STUDENTS' DIFFICULTIES IN WRITING DESCRIPTIVE TEXT: A CASE

STUDY AT THE EIGHTH GRADE OF MTS AL-AMALUL KHAIR

PALEMBANG

A Research Proposal by:

Chisty Allodya Febiana (2020205054)

1. INTRODUCTION

1.1 Research Background

Writing is one of the most important language capabilities that students need to acquire.

Pratiwi (2012) stated that using written language is the best approach to convey ideas, feelings,

and impressions. By writing activities, it actually helps students to convey their opinions. Huy

(2015) said that writing could also help students in support reading text effectively and help

them to express their ideas. Furthermore, writing plays an important role in life.

Despite its importance, writing is considered a difficult skill to be acquired. According

to Irawati (2015), when compared to other language abilities that one might acquire, writing is

regarded as the most difficult and difficult language talent to learn. Many students complain

that they cannot write because writing is challenging because, according to Adas and Bakir

(2013), Writing can be one of the most challenging things in the English language to master

because what is written must be relevant and connected to the topic being discussed. In addition

to that, we have to be familiar with the many components writing, such as vocabulary, syntax,

and conjunctions. Students have trouble producing descriptive texts, especially with grammar.

As stated Jayanti (2019) students still need help in writing because they need more words in

their vocabulary.

One of the texts that should write is descriptive text. Noprianto (2017) said descriptive

text is a form of writing that is applied by the writer whenever he or she wants to describe how
something seems, smells, feels, acts, tastes, and sounds. Josephine S.M. Wulandari, and

Widyati, U. (2007), The objective of the descriptive text is to communicate, and it does so by

describing a specific person, place, or thing. The descriptive text has a generic structure; first,

identification introduces where or who the subject is being described. Second, the descriptive

text also describes qualities and characteristics of the supporting part of the paragraph, which

describe in detail to assist the reader in seeing and feeling the subject.

Depsite its importance, writing a descriptive text is a difficult. According to Quintero’s

(2008:60), students’ difficulties in writing descriptive text are problems with grammar,

punctuation and lexical choice. They result a negative impact on the content and the general

understanding of a text. In addition, the students got problems in using “Have” and “Has”. For

example, in descriptive text have is to be for the plural, and has is to be for the singular.

However, most of the students are still difficult to differentiate the both. It makes them have

difficulties in lexical choice and use of relational verbs to describe person, place and something.

Based on the explanation above, students have difficulties in writing descriptive text. First, the

students get problems in using appropriate grammar to make good sentences. In addition, the

students get difficult in using generic structure to organize their ideas in written form. Then,

the students do not understand the use of simple present tense such as “have” and “has” to

describe specific topic in writing activity. For example, in descriptive text have is to be for the

plural, and has is to be for the singular. However, most of the students are still difficult to

differentiate the both.

Preliminary study was conducted by interviewing one of the teachers of English at MTS

Al-Amalul Khair Palembang. The teacher said that the descriptive text is taught to the eighth

grade students in the second semester at MTS Al-Amalul Khair Palembang academic year

2023/2024. In addition, the teacher said that the students often faced difficulties with

vocabulary which was still limited, using grammar which was still incorrect. Some students
possess limited vocabulary and poor understanding of grammar. (Conducted an interview with

the eighth grade English teacher (Mrs. Nova) by asking several some questions related to the

title of my research. Asking whether the subject matter of my research is being studied by eight

grade students at Smp Al-Amalul Khair Palembang and asking permission if I can conduct

research at Smp Al-Amalul Khair Palembang on 21 February 2024.)

Some experts conducted studies on students' difficulties in writing descriptive text.

First, a study conducted by Annisa on Smp Darrusalam Medan. Showed that the students found

difficulties to use punctuation and capitalization in writing descriptive. The students’ felt

difficult in using grammar lack of vocabulary and mechanics. Another research conducted by

Duha on Smp 2 Telukdalam. The result of data analysis showed that: the students’ difficulties

in writing descriptive text consist of difficulties in generic features, textual language,

syntactical language, spelling, and other students’ difficulties in writing descriptive text:

capitalization, finding and organizing ideas. And third research conducted by Rianto on Smp

Brawijaya Smart School (BSS) Malang. Showed that the major difficulty faced by the students

was vocabulary mastery.

