducted with the purpose to know the difficulties that students have and to knowing the An Analysis of StudentsAo Difficulties in Writing a Descriptive Text E-Link Journal Vol.
7 No.
p-ISSN: 2085-1383.
e-ISSN: 2621-4156 factor that cause the studentsAo difficulties in writing descriptive text.
METHOD
In this research, the researcher uses a qualitative descriptive method.
The researcher uses a qualitative descriptive method because the researcher tries to describe each type of studentsAo difficulties in writing descriptive text and the factors that cause the studentsAo difficulties in writing descriptive text in detail and clearly without numerical data.
The subject of this study is the tenth grade students of SMAN 1 Sukodadi.
Especially X MIPA 6 class which consist of 35 students, 12 male and 23 female.
In this research documentation and interview uses as data collecting technique.
documentation, the researcher asks the students to make a descriptive text about their They can choose one of them, for example, their mother, father, or sister, etc.
interview, each respondent is asked the same question, and the researcher writes it down.
The researcher does the interview with some of the students of X MIPA 6 as an informant by asking some questions related to the studentsAo difficulties in writing a descriptive and the factor that caused the difficulties.
Documentation question list was used as instrument.
The documentation checklist is used in this research, the aim of documentation checklist is to document the studentsAo worksheet.
Question list is used in this research as an instrument to interview the students.
The researcher makes some questions to interview the students that have difficulties in writing descriptive text.
After collecting the data, then the data analysis is performed to analyse all the data that has been obtained.
In this research According to Miles and Huberman in Sugiyono .
there are four activities in data analysis, they are: data reduction, data display, and conclusion drawing/verification Data reduction, after the studentsAo worksheet is collected, the researcher chooses the studentsAo worksheets that show the students have difficulties in writing descriptive text, then it is analysed by the researcher.
Then the researcher chooses some students that have difficulties in writing descriptive text, the students are interviewed by the researcher to find out the factors that cause the studentsAo difficulties in writing descriptive text.
Data display, in this step the researcher analysed the studentsAo worksheet about descriptive text, to find out what are the difficulties that students have, when they writing descriptive text about their family and analysed the studentsAo answer in interview, to find out the factors that cause the studentsAo difficulties in writing descriptive text about their family.
Conclusion drawing or verification, the researcher concludes the studentsAo difficulties in writing descriptive text and the factors that cause the studentsAo difficulties in writing descriptive text.
DISCUSSION
The StudentsAo Difficulties in Writing Descriptive Text The StudentsAo Difficulties in Writing Descriptive Text on Generic Structure There are some of the students that have difficulties in generic structure, the data were shown below:
My Father My father is handsome.
He likes to cook.
He is always there when I like and He was the one who always supported me and obeyed my will.
As head of the family he has fulfilled his duties and is always there for his family.
(S.
The student S4 wrote a descriptive text about her father.
She described how her father looked likes, what he liked to do and how his personality was.
From the descriptive text above, the researcher found that the students had difficulties in generic structure.
The generic structure of descriptive text consisted of two paragraph, it was identification and description.
But the student S4 just made one paragraph.
In the first paragraph, the student should introduce or identify the character, in this E-Link Journal Vol.
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e-ISSN: 2621-4156 case, the topic was her father, but she immediately described about her father without introducing or identifying him In the second paragraph, the students should describe the character, in this case, the topic was her father.
The student already described her father, but she didnAot describe him in detail.
The other data were shown below:
My Mother My mother is angry, she is very My mother is disciplined, my motherAos skin is white, her hair is long.
I love you (S.
Same as the data before, the student S12 had difficulties in generic She wrote a descriptive text about her mother, same as student S4 the student S12 did not introduce or identify the character first, the topic was her mother, she immediately described about his mother without introducing or identifying her first.
The student S12 should introduce the character in the first The student S12 could write when and where her mother was born, her weight and height.
Then, in the next paragraph, the student S12 should describe the character in detail, for example, she could write about her motherAos hobby, habit, etc.
The descriptive text written by student S12 is too short.
Not only that, the student S12 not introduced the character clearly and she did not describe the character in detail.
My Father My father is lovely, he is hard work people.
