The descriptive text is the first place to analyse because it is the beginning type of text taught in Junior high school. To be specific, it is focused on the student’s ability in composing descriptive text. Vocabulary is the key.īased on the problem above, the researcher aims to discuss the students writing ability. They are facing some materials that demand them to master much more vocabularies. For that reason, teaching vocabulary is considered essential, especially for the age of first grade in junior high school. They are still confused in identifying word class such as verb or noun. Moreover, some of them do not know ordinary words in English. Oftentimes, the researcher found out that students are difficult in arranging a sentence or even they have no idea to say some words in English.
The students find it difficult to arrange the words into correct sentence, let alone making the sentences to be logical and systematic paragraphs.
How to classify the word into right word class is another problem for the students. It brings English to be more unfamiliar for the students. One of the possible causes of students’ weaknesses in coping up with descriptive text is the teachers tend to use Indonesian or their vernacular, Sundanese, rather than the English one.
Therefore, many students consider it as the hardest subject to learn. Besides, the students have lack interest in English. The lack of the vocabularies can be seen when the teachers ask them in English and they do not even understand. However, many students of junior high school still lack of vocabularies which make them difficult to compose any writing text. Since writing descriptive text is included in the curricula, all the first grade students of the junior high school must accomplish it well. They need to have knowledge of the topic, the convention and style of the genre, and the context in which their writing will be read. They who write within a certain genre need to consider a number of different factors. According to Harmer (2007: P.327), genre represents the norms of different kinds of writing. 3).īased on KTSP (education curriculum in Indonesia) there are five genres of the text that must be taught to students in junior high school. More than a century, genre has been defined as written texts that are primarily literary, entirely defined by textual regularities in from and content, fixed and immutable, and classifiable into neat and mutually exclusive categories and subcategories (Johns 2002:P. However in practise, the term genre is not new. Therefore this curriculum is a genre-based approach. In this curriculum, the students must be able to understand and create various kinds of short functional and monolog texts in the form of descriptive, procedure, recount, narrative, and report ( standar isi dan standard kompetensi, 2006:P. TEFL is compulsory in Junior High School according to the school based curriculum. Since English is acknowledged as necessary to enable Indonesians to involve in global community, it is taught even from kindergarten. The keys of comprehending this research are provided in this chapter. This chapter presents the research foundation including background of the study, research questions, the aims of the research, research methodology in general, scope of study and its paper organization. THE USE OF MODELING IN TEACHING DESCRIPTIVE TEXT