the problem faced by students in writing, Study notes of English Philology

Download the problem faced by students in writing and more Study notes English Philology in PDF only on Docsity! THE PROBLEM FACED BY STUDENTS IN WRITING DESCRIPTIVE TEXT IN INDIVIDUAL WORK AND GROUP WORK AT EIGHTH GRADE IN SMPN 1 TINGGIMONCONG A THESIS Submitted to The Faculty of Teacher Training and Education Muhammadiyah University of Makassar in Partial Fulfillment of the Requirement for the Degree of Education in English Department IRFA DILA 10535606814 ENGLISH EDUCATION DEPARTMENT FACULTY TEACHER TRAINING AND EDUCATION MUHAMMADIYAH UNIVERSITY OF MAKASSAR 2018 FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN UNIVERSITAS MUHAMMADIY AH MAKASSAR PENGESAHAN Skripsi atas nama A, NIM 10535 6068 14 diterima dan disahkan oleh Keputusan Rektor Universitas Muhammadiyah FH / 2019 M, tanggal 28 Januari 2019 M. sebagai panitia ujian skripsi b Makassar Nomor, 0018 | salah satu syarat guna f Sarjana Pendidikan pada Jurusan Pendidikan Bahasa Inggris $1 Faki g Makassar pada hari J 4. Dosen Penguji =} Terao lst SURAT PERNYATAAN Saya yang bertanda tangan di bawah ini: Nama : IRFA DILA NIM : 10535 6068 14 Jurusan : Pendidikan Bahasa Inggris JudulSkripsi : The Problem Faced by Students in Writing Descriptive Text in Individual Work and Group Work at Eighth Grade in SMPN 1 Tinggimoncong Gowa Dengan ini menyatakan bahwa skripsi yang saya buat di depan Tim penguji adalah hasil karya saya sendiri bukan hasil ciptaan orang lain dan dibuatkan oleh siapapun. Demikianlah pernyataaan ini saya buat dengan sebenar-benarnya dan saya bersedia menerima sanksi apabila pernyataan ini tidak benar. Makassar, Desember 2018 Yang Membuat Pernyataan IRFA DILA ABSTRACT IRFA DILA, 2018. The Problms Faced By Students in Writing Descriptive Text in Individual Work and Group Work at SMPN 1 Tinggimoncong. Thesis, English Education Department, The Faculty of TeacherTraining and Education, Muhammadiyah University of Makassar. Supervised by Erwin Akib and Muhammad Astrianto Setiadi. This research aimed to find out the students’ problems to write descriptive text in individual work and group work at the students VIII.3 of SMPN 1 Tinggimoncong. The data was collected by using instrument. The instrument was writing test to find out the students’ problems to writing descriptive text in in individual work and group work. In analyzing the data, the researcher used Descriptive Qualitative Analysis. The sample of theresearch was the Students at VIII.3 of SMPN 1 Tinggimoncong consisted of 24 student. Based on these findings, it can be concluded that the students in writing descriptive text in individual work have problem. The studentswere confused how to arrange the words in writing descritive. While in group work, the students have problems in writing descriptive text,that were thestudents felt disturbed and cannot focus with the team when the team was noisy. The students need more explanation and practice in writing descriptive text. Keywords: Students’ Problems, Writing Descriptive Text, Individual Work and Group Work ABSTRAK IRFA DILA, 2018. Masalah yang dihadapi oleh siswa dalam menulis teks deskriptif dalam pekerjaan individu dan kerja kelompok di SMPN 1 Tinggimoncong. Tesis, Jurusan Pendidikan Bahasa Inggris, Fakultas KeguruandanIlmuPendidikan, Universitas Muhammadiyah Makassar. Dibimbing oleh Erwin Akib dan Muhammad Astrianto Setiadi. Penelitian ini bertujuan untuk mengetahui masalah siswa dalam menulis teks deskriptif dalam pekerjaan individu dan kerja kelompok pada siswa VIII.3 SMPN 1 Tinggimoncong. Data dikumpulkan dengan menggunakan instrumen. Instrumennya adalah tes menulis untuk mengetahui masalah siswa dalam menulis teks deskriptif dalam pekerjaan individu dan kerja kelompok. Dalam menganalisis data, peneliti menggunakan Analisis Kualitatif Deskriptif. Sampel penelitian ini adalah siswa kelas VIII.3 SMPN 1 Tinggimoncong yang terdiri dari 24 siswa. Berdasarkan temuan ini, dapat disimpulkan bahwa siswa dalam menulis teks deskriptif dalam pekerjaan individu memiliki masalah. Para siswa bingung bagaimana mengatur kata-kata dalam tulisan secara deskriptif. Sementara dalam kerja kelompok, para siswa memiliki masalah dalam menulis teks deskriptif, yaitu siswa merasa terganggu dan tidak dapat fokus dengan tim ketika tim berisik. Para siswa membutuhkan lebih banyak penjelasan dan latihan dalam menulis teks deskriptif. Kata kunci: Masalah Siswa, Menulis Teks Deskriptif, Kerja Individual dan Kerja Kelompok LIST OF CONTENTS TITLE PAGE………………………………………………………………... i APPROVAL SHEET..................................................................................... ii COUNSELLING SHEET .………………………………………………… iii SURAT PERJANJIAN.…………………………………………………… v SURAT PERNYATAAN.………………………………………………… vi ABSTRACT ................................................................................................... vii ACKNOWLEDGMENT ............................................................................ .. viii LIST OF CONTENTS.…………………………………………………… ..x LIST OF TABLES ......................................................................................... xii LIST OF FIGURES.............