He is smart and can do.
father name is Kaselan.
He like eat a plate of fried rice and like drink a cup of coffee.
(S.
The student S30 wrote a descriptive text about his father.
He was wrote about how his father personality and his name.
The text was consist of one paragraph and it is too short.
From the descriptive text above, the researcher found that the students had difficulties in generic structure.
In the first paragraph the student should introduce or identify the character, this case, the topic was his father, but he immediately described about his father without introducing or identifying him first.
In the first paragraph, the student should introduce the character, the student could write his fatherAos height, weight, etc.
In the second paragraph, the student should describe the character in detail, for example the student could write about his The StudentsAo Difficulties in Writing Descriptive Text on Grammar In the grammar, it consists of two topic, the first is arranging the word that includes noun, pronoun, verb, adjective, adverb, preposition, etc.
and the second is arranging the sentence .
the researcher only focuses to analyze arranging word and arranging sentence, but in arranging sentence the researcher only focuses on simple present tense.
The StudentsAo Difficulties in Writing Descriptive Text on Arrange the Word - The studentsAo difficulties in writing AuI have a one fatherAy (S.
AuI have my sisterAy (S.
From the data above, the researcher found that students had difficulties in writing noun, the two sentences above were singular noun, so it must use AuaAy or AuanAy , but the students didnAot understand and made an error.
So, the two sentences above should be changed into AuI have a fatherAy and AuI have a sisterAy.
- The studentsAo difficulties in writing pronoun on writing AuheAy which supposed to be AusheAy AuMy mother is very good, always teach me discipline, he has a short hairedAy (S.
AuMy mother was a hero, because he was always accompany me.
(S.
An Analysis of StudentsAo Difficulties in Writing a Descriptive Text E-Link Journal Vol.
7 No.
p-ISSN: 2085-1383.
e-ISSN: 2621-4156 AuShe never complained when he educated meAy (S.
From the data above the researcher found that the student had difficulties in writing pronoun.
The word AuheAy it should be changed into AusheAy, because my mother is a women so it should be used personal pronoun AusheAy.
The studentsAo difficulties in writing pronoun on writing AusheAy which supposed to be AuheAy AuMy father name is Zen Ansori.
She like coffee in warung coffeeAy (S.
AuMy father is a soldier.
She work in Madura Island.
Sampang Ay (S.
AuMy father is my hero, because she is very good for me.
Ay (S.
AuHe donAot mad to me even I do a But, she tell me how to do a good thingAy (S.
From the data above the researcher found that the student had difficulties in writing pronoun.
The word AusheAy it should be changed into AuheAy, because, my father was a men so it should be used personal pronoun AuheAy.
The studentsAo difficulties in writing pronoun on writing AuherAy which supposed to be AusheAy AuHer fourteen years old.
Now her 9 junior high school.
Her school in the SMPN 1 SukodadiAy (S.
AuHer like drink a bottle of avocado juice.
Her like play Ay (S.
From the data above, the researcher found that the student had difficulties in writing pronoun.
The word AuherAy it should be changed into AusheAy, because the word AuherAy was took place of noun and used as the object of the verb in a sentence.
The word AusheAy was took place of noun and used as the subject of the verb in a sentence.
The studentsAo difficulties in writing pronoun on writing AuherAy which supposed to be AuhisAy AuI have a brother, her name is Eriko.
Ay (S.
From the data above the researcher found that the student had difficulties in writing pronoun.
The word AuherAy it should be changed into AuhisAy.
Because, the word AuherAy was used for a subject woman, and the word AuhisAy was used for subject man.
In the sentence above itAos about the studentAos brother, the brother was a man, so the word AuherAy should be changed into AuhisAy.
The studentsAo difficulties in use AuThen she take a bath and cleaning a bedroomAy (S.
AyShe is usually clean houseAy (S.
AuHe always understand the condition and needs of his childrenAy (S.
From the descriptive text above, the researcher found that the students had difficulties in used determiner.
The students should add word AutheAy before a noun, because the students was wrote about a certain thing, it was house, needs, and bedroom.
So, the sentences above should be changed into Aushe usually houseAy.