Based on explanation above, the researcher was interested to analyze the difficulty

faced by the students when writing descriptive text. Therefore, the researcher conducted a

research entitled “STUDENTS' DIFFICULTIES IN WRITING DESCRIPTIVE TEXT: A

CASE STUDY OF EIGHTH GRADES” at the eight grade of MTS Al-Amalul Khair

Palembang in 2023/2024 Academic Year.

1.2 Problem of the Research

Based on the background, the research problem is: What are the students Difficulties in

writing descriptive text at eighth grade of MTS Al-Amalul Khair Palembang?

1.3 Objective of the Research

 Based on the research problem above, the objective of this study is: to find out the eighth-

grade students' difficulties in writing descriptive text at Mts Al-Amalul Khair Palembang.

1.4 Significance of the Research

In this research, there are two significances of the research, namely:

1. Theoretically Contribution

The study's ultimate purpose is to provide further information and knowledge to readers,

particularly English Department students and lecturers who are interested in reading this article.

2. Practically Contribution

Practically, this study is expected to have contribution for the following:

a. For the teachers English

This study will is expected to be used as one of the consideration in the teaching and learning

process.

b. For the reasearcher

The researcher expects that this study will provide new insight into the difficulties in writing

descriptive text. This study is expected to her experience in education research.

c. For Other Researchers

The researcher expects that this study will be helpful as a guide for future researchers

interested in learning more about the difficulties students’ in writing descriptive text, as well

as how it might benefit society.

2. LITERATUR RIVIEW

2.1 Writing

2.1.1 Definition of the Writing

Writing is one way of expressing themselves where students can express their ideas,

feelings, thoughts, even arguments and knowledge into a piece of paper filled with writing
Nurfidoh & Kareviati (2021). Writing is a process of expressing ideas or thoughts in the form

of written words which will provide information for those who read them Damayanti (2022).

Even so, writing is a skill that is not easy to master, especially if you write in a foreign language

that is not yet fluent.

Students consider writing in English to be difficult because they are worried about using

punctuation, spelling, pronunciation, grammar, vocabulary, structure, and other factors that

influence it Irine & Misrita (2020). This also makes writing in English sometimes difficult for

students. To make good writing, there are 4 (four) steps that must be considered, namely

planning, drafting, editing, and final version Ismayanti & Kholiq (2020). In the planning step,

students decide what they want to write by taking into account the purpose of writing, the target

audience, as well as the content and structure of the writing. In drafting, they write down the

ideas that come up roughly. In the editing step, they edit the ideas into better paragraphs or

writings. Then in the final version, they can finalize their writing from all aspects until it

becomes good writing and is ready to be read. The students find it difficult to come up with

ideas when they write. Most of them write sentences that are not precise because of their lack

of knowledge about grammar. Some students can't even finish their writing because they run

out of time due to lack of vocabulary and ideas that must be poured (Yoandita, 2018). To write

well, students need to have ability, effort, and a strong desire. Students must also under-stand

in advance the type of text they will write Duha (2022). According to the 2006 BNSP, there

are five types of English text that are taught in schools (especially at the junior high school

level), namely descriptive, narrative, procedure, recount, and report. What will be discussed in

this paper is writing descriptive text.

2.1.2 The Process of Writing

According Pohan (2018) there are five stages of the writing process:

a. Pre-writing
Choose a topic, define your audience and intent, brainstorm ideas, and organize content.

b. Drafting

Write down your thoughts in sentences and chapters. Compose the first draft of the piece using

your pre-writing method after putting it

into action.

c. Revising

Edit the text. You are making improvements that will enhance your writing.

d. Proofreading

At this point, finish the editing by searching for grammatical, spelling, capitalization and

punctuation errors.

e. Publishing

The final stage is to publish as you know how to show your writing to an audience. You should

add images or read your work out loud.

2.1.3 The Components of Writing

Components of Writing are important things in something, like ingredients in a recipe of

cakes or others. According to Huges (2008), writing has at least five components. They are as

follows:

1) Content The content of the writing should be clear to the readers so that the readers can

understand the message that is conveyed from the content. To have good content the writing,

content should be completed and not ambiguously.