……………………………………………….xiii LIST OF APPENDICES............................................................................... xiv CHAPTER I: INTRODUCTIO A. Background ............................................................................................. 1 B. Problem Statement ................................................................................. 4 C. Objective of the Research ....................................................................... 5 D. Significance of the Research ................................................................... 5 E. Scope of the Research ............................................................................. 5 CHAPTER II: REVIEW OF RELATED LITERATURE A. Literature Review..................................................................................5 B. Some Pertinent Ideas............................................................................ 6 1. The Concept of Writing................................................................. 6 2. Descriptive Writing....................................................................... 13 3. Concept of individual work and group work ............................... 20 C. Conceptual Framework.......................................................................... 24 CHAPTER III: RESEARCH METHOD A. Research Design..................................................................................... 26 B. Population and Sample........................................................................... 26 C. Instrument of The Research................................................................... 27 D. Procedure of Data Collecting................................................................ 27 E. Technique of Analyzing The Data......................................................... 28 CHAPTER IV: FINDINGS AND DISCUSSION A. Findings................................................................................................... 31 B. Discussion................................................................................................35 CHAPTER V : CONCLUSION AND SUGGESTION A. Conclusion...............................................................................................38 B. Suggestion .............................................................................................. 38 BIBLIOGRAPHY……………………………………………………………. APPENDICES………………………………………………………………... LIST OF TABLE Table 3.1 Table of the content……………………………………………….28 Table 3.2. Table of the organization…………………………………………29 Table 3.3. Table of classificatin of score……………………………………..30 CHAPTER 1 INTRODUCTION A. Background English is one of favorite subject in some schools, but sometimes some of students are dislike this subject because of the situation in the class. In Indonesian English is as a foreign language. Those it is a common problem to face a passive class because the students are unresponsive when the teacher give more explanation or avoid instruction with their teacher. In Indonesia, English has become the first foreign language which is taught from elementary level up to university. Englishis also intensively used in international communication, in written as well as in spokencommunication. In addition, many books of science and technology, art, other published issues are written in English. In English language, there are four skills to be mastered. They are listening, speaking, reading and writing. Writing is one of the four language skills which is very important to learn. As it know, writing is not easy. Among the skills, writing is the most difficult skill to be learnt, because it needs hard thinking in producingwords, sentences, and paragraph at the same time. Writing is one of the language skills that should be taught besides the other skills. Writing is regarded as a productive skill it aims at assisting students in expressing their idea written. Write about the things you love about your country or something that you find interesting about your country. Include the things that set your country apart from the rest of the world. To write clearly it is essential to understand the basic system of a language. In English this includes knowledge of grammar, punctuation and sentence structure. Vocabulary is also necessary, as is correct spelling and formatting. Writing is a complex process that allows writers to explore thoughts and ideas, and make them visible and makes thought available for reflection. When thought is writing down, ideas can be examine, reconsidered, added, rearrranged, and changed ( Ghaith, 2002). In writing a descriptive text, thestudents often found some difficulties although they have been guided by their teachers to write it. There were some difficulties that students face during writing the descriptive paragraph. First, the problem in developing the ideas, sometimes, it is also found that some paragraphs were written in one sentence only. The idea of theparagraph was still not clear.Second, the problem in organizing the ideas to write a descriptive text, to write a descriptive paragraph, the students can organize their ideas by identifying the topic and give the descriptions about the topic.Third, the students found difficulties in grammar. Grammar difficulties will influence