Auhe understands the condition and the needs of his childrenAy, and AuThen she takes a bath and cleaning the bedroomAy.
The studentsAo difficulties in preposition Preposition is usually followed by a noun or pronoun.
The studentsAo difficulties in preposition are showed The studentsAo difficulties in writing preposition on writing AuonAy which supposed to be AuinAy .
AuShe was born on LamonganAy (S.
From the data above, the researcher found that the students had difficulties in preposition AuinAy.
The student E-Link Journal Vol.
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e-ISSN: 2621-4156 S3 should use AuinAy not AuonAy.
Because AuinAy was used to show a general place not specific, and AuonAy was used to show a location that was slightly more specific than AuinAy.
Lamongan was general and not specific place, because Lamongan was large and has some areas or district.
So the data above should use AuinAy.
The studentsAo difficulties in writing preposition on writing AuonAy which supposed to be AuatAy .
AuShe up on 04.
03Ay (S.
From the data above, the researcher found that the student had difficulties in preposition, especially in used AuatAy.
The student S3 should use AuatAy not AuonAy.
Because the data above was showed a specific time, so the students should use AuatAy to show the time.
The studentsAo difficulties in writing preposition on writing AuofAy which supposed to be AuforAy.
AuHe can be a father and best friend of his childrenAy (S.
From the data above, the researcher found that the student had difficulties in preposition.
AuofAy was used to show the ownership, reference, and numbers, while AuforAy was used to show the function or the used of an object or other The data above was showed the used of friend, so the word AuofAy it should be cahnged into AuforAy to show the function of friend.
The studentsAo difficulties in writing preposition on writing AutoAy which supposed to be AuforAy AuShe usually making breakfast to familyAy (S.
AuI know he work hard to meAy (S.
AuMy mother was a hero to meAy (S.
From the data above, the researcher found that the students had difficulties in preposition especially in used AuforAy.
The word AuforAy was used to show the function or the used of an object or other thing, while AutoAy was used as a pointer to an object such as place, a person or something that move, to indicate the boundary or end point, and to show a relation between clauses.
The data above was showed the function of the object .
e, famil.
, so the word AutoAy should be changed into AuforAy.
The StudentsAo Difficulties in Writing Descriptive Text on Use Simple Present Tense Simple present tense is used to state fact, activity or repetitive activities.
In a way, this tense is the easiest one if it compared to other tense.
Positive sentence in simple present tense is using verb 1 or to be / is / am / are.
If the subject is a single third person .
e, she, and i.
, verb 1 must be added by suffix Aes / -es.
For example he eats, she goes, it seems, etc.
The formula of simple present tense is:
Positive sentence:
- Subject verb 1 ( s/e.
object/adverb - Subject to be .
s/am/ar.
adjective/adverb .
Negative sentence - Subject do/does not verb 1 object/adverb - Subject to be .
s/am/ar.
not adjective/adverb .
Interrogative sentence - Do/does subject verb 1 object/adverb? - To be .
s/am/ar.
subject adjective/adverb? The studentsAo difficulties in simple present tense is shown below:
The studentsAo difficulties in grammar on writing AuwasAy which supposed to be AuisAy AuMy father was special in my lifeAy (S.
AuHe was the one who always support meAy (S.
AuMy mother was a hero to me, accompany meAy (S.
AuMy mother was a special woman in my lifeAy (S.
An Analysis of StudentsAo Difficulties in Writing a Descriptive Text E-Link Journal Vol.
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p-ISSN: 2085-1383.
e-ISSN: 2621-4156 AuMy father height was around 170 cm and his weight was around 60kg his hair was black and short.
Ay (S.
From the data above, the researcher found that the students had difficulties to use simple present tense in using to be.
Simple present tense uses to be Auis, am, and areAy.
So the data above should use to be AuisAy not AuwasAy.
The studentsAo difficulties in arrange positive sentence of simple present tense AuShe with my grandmother in homeAy (S.
AuHis name Nur EfendiAy (S.
AuShe a hero in the familyAy (S.
AuShe usually making breakfast to familyAy (S.
From the data above, the researcher found that the students had difficulties in use to be AuisAy.
The students did not use to be as in the formula.
