TEACHING DESCRIPTIVE TEXT THROUGH
ENGLISH EDUCATION PROGRAM
FACULTY OF TEACHERS TRAINING AND EDUCATION
BOGOR IBN KHALDUN UNIVERSITY
Alhamdulillah, In the name of Allah, the Beneficent and The Merciful. Thank to Allah the Almighty lord of the world who has given the writer mercy, blessing, and health until nowadays.
Shalawat and Salam to our Prophet Muhammad SAW, who has brought us to the lightness.
This paper submitted to fulfill one of the requirements for final examination of English education program of Fkip Bogor, which the writer has brought into accomplishment for the formal study.
The writer realizes that paper is far from being perfect, it is because of her limited ability of knowledge, so she would welcome any idea, comments and criticism for sporting this paper. Although this paper is still less perfect, the writer hopes that it will be useful for those who read this paper.
Bogor, 21 Juni 2011
Paragraph analysis is one of the scientific material comprehensive readings that are important for students to know. Sometime a student understands all the sentences in a reading passage, but skill do not understand what say as a whole is. This is because student does not know how the material is organized. Teacher therefore tries to help the student understand how the information is organized in the passage. Teachers do this by teaching student find the topic, find the main idea, find the major supporting details and find minor supporting detail as a method of teaching students to find main ideas and understand paragraph relationship presented. Reading comprehension on denotes the ability to read words the meaning at these individual words as wall as to understand the meaning at the groups at these words. In development of modern world, English is wide of spread in every country.
English as an international language is used in some sector especially trade, industry education, literature, culture, and so on. Recently the government has been trying to increase English as compulsory subject. In educational curriculum, the government has been increasing human resource quality to master English the constitute one of the forms realizing development objective. The English language is one of the subjects that must be learned at school as the foreign language. Paragraph analysis in the movie can make students interesting to analysis the paragraph more, so that students not feel boring in learning process. The writer has chosen the topic because she thinks that teaching paragraph analysis using English movies will make the student easier to learn comprehension reading. Teaching paragraph analysis through English movies can give motivation to student in improving comprehension reading ability. Teaching paragraph analysis through English movies will bring the student to be courageous in learning to find mind idea through English movies.
A. Definition of Writing Skill
Writing is a tool to communicate between writer and the reader, by writing the writer can tell the reader about information, situation, and many others. Writing is an effort to create a dialogue with readers. And it involves exploring our relationship to our reader in much the same way that me explore our relationship to people we talk to.
Writing skill is a creative act. Through writing, we can make sense something such as experience, stories, text or events and many others. From writing, we can communicate each other, send a message and give information to other people.
B. Definition of Descriptive
A descriptive paragraph is used to describe what a person looks and catch. Writer is telling the reader how something strikes the sense, how it looks, smells, sounds, and fells even something how it tastes, descriptive writing uses movies. In teaching writing, teacher must be able to make an innovation and interesting method, to make him students easy to express heir ideas. A teacher to improve heir students can use many techniques. Writing ability such as using picture, letters, movies, advertisement and many others. Every teacher has to choose the best techniques to make the students interested to learn. Descriptive details allow sensory recreations of experiences, objects, or imaginings. In other words, description encourages a more concrete or sensory experience of a subject, one which allows the reader to transport himself or herself into a scene. Writing that lacks description is in danger of being plain or overly general. The most important factor in writing exercises is that students need to be personally involved in order to make the learning experience of lasting value. Encouraging student participation in the exercise, while at the same time refining and expanding writing skills, requires a certain pragmatic approach. The teacher should be clear on what skills he/she is trying to develop. Next, the teacher needs to decide on which means (or type of exercise) can facilitate learning of the target area. Once the target skill areas and means of implementation are defined, the teacher can then proceed to focus on what topic can be employed to ensure student participation. By pragmatically combing these objectives, the teacher can expect both enthusiasm and effective learning.
C. Language as a tool of communication
People in the world need to communicate to each other in order to do or achieve what they want or need. To do this, people must be able to express their feeling and thought by using a communication tool that is a language. Language is primarily an instrument of communication among beings in a community. There are four language skills to be taught to the students. There are: Listening, Speaking, Reading, and Writing. The most frequent from used is writing. The English language is one of the subjects that must be learned at school as the foreign language.
The most important factor in writing exercises is that students need to be personally involved in order to make the learning experience of lasting value. Encouraging student participation in the exercise, while at the same time refining and expanding writing skills, requires a certain pragmatic approach. The teacher should be clear on what skills he/she is trying to develop. Next, the teacher needs to decide on which means (or type of exercise) can facilitate learning of the target area. Once the target skill areas and means of implementation are defined, the teacher can then proceed to focus on what topic can be employed to ensure student participation. By pragmatically combing these objectives, the teacher can expect both enthusiasm and effective learning.