certain patterns of how words are put together to form the correct sentences Some students were still in doubt with choosing the correct words while composing descriptive text. Lack of vocabularies made the students confused in developing their ideas. In this case the students have to choose correct words that they need. The Fifth difficulty was students’ related with spelling, punctuation and capitalization. Based on this phenomenon, it can be concluded that students made some mistakes in mechanic aspect. Spelling, punctuation and capitalization difficulties can also affect the meaning of the sentences in a paragraph; they made the reader confused on the contiguity meaning of the sentences even of the paragraph. Writing is more difficult than others skill since it needs more aspects. It involves many different elements such as grammar, vocabulary, organization of ideas, spelling, and punctuation marks. Therefore, the students have problems to make good writing. The purpose of this study is to know the problems faced by students in writing essay both in individual work and in group work. The research design in this research is descriptive qualitative because in this research the data of the study were analyzed qualitatively in the form of descriptive. B. Research Problem Based on the backround above, the researcher formulate research questions as: “what are the problems faced by the students in writing descriptive text in individual work and group work ?” C. Research Objective Based on the problem statement above, the objective of the research is to find out the difficulties faced by the students in writing descriptive text in individual work and group work at SMPN 1 Tinggimoncong Malino Gowa increased in different scores. There was increasing by students at the end action of second cycle. The research findings indicated that use of writing process approach could increase the students’ writing skill. The means scores of students in Diagnostic test was 59.84 became 66.64 in cycle 1, and after revision in the cycle 2 the mean score in cycle 2 was 70.79 by implemented of sentence outline. Askar, (2012). Improving the Students in Writing Descriptive Text Through Contextual Teaching and Learning (CTL) Approach (A classroom action research at class VIII.A of SMP Negeri 1 Bajeng Kabupaten Gowa ), under the thesis of English Education Department, the faculty of Teachers Training and Education, Mumammadiyah University of Makassar, The findings of this research were the improvement of the students in writing descriptive text throught contextual teaching and learning (CTL) Approach and the students participantion in learning process. Based on the research findings, it can be concluded that this research are different in using kinds of strategy on students’ writing but the research concerned in the students’ environmental proferences in writing, it means focus on environment situasion of students prefer in writing descriptive text. B. Some Pertinent Ideas 1. Concept of writing a. Defenition of Writing The definition of writing has several meaning. According to Jhon Langan in his book, that writing is treated as a process. This means that when you first write something down, you have already been thinking about what you are going to say and how you are going to say it.Then after you have finished writing, you read over what you have written and make change and corrections. Therefore, writing is never a one There are many different definitions about writing given by experts from many resources. According to Axelrod and Coopers(1985:3) said, “ Writing is a complex processs and as such contains element of mystery and surprise. But we know and believe that writing is a skill that anyone can learn to manage. According Marriane C. Murcia(1991) said, Writing is the ability to express one’s ideas in writing form is a second or foreign languange Meyers (2005:2) in Risan stated that writing is a way to produce languange you do naturally when you speak. Ur (1996) says that writing is the expression of ideas and conveying of a massage to the reader. According to Harmer (2007) writing as an activity consisting of a member of processes a writer has to go through in order to produce in its final from for a wide variety of purposes. According Bereiter and Scardamalia (1987) in Hammann indicated that writing is a way for students in all content areas to make meaning for themselves as well as to learn how to think and communicate in their particular domains. From some opinion above, it can be concluded that writing is an act, or process of building the large unit of ideas, thinking, and feeling that expresses throught graphic symbols, to form word, sentence, and paragraph. Writing is a part of languange skill, which requires and elliptical ability in order to construct a brief and a good order of sentence. b. The Component of Writing The good writing skill can be analyzed to group and varied skill. Heaton in Andi Eva (2013:8) divided component of writing into five main areas. The are content, organization, grammar, vocabulary and mechanics. 