The formula is Subject to be .
s/am/ar.
adjective/adverb.
So, after the subject, the students must add to be AuisAy in their For example the sentence that written by S5 and S19 AuHis name Nur EfendiAy this sentence should be changed into AuHis name is Nur efendiAy, and AuShe a hero in the familyAy should be changed into AuShe is a hero in the familyAy.
Another difficulties were shown below:
AuHe like eat a plate of fried rice and drink a cup of coffeeAy (S.
AuMy sister like a plate of fried rice, cupcake and her like drink a bottle of avocado juice.
Ay (S.
AuHer like play game, usually my sister play game with meAy (S.
From the data above, the researcher found that the students had difficulties in arranging the word.
The students did not add Aes or Aees after verb 1 as in the formula.
The formula is Subject Ver 1 ( s/e.
object/adverb.
So, after the verb 1, the students must add to be AusAy or AuesAy in their sentence.
For example the sentence that written by S30 Auhe like eat a plate of fried rice and drink a cup of coffeeAy, the word AulikeAy is as verb 1, so it should be added by Aes.
So, the sentence should be changed into Auhe likes eating a plate of fried rice and drinks a cup of coffeeAy.
The StudentsAo Difficulties in Writing Descriptive Text on Spelling The difficulties in spelling in this research is when the students makes an error in writing a word.
The difficulties are shown below:
AuHe is fery handsomeAy (S.
AuMy mom is verry beautifulAy (S.
AuMy father veri handsomeAy (S.
AuHe woks like as captainAy (S.
AuShe is a bautiful girlAy (S.
The data above are show that the students had difficulties in spelling word.
The sentence AuHe is fery handsomeAy written by S22, the word AuferyAo it should be changed into AuveryAy.
The sentence AuMy mom is verry beautifulAy written by S19, the word AuverryAy it should be changed into AuveryAy.
Same as before, the sentence AuMy father veri handsomeAy written by S20, the word AuveriAy it should be changed into AuveryAy.
The sentence AuHe woks like as captainAy written by S5, the word AuwoksAy it should be changed into AuworksAy, and the sentence AuShe is a bautiful girlAy written by S16, the word AubautifulAy it should be changed into AubeautifulAy.
Based on the result of data analysis above, the researcher found that the students had difficulties in all point.
The studentsAo difficulties was known from the studentAos worksheet, the researcher found that the students had difficulties in generic structure, grammar and spelling.
The students who had difficulties in generic structure did not know how to make a good descriptive text, the students only made a simple descriptive text, they did not describe their family in detail.
The students who had difficulties in grammar didnAot know how to make a correct sentence and they were confused in using simple present tense.
The students who E-Link Journal Vol.
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said before was same with the studentsAo difficulties which researcher found.
The difficulties were in generic structure, grammar, and The Factor that Cause the StudentsAo Difficulties in Writing Descriptive Text The researcher used Bahasa to interview the students, then the researcher translated the interview into English.
Based on the interview, the researcher found the factors that cause the studentsAo difficulties in writing descriptive text are:
Lack of Proficiency in the Text Production Skills Lack of proficiency in the text production skills was one of the factors that caused the studentsAo difficulties in writing descriptive text.
There were some students that said the cause of their difficulties was lack of proficiency in text production skills.
The data from interview were shown below:
The researcher: Auwhat are the causes that make you difficult in writing descriptive text?Ay S17: AuI donAot understand how to arrange a good sentence in English miss, and also because IAom not interest in learning English.
Ay S31: AuI donAot understand about grammar miss, the teacher not explain about it.
Ay The student S17 said that she didnAot understand how to make a good sentence in English, the student S31 said that she didnAot understand about grammar.
So it was the factor that caused her difficulties in writing descriptive text.
The other data from interview were shown S8: AuI am confuse to write a good sentence in English miss.
The material about descriptive text is also difficult for me miss.
Ay S32: AuI donAot understand the grammar and I donAot know how to make a good sentence in English.
Ay S22: AuThe problem is because I donAot understand how to make a good sentence in English miss, so I think that is the cause of my difficulties miss.
Ay S3: I rarely study English and I donAot understand how to make a correct sentence in English.