Based on the preliminary study, the researcher found some problems related to the English instructional activities those are the students' low speaking ability, the students' low motivation in learning English, and the monotonous and inappropriate teaching techniques used by the teacher. Therefore, the researcher is greatly motivated to overcome the problem by implementing role-playing technique in teaching speaking. The researcher employed collaborative classroom action research design, in which the researcher was assisted by a collaborative teacher (a colleague) in conducting the study. The research is conducted in a single class that consists of twenty four students, in which all of the students are taken as the subjects of the study. The procedure of the research consists of four main steps: planning, implementation, observation and reflection. To collect the data, the researcher uses some instruments i.e. observation checklists, field notes, and questionnaire.
In any classroom, interaction plays a key role to the success of the learner. Teaching online means moving that interaction in a direction that is self-directed yet connected to the content. The learner in the online course stills needs the human interaction that provides the framework for content to take on meaning in the learner’s mind. This paper provides an overview of three guiding principles, dialogue, reflection and energized activity in designing an online learning environment that provides meaningful interaction. Both motor-perceptive skills and interaction adeptness are usually required in conversation. Many times this pairing calls upon effective understanding of the two in order to implement oral exercises in an effective manner. Motor skills involve perceiving, recalling, and articulating in the correct order text and structures of the movie. Interaction skills involve making decisions about write, such as what to say and how to say it. Keeping in mind the difference, the class level should play a large part in determining which of the two skills are predominately used during the course.
The general characteristics of descriptive writing include:
• elaborate use of sensory language
• rich, vivid, and lively detail
• figurative language such as simile, hyperbole, metaphor, symbolism and personification
• showing, rather than telling through the use of active verbs and precise modifiers
Descriptive writing appears almost everywhere and is often included in other genre, such as in a descriptive introduction of a character in a narrative.
• Observe, and then describe an event.
• Think of a person or object that stands out in your memory. Write a description of that subject.
• Find an example of descriptive writing; explain the elements that make this a good example.
One of the most important skills you need to learn is to paint a movie in the mind’s eye of your readers. The more vividly you can paint your images or movies, the better your messages will be comprehended (and acted upon)
Descriptive writing is a style of writing that takes readers inside the characters, scenes, and settings by providing detailed and vivid descriptions of the elements of the story. Executed correctly, readers will feel like they are the characters in the time and place described. There are specific elements that are used by writers to create a descriptive piece of work that effectively brings the reader "inside" the story.
1. Descriptive writing uses the five senses to draw readers into the experiences of the characters. Often, descriptive writing will use several senses to describe the characters, setting, or props within a story. For instance, an author that uses descriptive detail may describe a log cabin by first describing the wood that makes the cabin, the setting surrounding it and then continue to describe the smell of being inside, or the sounds around it at night. The idea of using sensory description is to "show" all the details of a story to the reader rather than "tell".
2. Figurative language is often used in descriptive writing to compare something to another thing. It's another way to create "imagery" within a reader's mind by comparing a setting, object, or person in the story to something known to the reader. There are many ways to use figurative language. Metaphors connect objects equally, "That angel helped me figure out what went wrong". While similes compare two things, but also keep them separate at the same time, "She is as sweet as an angel when she helped me figure out what to do". Similes use "like" or "as" to describe similarities. Hyperbole compares two objects with exaggeration added, "I could eat a whale right now".
3. Descriptive writing uses active verbs rather than passive. Active verbs make the reader feel as if the action is happening "right now", as they're watching. Precise modifiers, nouns, and adjectives are also used in the language. Specific nouns are chosen to describe characters, settings, and objects rather than general nouns. Adjectives and adverbs are chosen carefully.
4. Organization is important in descriptive writing. The writing may be organized based on the order of importance, spatial relations, or chronologically. A writer may begin by describing a character's outer appearance, continue to describe the thoughts passing through the character's mind, and proceed to describe what the character does. Descriptive writing may be organized by the who, what, when, where, and why or by each sense; see, hear, taste, touch, and smell.
5. Descriptive writing is found in every genre of literature. It can also be used in writing essays. Often, first person "I" is used because this is the easiest way to write descriptive writing. It's easier to describe what you are seeing, hearing, tasting, feeling, and smelling. Whereas, describing these elements from a character's point of view takes more practice
Descriptive details allow sensory recreations of experiences, objects, or imaginings. In other words, description encourages a more concrete or sensory experience of a subject, one which allows the reader to transport himself or herself into a scene. Writing that lacks description is in danger of being plain or overly general.
1. Characterized by or containing description; serving to describe, "The descriptive variable"; "a descriptive passage"
2. (Linguistics / Grammar) Grammar (of an adjective) serving to describe the referent of the noun modified, as for example the adjective brown as contrasted with my and former
3. Relating to or based upon description or classification rather than explanation or prescription descriptive linguistics
Writing descriptively helps the reader experience the subject. Some examples of descriptive writing include travel articles and advertisements. A descriptive essay provides a snapshot of a particular scene or a movie video of an event. A well-written descriptive narrative brings all of the senses alive–smell, touch, taste, sound and sight. Here are a few suggestions to help you on your way to writing descriptively.
One of the most important skills you need to learn is to paint a movie in the mind’s eye of your readers. The more vividly you can paint your images or movies, the better your messages will be comprehended (and acted upon
Harmer, Jeremy. 2000. How to Teach English. Boston: Longman.