1. Content The content of writing is about the ability to think creatively and develop thoughts, excluding all irrelevant information. It should be clear for the readers sothat the readers can understand the message convey and gain information from it. In order to have a good content of writing, its conten should be well unified and completed. This term is usually know as unity and completenss, which become characteristic of good writing a) Unity The writing regards to have good unity, if it has some main ideas and the sentences contained in it develop that idea. The main idea is stated in the topic sentence and each or very supported sentences and related to thet idea of the topic sentences. If a writer wants his writing is unified, he or she should not include the sentences tht do not support the main idea of the topic sentences. b) Completeness Writing is said to have completeness if the main idea have explained and develop fully completeness. The controling idea with b) Punctuation Punctuation can halp the readers to identify should be taken as a unit of meaning and suggest how the units of it relate to each other. c) Spelling It is very importend rule follows in using spelling appropriately. Using of spealling has three rules; they are suffixes addition such ad ding gerund or present participle, plural formation, and the change of certain words. c. Types of Writing There are four basic types of writing students will learn as class become more writing intensive 1. Narrative Narrative text is a story with complication or problematic events and it tries to find the resolutions to solve the problems. An important part of narrative text is the narrative mode, the set of methods used to communicate the narrative through a process narration. The purpose of narrative text isto amuse or to entertain the reader with a story 2. Descriptive Descriptive text is a text which say what a person or a thing is like. Its purpose is to describe and reveal a particular person, place, or thing. 3. Expository Expository is to the point and factual. This category of writing includes definitions, instructions, directions and other basic comparisons and clarification. 4. Persuasive Persuasive is to influence the reader to assume the author’s point of view. The author will express personal opinions in the piece and arm him or herself with avidace so that the reader will agree with him or her. d. Process of Writing Writing is a complex combination of skills which is best taught by breaking down the process. The writing process involves a series of steps to follow in producing a finished piece of writing. Educators have found that by focusing on the process of writing, almost everyone learns to write successfully. By breaking down writing step-by-step, the mystery is removed and writer’s block is reduced. Most importantly, students discover the benefits of constructive feedback on their writing, and they progressively master, and even enjoy, writing. Although they will often overlap, and sometimes students will move back and forth between them, the writing process can generally be broken down stages. When a student learns to internalize the 5 steps of the writing process, he or she will likely produce a logical and well-written composition. Here are five steps towards creating or identifying your personal writing process. 1. Prewriting: This is the planning phase of the writing process, when students brainstorm, research, gather and outline ideas, often using diagrams for mapping out their thoughts. Audience and purpose should be considered at this point, and for the older students, a working thesis statement needs to be started. 2. Drafting: Students create their initial composition by writing down all their ideas in an organized way to convey a particular idea or present an argument. Audience and purpose need to be finalized. 3. Revising: Students review, modify, and reorganize their work by rearranging, adding, or deleting content, and by making the tone, style, and content appropriate for the intended audience. The goal of this phase of the writing process is to improve the draft. 4. Editing: At this point in the writing process, writers proofread and correct errors in grammar and mechanics, and edit to improve style and clarity. Having another writer’s feedback in this stage is helpful. 5. Publishing: In this last step of the writing process, the final writing is shared with the group. Sharing can be accomplished in a variety of ways, and with the help of computers, it can even be printed or published online 2. Concept of Descriptif a. Definition of Descriptif text People are different, and writing description of people is different. You are probably already aware of some of the complications because you have often been asked,”What’s so-and- like?” In replying, you might resort to identification, an impression, or a character sketch, depending on the situation. Let’s examine each. a) Identification Although you might provide identification, you would probably want to go further than that. Used mainly in official records and documents, identification consists only of certain statistical information (height, weight, age), visible characteristics (color of hair, skin, and eyes), and recognizable marks (scars, birthmark) Adelstein (1976:149). b) Impression Unlike the identification, the impression