Ay S19: AuI donAot understand the grammar, the material of descriptive text and I donAot like English lesson miss.
Ay S28: AuThe problem is because I donAot know well about grammar miss, itAos too hard.
Ay Form the data above the students said that the cause of their difficulties was because they donAot understand about grammar and donAot understand how to arrange correct sentence.
It can be said that the cause of their difficulties was lack of proficiency in the text production skill.
Because grammar and how to arrange the sentence are included in the text production skill.
Mastered grammar was important, if the students understood well about grammar they be able to make a good descriptive text.
The students who said that the cause of their difficulties was grammar they said that the teacher did not explain the grammar.
Lack of Knowledge Relating to the Subject Content of the Script to Be Written Lack of knowledge relating to the subject content of the script to be written was one of the factors that caused the studentsAo difficulties in writing descriptive There were some students said that this was the factor that caused their The data from interview were shown below:
The researcher: Auwhat are the causes that make you difficult in writing descriptive text?Ay An Analysis of StudentsAo Difficulties in Writing a Descriptive Text E-Link Journal Vol.
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e-ISSN: 2621-4156 AuS5: AuThe problem is because I forget the material of descriptive text miss.
Ay S8: AuI am confuse to write a good sentence in English miss.
The material about descriptive text is also difficult for me miss.
Ay S19: AuI donAot understand the grammar, the material of descriptive text and I donAot like English lesson miss.
Ay The data above were shown that the cause of the studentsAo difficulties was didnAot understand about the material of descriptive text.
It could be said that the cause of their difficulties was lack of knowledge relating to the subject content of the script to be written.
Because the subject in this case was descriptive text, and the student said that they didnAot understand about the material of descriptive text and they said that the material of descriptive text was difficult to Lack of Interest in Learning English Lack of interest in learning English was one of the factors that caused the studentsAo difficulties in descriptive Some students said they didnAot interest in learning English.
The data were shown below:
S16: AyIAom not interest in learning English.
Ay The students above was said that they didnAot interest in learning English.
There are some students have the same answer as the students above.
The data were shown below:
S1: AuThe problem is because I donAot like English miss, itAos too difficultAy.
S20: AuBecause I donAot like English lesson miss.
Ay S30: AuBecause IAom not interested in learning English.
Ay S26: AuIAom not interested in English.
Ay S17: AuI donAot understand how to arrange a good sentence in English and IAom not interest in learning English.
Ay From the data above the researcher found that the factors that caused the studentsAo difficulties was not interested in learning English.
Most of the students said that they didnAot interest in learning English.
Because, the students think that English was difficult to learn.
Not only that, they said that writing in English is also difficult.
Based on studentAos interview, the researcher only found two factors that same with three factors above, and the researcher found one another factor.
The two factors that same as Graham & Harris .
n Glynn, 2006:.
said were lack of proficiency in the text production skills and lack of knowledge relating to the subject content of the script to be written.
The students said that the caused of their difficulties were they didnAot understand how to made a correct descriptive text and they didnAot understand about grammar.
The other factor that researcher found was lack of interest in learning English.
Most the students of X MIPA 6 said that the caused of their difficulties was because they didnAot interest in learning English.
They said that English was difficult to CONCLUSION The studentsAo difficulties in writing descriptive text at tenth grade students of SMAN 1 Sukodadi are: .
The difficulties in generic structure.
ItAos mean that the student canAot make a descriptive with correct generic structure.
The difficulties in grammar.
ItAos mean that the student canAot arrange the word correctly and canAot arrange simple present tense sentences correctly.
The difficulties in ItAos mean that the students canAot write the correct word in English.
The factor that caused the studentsAo difficulties in writing descriptive text at tenth grade students of SMAN 1 Sukodadi are: .
Lack of proficiency in the E-Link Journal Vol.
7 No.
p-ISSN: 2085-1383.
e-ISSN: 2621-4156 text production skills.
It is mean the student is lack of the proficiency in grammar and lack of the proficiency of how to arrange correct word and sentence.
Lack of knowledge relating to the subject content of the script to be written.
It is mean that the students not understand well about the material of descriptive text.
Lack of interest in learning English.
It is mean that the students not interest in learning English at school.
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