2) Organization in writing includes coherence (all ideas have to be weld, in the right order, and

clear), order of importance (arranging and building the ideas to give a strong ending in a

paragraph), general to specific or specific to general (arranging the topic sentence to make a

general statement followed by a series of supporting sentence with specific, details, examples,
and facts. On the other hand, specific to general is contrary to general to specific), chronological

order (the paragraphs are organized chronologically, events and details are arranged in the order

in which they occurred, usually moving from the first to the last), and spatial pattern (telling

how something looks and is more effective in describing).

3) Grammar is the placement of grammatical form and syntactic patterns. Grammar refers to

the system of rules and principles that govern the structure and formation of sentences in a

language. It encompasses various elements such as syntax (word order), morphology (word

formation), and semantics (meaning). Understanding grammar is essential for constructing

clear, coherent, and grammatically correct sentences in writing.

4) Vocabulary One of the requirements of good writing always depends on the effective use of

words. Vocabulary refers to the collection of words and phrases that a person knows and uses

in their language. It includes both common words and specialized terminology related to

specific fields or domains. A rich and diverse vocabulary allows writers to express themselves

precisely and effectively, choosing the most suitable words to convey their ideas accurately.

Developing vocabulary skills involves learning new words, understanding their meanings, and

using them appropriately in writing.

5) Mechanics The use of mechanics is due to capitalization, punctuation, and spelling

appropriately. The use of favorable mechanics in writing will make the readers easy to

understand the conveyed ideas or the messages that are stated in writing.

2.2 Descriptive Text

2.2.1 Definition of Descriptive Text

According to Khasanah (2019) a text has the aim of describing something, such as an

animal, a thing or a person. The purpose of writing descriptive prose is to convey the writer's

experience. In general, descriptive writing focusses on defining a given place, a certain place,
people, occurrence, object or location. It attempts to activate the five senses of the reader to

invoke the sights, sounds, smells, tastes, and feel of the subject of the text. In addition, Siburian

(2013) the descriptive text is a paragraph that is described as a set of sentences that are closely

connected in thought and serve a commentary function that is often used to explain what a

person looks like and behaves like, what a position looks like, and what an object looks like.

In the descriptive text, students should arrange their thoughts objectively and interact

with others in depth as they wish to identify persons, locations or objects. Because of that the

researcher choose a descriptive text. In the first year of junior high school, especially in the

second semester, students learn how to read descriptive text. But the researcher thinks that they

already know a lot about the descriptive text.

2.2.2 Generic Structur of Descriptive Text

The basic structure of the descriptive text consists of identity and definition. Identification

is about presenting the topic or object to be described, while the definition is a short description

of who or what the subject is. Wardani and Waris (2014) said that if you are prompted to

construct descriptive code, make sure the structure is as follows:

a. Identification

In the first paragraph of this section, the aims to define anything that will be represented or

depicted. Identification is an important term to familiarize the reader with a person, place, thing,

or idea we have previously discussed before discussing the characteristics of that thing.

b. Description

This section, which begins in the second paragraph and continues on from there, discusses a

topic that you had already introduced to the reader in the first paragraph.

2.2.3 Language Feature of Descriptive Text

 Language features have an important role in descriptive text because it is one of the

aspects used when someone writes text in English. Language features help writers not

experience difficulties making sentences using tenses, verbs, adjectives, and adverbs in the

form of paragraphs. Descriptive text usually has several specific features. According to Husna

(2017), the descriptive text uses adjectives, adverbs, and comparisons to help describe

something and also uses students' five senses - how it feels, smells, looks, sounds and tastes.

According to Jayanti (2019), the language features of the descriptive text focus on simple

present tense, action verbs and adjectives. According to Knapp (2005), the grammatical

features of descriptive text are as follows:

a. Simple Present Tense

The simple present tense is the tense that is most often used to describe something clearly.

According to Masruddin (2019), expressing thoughts, feelings, or experiences in writing is

possible using the simple present tense. The simple present tense is also used when an event is

ongoing or recurring and describes something that usually happens for example: cooking,

working, drinking, walking, running. Examples:

1) You get up at five every morning.

2) Jasmine is cooking the pasta right now.