may not identify a person, but it does convey an overall idea of him or her. Many details may be missing, yet the writer does provide in a few broad strokes a general feeling about the subject. Although impression is usually less complete and informative than identification, it may be more effective in capturing an individual’s striking or distinctive traits. Adelstein (1976:150) c) Character Sketch More complete descriptions of people are usually called character sketch; they may also be referred to as profiles, literary portraits, and biographical sketches. As its name indicates, a character sketch delineates the character of a person, or at least his or her main personality traits. In the process, it may include identification and an impression, but it will do more than tell what people lookor seemlike: it will show what they are like. A character sketch may be about a type rather than an individual, revealing the characteristics common to the members of a group, such as campus jocks, cheerleaders, art students, religious fanatics, television devotes Adelstein (1976:151) 2. Description of a place. In describing a place for example a room, what should you describe first? The walls? The Floor? Unlike a chronologically developed paragraph, there is no set pattern for arranging sentences indescriptive paragraph. It is not necessary to begin with one area and then proceed to another one. Nevertheless, the sentences should not be randomly arranged. The description must be organized so that the reader can vividly imagine the scene being described. To make the paragraph more interesting, you can add a controlling idea that states an attitude or impression about the place being described. And the arrangement of the details in your description depend on your subject and purpose . 3. Description of a things To describe a thing the writer must have a goodimagination about that thing that will be describe. Besides, to make our subjects as interesting and as vivid to our readers as they are to us: using proper nouns and effective verbs. a) Using Proper Noun In addition to filling our descriptive writing with concrete details and figures of speech, we might also want to include a number of proper nouns, which, as we know, are the names of particular persons, places, and things. For example; Arizona, University of Tennessee. Including proper nouns that readers recognize easily can make what we are describing more familiar to them. b) Using Effective Verb We know how important verbs are to narration, but effective verbs can also add much to a piece of description. Writers use verbs to make descriptions more specific, accurate, and interesting. For instance, “the wind had chiseled deep grooves into the sides of the cliffs” is more specific than “the wind had made deep grooves.” The verb chiseled also gives the reader a more accurate picture of the wind’s action than made does Buscemi (2002) mouth shut, and puzzling out some answers without giving in to any and every distraction that comes along. Individual work can help students : a) Gain independence to think things through on their own; b) Improve confidence in working through a problem, even when they don't feel certain about every step; c) Work at their own level, rather than having to adapt to suit their group members; d) Practice self-control—both in staying focused on the task at hand, and in having the willpower to avoid turning to a neighbor or asking the teacher for the answer; e) Get more comfortable taking actions on their own; f) Gain creativity and effective thinking processes that can apply to problem solving across a range of subjects and types of issues; As for when to use it, individual work can be a good filler for a chunk of time when there's a set of problems or a big, hovering question that it would behoove everyone to ponder on their own. Plus, it can be a good way to re-focus or re-center a class, or get everyone on the same page (or at least, on their own personal parts of the same-ish page) before diving into a bigger project or discussion. Advantages and Disadvantages of Individual Work ( Charles : 1987) 1. You can work in your own pace not depending on someone else. You can decide what to do when. 2. You can concentrate easier and work faster. If you are working on a familiar task, you can get it done quicker since there are no outside interactions and extra meetings. 3. You get the whole credit for the work you do since you are working alone! There won’t be any situations where one does less but gets the same credit with others. 4. You get to make your own decisions. 5. You are the sole responsible for the job. If you fail, it is your fault. There aren’t any others to blame it for. 6. You have to motivate yourself. There are no others to motivate you for getting things done. 7. You can get bored working all by yourself. There isn’t anyone to talk to, share ideas with or get help from. 8. When you are working alone, if you get sick or need to take days off, the work will be delayed because there won’t be anyone to continue it for you. b. Grup Work The National Associaton (1947) Group work as a service to the group where the ultimate goal to help improve adjustment members of social, and the purpose of both to help the group reached the goals thet approved by the comunity. Gisela Konopa ( 1972) suggests that group work is an approach to direct resuscitate individuals through the development of its capacity as connecting him with his group. Group work can help students: a) listening to and respecting others' ideas; b) thinking about one problem in a variety of ways; c) getting to a deeper level understanding through having to explain a perspective and discuss it with folks with different perspectives; d) dividing up tasks and delegating responsibilities; e) sharing knowledge and abilities to get a better hold on a problem than they could individually; f) holding group members accountable—and being held accountable back. Advantages and Disadvantages of Grup Work (Charles : 1987) 1. Working in teams increases collaboration and allows brainstorming. As a result, more ideas are developed and productivity improves. 2. Two or more people are always better than one for solving problems, finishing off difficult tasks and increasing creativity. 3. Everyone is unique and has different skills, backgrounds and experiences. Therefore, others in a team can help you see things from a different angle. CHAPTER III RESEARCH METHOD A. Research Design This research uses qualitative descriptive research method. Qualitative descriptive studies is a comprehension summarization, in everyday terms, of specific, events experienced by individuals or groups of individuals. To some researcher, such a qualitative design category. The research is applied a qualitative method that is used natural setting to describe the factual phenomena. Descriptive research is research to “describe” a situation subject, behavior, or phenomenon. Its answer questions of who, what, when, where, and how associated with a particular research question or problem todescribe the problem faced by students in writing descriptive text in individual work and grup work at SMPN 1 Tinggimoncong. The research uses purposif sampling technique in which researcher relies on his or her own judgment when choosing members of population to participate in the study so the researcher can judge for themselves the issue of what the problems by students in writing descriptive text in individual work and group work. B. Population and Sample 1. Population This research conducted at the seventh grade students of SMPN 1 Tinggimoncong Malino. The population consisted of five classes, it is VIII.1, VIII.2, VIII.3, VII.4 and VIII.5. It has 171 students. 2. Sample The researcher choses VIII.3 at the seventh grade students of SMPN 1 Tinggimoncong as a sample of this research, it consisted of 24 studentsand the research use purposive sampling. The students of this class are less in mastery of writing descriptive taxt than the other class. Therefore, the researcher will take this VIII.3 class . Cohen (2014) says that purposive sampling, the case include in the sample is the basis of judgment of typicality or possesion of the particular characteristics being sought. Purposif sampling is sampling technique in which researcher relies on his or her own judgment when choosing members of population to participate in the study so the researcher can judge for themselves the issue of what the problems by students in writing descriptive text in individual work and group work. C. Instrumet of the Research The instrumen of this research is given to students is written descriptive text from of picture.Researcher given two assigments to students, the first is to write text descriptive text in induvidual work and the second is to write descriptive text in group work. They write descriptive paragraph to know some information about the problem of students in writing descriptive text in individual work and group work. D. Procedure of Data Collecting. In data collecting: 1. The students are given the test. 2. The students are given about 60 minutes to answer the test. 3. The students are submitted. E. Technique of Data Analysis The data analysis technique starts by collecting the data. The data collects through observation of text descriptive, after that researcher select the data which related to this research. When the data already select, next the researcher can see the differences and problems that faced to the students when writing descriptive text in individual work and grup work. 3.1. Scoring of writing ability by analytic system Item Analysis Score Description Content 90-100 80- 89 70-79 Excellent: Transition from one idea to another is smooth and provides reader with clear understanding that topic is changing. Very Good: Some transition of ideas evidence. Good : There are few transitional markers or CHAPTER IV FINDINGS AND DISCUSSION This chapter consists of two section namely finding and discussion. It show the results of findings of the research and discussion more about the findings. The finding of the research deal with the answer of the research question about theproblems faced by the students in writing descriptive text in individual work and group work. A. Findings The findings of the research were based on the research questions answer. The question about the problem faced by studentss in writing descriptive