3) The teachers are sitting at the library now.

b. Simple Past Tense

The Simple Past is an expression of stating that something began and ended at a certain

point in the past (Anjarani & Indahwati, 2019). Simple past tense is a verb tense that refers to

previous actions or habits that have already been done in the past, for example: took, made,

shouted, kicked, studied, etc.

Examples:

1) They bought a new house two weeks ago.

2) Mr. Yuda got a luxury car yesterday.

3) Mrs. Anne lived in Toronto for fifteen years.

c. The Relational Verbs

Relational verbs are verbs used to help clarify the main verb. Relational verbs classify

and describe a phenomenon’s appearance, attributes, and pieces or functions (is, are, has, have).

Examples:

1) My favorite book is Tuesday with Morrie, which has a great moral.

2) Elephants do not have wings, but they have two big ears.

3) The Apple Pie has a unique topping on it.

d. Mental Verbs

Mental verbs are commonly employed to communicate emotions. Mental verbs can be

used to describe feeling in the description. According to Pascual et al. (2008), mental verbs

frequently function as the main verb in a complex sentence that contains a subordinate

complement as its grammatical object.

Examples:

1) I felt bored when studying in an online class.

2) He remembered the story about Pinocchio because he watched it last night.

3) My father imagined at the future; he would become a soldier.

e. Action verbs

Action verbs state that the subject is doing an action or something is happening or

performing by someone in the text. Compared to other types of words, action verbs are also

more likely to be related to environmental movements Bedny & Caramazza (2011).

Examples:

1) Halima wins a singing contest.

2) The teacher asks students to prepare a sheet of paper.

3) I drink strawberry milk in the morning.

f. Adjectives

In a sentence, the adjective gives additional information to nouns. According to Jayanti

(2019), adjectives are frequently referred to as modifying a noun or pronoun. Adjectives can

be used to describe word since it conveys information about the characteristics of something

for example: expensive, beautiful, happy, etc.

Examples:

1) They have a little daughter, she is gorgeous.

2) My mother just brought a luxury bag.

3) Lily loves her own hair, because she has curvy hair.

g. Adverbs

Adverbs can provide additional explanations in a sentence to give a more detailed

description. According to Bowers (1975), adverbs such as rapidly, slowly, tragically, etc., are

morphologically derivations of adjectives produced by adding the ending -ly.

Examples:

1) My grandmother always smiles at me cheerfully.

2) We shouted too loudly.

3) My friend answered all the questions correctly.

2.2.4 Example of Descriptive text

The table below provides one type of descriptive text: a place description. This section

provides a descriptive text included with the analysis of its generic structure:

Title “Wakatobi”

Identification Wakatobi is the name of an archipelago and regency in Sulawesi Tenggara,

Indonesia. The names of the four largest islands in the archipelago—
Wangiwangi, Kaledupa, Tomea, and Binangko—were combined to create
 the name Wakatobi. Do you know what? It is the best diving spots have
ever existed.

Descriptive There are a lot of reasons why Wakatobi is consider to be the best diving
location ever. First, due to the dry climate and uplifted limestone, Wakatobi
diving's reefs are distinct from others in the area. This indicates that
Wakatobi has particularly clean surroundings because there isn't much
soil erosion. Second, Wakatobi reefs are protected, and fishing is strictly
prohibited because the area is a national park. These beautiful reefs are
supported and preserved by the nearby fishing villages, who receive a fair
part of the profits made by Wakatobi dive tourism in exchange for
implementing more sustainable practices, such as keeping significant coral
lengths undeveloped. Third, compared to the two most well-known diving
locations in the Caribbean Sea, which have only 50 species each, and the
other 300 species in the red sea, Wakatobi is positioned at the center of the
world's coral reef triangle, with 942 fish species and750 coral reef species
from a total of 850 worldwide collections.
Source: britishcourse.com

2.3 Difficulties in writing Descriptive text

In learning writing descriptive text, the students should use appropriate structure of

descriptive text which helps them in arranging the words and sentences to make good paragraph

to be written. According to Quintero’s (2008:60), students’ difficulties in writing descriptive

text are problems with grammar, punctuation and lexical choice. They result a negative impact

on the content and the general understanding of a text. In addition, the students got problems

in using “Have” and “Has”. For example, in descriptive text have is to be for the plural, and

has is to be for the singular. However, most of the students are still difficult to differentiate the

both. It makes them have difficulties in lexical choice and use of relational verbs to describe

person, place and something.