text in individual work and group work. 1. Individual work a. Content A descriptive text shoild contain many sentences which it explain the object clearly by using characteristics object. The students must know the thing that they want to describeit, because background knowladge of the object will be related to the content aspect. Content aspect sometimes the students have problem because they don’t know the thing that should be described by them and from the students ,the students just wrote 1 paragraf in the test, after in the interview the students said “ i was confused what arrange the words , as the result the little sentence”. Another students make paragraf descriptive focused on the object but sometimes just explain with minimum characteristic of the object. b. Organization The other aspect that is organization aspect, base on the data the are some students don’t know the generic structure of descriptive text include intoduction paragraf, body and concluding paragraf, althougt they cannot mention the generic structure of descriptive text . The students can’t develop and support the main idea to make descrptive text to be a good organisation for example “ Pantai losari is beautiful” , the students syas beautiful but the students don’t say about the reason of beautiful. The result of the observation, also found that when the students were given to the text, the students choose to write the first text in Bahasa then translate to English languange so requires more time. And when working on the individual work, some students don’t have much time to work alone without the other people. 2. Group Work a. Content Based on the data analysis the problems is the most of the content descriptive text instead of the idea of all membes group, but only a few participating in the work on the text but the students can shere information with the team work, it can be seen from the result of the work. The ideas developed by students vary so that the sentence used is not connected with the previous sentence. b. Organization The problem found by researchers is that the lack of students' understanding of generic structures such as inroduction, body and conclusion, can be seen from the results of students who did not use the conclusion paragraf. From some problems about content and organization, researchers found a problem about some students who did not participate in the exploration of text, and also in group work students tended to be noisy and difficult to regulate or discipline. Based on the data analysis, students who worked descriptive text with individual work and group work have a considerable difference, from the results of the students' writing the researchers find the value of students who work on descriptife texts in groups get a higher value than individual work (can seen Figure 4.1), this is certainly because student work has lots of ideas or information from group work even though not all of them participated. While individual work students must work alone, starting from determining ideas, translating sentences and writing sentences. understand the contents of the text the findings supported by the data obtained. And interview with another students as follows “ i was confused what arrange the words , as the result the little sentence. The result of the observation, also found that when the students were given to the text, the students choose to write the first text in Bahasa then translate to English languange so requires more time. And when working on the individual work, some students don’t have much time to work alone without the other people. Some students in writing descriptive taxt in individual work feel more focused to work because there is no disorders then others, like most of their prefer to individual work they get value is good and some students . The findings the research also revealed that not all the students wrote concluding is well that stating back the thesis and sum up the contents of descriptive text and there are students is not understanding about structure descriptive text start from introduction, contents and the conclusion, although before the resesrcher give to the test, the researcher explain about descriptive text. The students writing descriptive text in Group work have a good value because most of them to divide the task of each when perform tasks. There is a wrote, looking for the translation and contruct the words. The porblem is although not little students also relaxed in doing and there are only silence. When in the interview was admitted to not be doing to helping friend and there is also said my friends is smarter than me, let me her alone were doing. Based on the data analysis, the students in writing descriptive text in group work have te result is good alt hough is not ideas of all member of the group and group work and sometimes members of the group has a different thinking and make the student have a choose the opinion of which will be used. The result of the study showed that the problems in in group work were more significant than the problems in the individual work. There were several factors. First in group work, the students tended to deppend on their friends job while they were busy with their own activities without doing the assignmant. The second, in group work the leacturer was more difficult to control the class during the teaching and the learning process. CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion Based on the result of the data analysis and the research findings and discussion in the previous chapter , the research concludes that the problem by students in writing descriptive text in individual work and group work at SMPN 1 TINGGIMONCONG. It can be seen from the drawn conclusion as follows: a. Individual Work 1. The student was confused what arrange the words in writing descritive text in individual work. 2. The some students is not understand about generic structure in writing descriptive text in individual work b. Group Work 1. The students feel disturbed and not focus with the team is noisy in writing descriptive text in group work. 2. The score that get from the results of the group work not the score of the whole students B. Suggestion Based on thr result of this research, the researcher puts some suggestion as follow: Harmer, J. 2007. How to teach writing. London: Longman. Hilda,Monika.2013.http://plus.google.com/105818729454107886829/posts/8oejg metCFs. Accessed on July 31, 2018 Ivery. 2012. The Use Sentence to Improve students’ Writing Ability at the Second Grade of SMPN 4 Sungguminasa Gowa. Makassar: University Muhammadiyah Makassar. Jack, C. Richards and Theodore, S. Rodgers. 1986. Approaches and Methods in Language Teaching. New York: Cambridge University Press Jo, M. Donough. and Christopher, Shaw. 1993. Materials and Methods in ELT. Cambridge: Blackwell Publisher. Langan, Jhon. 1985. College Writing Skill with Readings (Fifth Edition).America :McGraw Hill Companies. Miller, George. 1986. The Prentical-Hall Reader. New Jersry: Prentice-Hall. Morin, Amanda. https://www.verywellfamily.com/four-types-of-writing-620805. Accessed June 7, 2018 Murcia, C. Marianne. 1991 . Teaching English as a Second or Foreign Languange. Buston: Heinle Publisher Oxford Dictionary. 2008. Oxfordn Advanced Learner’s Dictionary of Current English, Oxford University Press Risan, Rahmad. 2011. Using Juxtaposing Picture in Improving Descriptive Writing Skill of the Second Year Students of SMAN 1 Alla. Makassar: Faculty of languanges and literature Universitas Negeri Makassar Susanti Indah. 2017. has conducted a research entitle “Improving Students Ability at Writing Descriptive Text by Using the Learning Cell Learning Strategy. Medan : faculty of Tarbiyah Science and Teachers Training State Islamic University of North Sumatra Medan. Ur, Penny. 1996. A Course in languange Teaching . Melburne: Combridge University Wardiman, Artono. 2008. English In Focus for Grade VII High School(SMP/MTS). Jakarta: Pusat Pembukuan, Departmen Pendidikan Nasional. 40 Woodson, Linda. 1982. Froom to Compositio. Illiois: Scott, Foresmand and Company. https://teamweek.com/blog/2017/04/teamwork-vs-individual-work-which-is- better/. (Accessed June 8, 2018) http://www.personalbrandingblog.com/teamwork-vs-individual-work/. (Accessed March June 10, 2018) https://cirt.gcu.edu?research/developmentresources/research_ready/descriptive/ov erviuw . (Accessed on June 10, 2018) http://ejournal.unp.ac.id/index.php/elt/article/viewFile/4555/3600. (Accesed on June 10, 2018) APPENDIX I A. Evaluasi in Individual Work. Name : Class/no : Please write a short Descriptive text about this Picture. 18. Rifki VIII.3 19. Sandi S VIII.3 20. Selvina S VIII.3 21. Siti Azizah Zaqinah VIII.3 22. Siti Rovifah Nurul Aisyah VIII.3 23. Ummul Nur Khaliza VIII.3 24. Vira Alfia Suryani VIII.3 APPENDIX III The students scoring in individual work NO Name Content Organization Sum 1. Al Zaim Hanif k 25 25 50 2. Anantasya Lili Febrianti 25 30 55 3. Exel Renza Navarro 30 35 65 4. Fila Nurren 20 20 40 5. Fitrezklyani 30 40 70 6. Gabriella Massidi 45 40 85 7. Irhen Laudy Astriani 35 45 80 8. Lasaufa Sahwa Salihin 20 20 40 9. Lhatifa Uaraenah 20 30 50 10. Marsyela Amril B 35 30 65 11. Muh. Dandi Ramadhan 20 20 40 12. Muh. Ishak 30 35 65 13. Muh. Oka Ismail 35 35 70 14. Muh. Wahyu Ramadhan 35 35 70 15. Nadiyah Auliah 20 20 40 16. Nur Asisya 25 30 55 17. Putri Amelia Sri 25 20 45 18. Rifki 20 20 40 19. Sandi S 25 35 60 20. Selvina S 20 25 45 21. Siti Azizah Zaqinah 35 40 75 22. Siti Rovifah Nurul Aisyah 20 25 45 23. Ummul Nur Khaliza 45 35 80 24. Vira Alfia Suryani 40 45 85 Total 680 735 1415 The studants scoring in group work NO Name Content Organization Sum 1. Al Zaim Hanif k 35 35 70 2. Anantasya Lili Febrianti 40 40 80 3. Exel Renza Navarro 45 50 95 4. Fila Nurren 40 45 85 5. Fitrezklyani 45 45 90 6. Gabriella Massidi 45 45 90 7. Irhen Laudy Astriani 45 45 90 APPEDIX V CURRICULUM VITAE Irfa Dila, was born on June 8 th , 1996 in Kalosi, South Sulawesi. The researcher is the oldest child of Ibrahim and Marlia. In 2002, the researcher started her education at SDN No. 92 Bembeng and graduated in 2008. In the same year, she continued SMPN 7 Alla’ and graduated in 2011. Then, she continued her study at SMAN 1 Alla’ in 2011 and graduated in 2014. In the same year, she continued her study as a student of English Department, Faculty of Teacher Training and Education, Muhammadiyah University of Makassar.