Based on the explanation above, students have difficulties in writing descriptive text.

First, the students get problems in using appropriate grammar to make good sentences. In

addition, the students get difficult in using generic structure to organize their ideas in written

form. Then, the students do not understand the use of simple present tense such as “have” and
“has” to describe specific topic in writing activity. For example, in descriptive text have is to

be for the plural, and has is to be for the singular. However, most of the students are still

difficult to differentiate the both.

2.4. Previous Related Study

To support this research, The researcher takes three previous studies as inspiration and

consideration in conducting the study.

The first previous study by Annisa (2022), entitled “Student’s Difficulties on Writing

Descriptive Text by Eighth Grade of Smp Darussalam Medan” aimed to investigate an

overview of students' difficulties in writing descriptive text through linguistic problems. The

writer employed observation, interview, and documentation to collect the data. The data

analyzed by using Mile and and Huberman’s (1984) which covered from data reduction, data

interpretation, and drawing a conclusion. The results show students found difficulties to use

punctuation and capitalization in writing descriptive. The students’ felt difficult in using

grammar lack of vocabulary and mechanics. In addition, the practice of writing essays also

makes students skilled in writing. With practice, students will know the difficulties they face

in writing to know the quality of their writing. The studies above have the same focus, namely

the study of students' difficulties in writing descriptive text, the difference is that this research

investigates an overview of students' difficulties in writing descriptive text through linguistic

problems.

The second study by Duha (2022), entitled “Students’ Difficulties in Writing Descriptive

Text” aimed to find out the students’ difficulties and causes of the students’ difficulties in

writing descriptive text at eighth grade of SMP Negeri 2 Telukdalam. This research use

qualitative method. The data were collected by documentation, interview, and observation. The

result of this research showed that (1) the students’ difficulties in writing descriptive text
consist of difficulties in generic features, textual language, syntactical language, spelling, and

other students’ difficulties in writing descriptive text: capitalization, finding and organizing

ideas; (2) the causes of the students’ difficulties in writing descriptive text were because of

psychological problems: less motivation, less practice of writing, less interested in learning

English, less confidence, and having poor thought that English and writing difficult; linguistic

problems: lack of grammar and vocabulary mastery; and cognitive problems: lack of

background knowledge of capitalization, punctuation, and spelling; moreover, less media of

learning was also one of the causes of the students’ difficulties in writing descriptive text. Based

on the finding, it is concluded that the students at the eighth grade of SMP Negeri 2 Telukdalam

have difficulties in writing descriptive text. It is suggested that writing descriptive text should

be learned and taught intensively. Same as the first study, the studies above have the same

focus, namely the study of students' difficulties in writing descriptive text. The difference is

that in this study, researchers also looked for causes of the students' difficulties in writing

descriptive text.

The third study by Rianto (2017), entitled “A Case Study: Students’ Difficulties in

Writing Descriptive Text in the First-Year Students at SMP Brawijaya Smart School (BSS)

Malang” aimed to describe the difficulties and strategies used by the students in writing

descriptive text by highlighting two research problems; 1) the students’ major difficulty and 2)

the students’ strategy to solve the difficulty. This study implemented case study as the research

design and triangulation data to validate this research. The instruments are teacher’s interview

guide and students’ questionnaire which was calculated manually using frequency Likert-type

scale. The findings of this study were as follows; 1) the major difficulty faced by the students

was vocabulary mastery, and 2) The students used bilingual dictionary as the strategy to solve

vocabulary difficulty. In addition, students were preferred to often write in English in solving

tenses used difficulty, and for expressing idea the students familiar to used their own
background knowledge. Based on the result of this study, it is suggested to the students to learn

about words in English as many as they can to add their vocabularies. For the teachers, it is

suggested that they have to apply any strategy to increase students’ vocabularies. For the future

researchers, it is suggested that they may do research in term of the strategies that can be used

to increase students’ vocabulary mastery. The similarity of this study was the method that

designed by using case study.

3. METHOD

3.1 Research Design

This researcher used descriptive qualitative to find out the students' difficulties in

writing descriptive text at eighth grade of MTS Al-Amalul Khair Palembang. Creswell (2016)

defined that qualitative research is a type of research that explores and understands meaning in

number of individuals or groups of people originating from social problems. Based on Arikunto

(2016) reveals that descriptive research is research that is intended to gather information about

the status or existing symptoms, which according to what their symptoms at the time of the

research. Yin, R. K. (2014) defines a case study is a research method that involves an in-depth

investigation of a particular individual, group, event, or phenomenon within its real-life

context. It often utilizes multiple sources of data, such as interviews, observations, documents,

and archival records, to provide a detailed and holistic understanding of the case under study.

3.2 Participants of the Study

Participants in this research will be taken from students at MTs Al-Amalul Khair

Palembang. According to Cresswel (2012), the researcher can choose place and participants to

discover the answers of the main real problem explored in a study. Purposeful sampling

techniques will be used for participants in this research. As according to Palinkas et al., (2013),

purposeful sampling is generally utilized for qualitative research in order to identify and choose

a lot of information which is concerned with intended case. Additionally, Dornyei (2014)

emphasized purposeful sampling as a technique to find individuals who can provide rich and

varied insights into the phenomenon under investigation so as to maximize what we can learn.

Researchers will use one class from five classes in grade eight at MTs Al-Amalul Khair

Palembang. Then, researchers will use homogeneous sampling methods in this research.

Homogeneous sampling is a purposeful sampling technique that aims to achieve a

homogeneous sample, namely a sample that has units (people, cases, etc.) that have the same

(very similar) characteristics. The researcher will select eight students 4 (Male) and 4 (Female)

who have the lowest scores in writing descriptive text to participate in interviews to find

authentic information about students' difficulties in writing recount text at the eighth grade

students of MTs Al-Amalul Khair Palembang. This is based on information and

recommendations provided by the English teacher at MTs Al-Amalul Khair Palembang.

3.3 Data Collection

For the purpose of data collection, the researcher will use interviews to find out the

answer to the students' difficulties in writing descriptive text at the eighth grade students of

MTs Al-Amalul Khair Palembang. Researchers will conduct interviews using qualitative

methods. According to Creswell (2012), the interview take place when researcher asks open-

ended questions the participants in general and record the participants' answers. To obtain in-

depth information, semi-structured interviews will be used in this research. According to Ahlin

(2019), semi-structured interviews are a qualitative approach to collecting data that includes a

number of survey questions that will be asked of all respondents while providing an opportunity

for more detailed inquiry into topics that arise during the researcher-respondent discussion.

According to Kallio et al., (2016), the reason for using semi-structured interviews is because

they have proven to be versatile and flexible. Therefore, it is hoped that the semi-structured

interviews that will be conducted with these students will help researchers obtain more accurate

data.

3.4 Data Analysis

As previously stated, interviews will be used to collect data. The data will be analyzed

after being collected by the researcher in order to fulfill its intended aims. Thematic data will
need to be used in analyzing this research. According to Braun & Clarke (2006), thematic

analysis is a qualitative research method that can be used broadly across a variety of

epistemologies and research questions. It is a method for identifying, analyzing, organizing,

describing, and reporting themes found in a data set. Supported by Maguire and Delahunt

(2017), thematic analysis is the process of recognizing themes in qualitative data. It can be

concluded that thematic analysis will be used in this research to determine students' difficulties

in writing descriptive text.

3.5 Establishement of Trustworthiness

Trustworthiness is the last step in establishing qualitative research. According to

Creswell (2012), validating findings have several ways, they are triangulation, member

checking, external audit. Among these three, the researcher used member checking. Creswell

(2012) suied that member checking is making sure the points by writing or speaking by

interview. The researcher used the method because it was appropriate for this study to give

confirmation of results, more comprehensive data, improved effectiveness, and more

understand about this study. And then to carried out member checking, the researcher started

to ask questions with a transcript. After that, the researcher gave a conclusion of the interview

and asked the participants to confirm. Last, that participants said yes and agreed about the

transkrip. And the last, the researcher finally had the consent about the data.
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