Juanita Siahaan

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DIFFICULTIES IN WRITING DESCRIPTIVE TEXTS

Junita Siahaan*
[email protected]
*Graduated in 25 June 2013 from English Education Study Program of Indonesia University of
Education

Abstract: This paper repotrs on an investigation towards the tenth

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of one senior high school in Bandung. The research used a qualitative
case study as the method and texts analysis as the data collection
techniques. Nine texts written by Low, Mid, and High achievers were
analyzed in terms of schematic structure and linguistic features using
Systemic Functional Linguistics. The findings revealed that the
students representing the middle and high achievers had a good
control about the schematic structure of descriptive text. They also
were able to use appropriate linguistic features. On the other hand, it
was also revealed that the low achievers were still confused in
identifying the schematic structure of descriptive text. Moreover, the
low achievers still needed a lot of improvement as they still made a lot
of mistakes in the text they wrote.

Keywords: Descriptive Text, Systemic Functional Linguistics

Introduction
Writing plays an important role for students who are in the process of learning a
language. In Indonesian school, students are required to learn to write different
text types. There are some types of text that should be learned by tenth graders,
they are: Recount, Narrative, Procedural, News Item and Descriptive.
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E\ DQDO\]LQJ WKH VWXGHQWV¶ WH[W ZULWLQJ $QDO\]LQJ VWXGHQWV¶ WH[W LV YHU\ LPSRUWDQW
to do because it can help (QJOLVK WHDFKHU WR ILQG RXW WKH VWXGHQWV¶ DELOLW\ DQG
difficulties in writing (Lock, 1996). Further, Emilia (2005) stated that research
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VWXGHQWV¶ GLIILFXOWLHV LW FDQ lead the teacher to help VROYH WKH VWXGHQWV¶ SUREOHPV
Research about sWXGHQWV¶ DELOLW\ DQG GLIILFXOWLHV LV LPSRUWDQW WR GR WR KHOS
ERWK WHDFKHUV DQG VWXGHQWV +RZHYHU LQ ,QGRQHVLD UHVHDUFK DERXW VWXGHQWV¶
ability and difficulties in writing each of type text is not many. So, in this research

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Journal of English and Education 2013, 1(1), 114-121

the researcher has a desire to ILQG RXW WKH VWXGHQWV¶ DELOLW\ DQG GLIILFXOWLHV LQ
writing, especially in Descriptive text.
From the elaboration above, this research is intended to find out tenth
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VWXGHQWV¶ WHxt in terms of schematic structure and linguistic features using
Systemic Functional Linguistics. The results of the study are expected to give
contribution for language learning in theoretically and practically. Theoretically,
this study is expected to giYH D UHDO SRUWUDLW DERXW ,QGRQHVLDQ VWXGHQWV¶ DELOLW\ DQG
difficulties in writing Descriptive text. Practically, this research is expected to
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will be more careful in writing and English teachers can help the students to solve
the difficulties they face.

Literature Review
x Descriptive Text
Descriptive text is a text which is intended to describe a particular person,
place or thing. The schematic structure of Descriptive text is divided into two:
Identification and Description. Besides schematic structure, descriptive text also
has its own linguistic features. Linguistic features of descriptive text are: use
specific participant, written in present tense, use linking verbs, use adjectives, use
relational and material processes (Derewianka, 1990; Gerot & Wignell, 1994;
Nafisah & Kurniawan, 2007; Butt, et al, 2000; and also Emilia, 2010).

x Systemic Functional Linguistics (SFL)

Systemic Functional Linguistics (SFL) is a new approach to learn grammar
which has been introduced by Halliday in 1960s. SFL is an approach which sees
language not only as a rule, but also as a resource for making meaning (Lock,
1996; Bloor and Bloor, 2004).

x Transitivity
Transitivity is a system of grammatical resource for construing which
expresses what is going on (Gerot & Wignell, 1994). According to Halliday

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 Juanita Siahaan
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(1994:p.107), there are three types components in transitivity, they are: the
process itself, the participants and the circumstances.
In transitivity system, there are six process types (Eggins, 1994 and 2004).
The first is material process. It can be defined as process of doing something
(Halliday and Matthiessen 2004). It usually uses action verbs. The example:

Enrique eats a mouse

Actor Process: material Goal

Second, Mental processes, are ones of sensing (Halliday, 1994). There are
three types of sensing in mental processes, they are: affective (feeling), cognitive
(thinking), and perceptive (perceiving through the five senses) (Gerot & Wignell,
1994:58). The example:
I like Siberian Husky
Senser Process: mental: Affective Phenomenon

Third, Verbal processes, are processes of saying or symbolically signalling

(Gerot & Wignell, 1994:62). According to Halliday (1994), there are four
participants in verbal processes, they are: Sayer, Receiver, Verbiage, and Target.
I told my secret to my lovely cat
Sayer Process: verbal Verbiage Receiver

My dog observe the cat

Sayer Process: verbal Target

Fourth, Relational processes, are processes which relate a participant to its

identity or description (Butt, et al, 2000:58). There are two types of relational
process: Relational Attributive and Relational Identifying. Relational Attributive
relates a participant to its general characteristics or description; and Relational
Identifying relates a participant to its identity, role or meaning. The examples:

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Journal of English and Education 2013, 1(1), 114-121

Relational Attributive:

He is a Spanish snake
Carrier Relational attributive : Intensive Attribute

Relational Identifying:

His name is Enrique

Token Relational identifying : Intensive Value

Fifth, Behavioural processes, are processes of psychological behavior. The

main participant is called behaver, and it must be a conscious being (Eggins,
1994).
A crocodile lives in the river
Behaver Behavioural Circumstances : Place

Sixth, Existential processes, DUH ³SURFHVVHV RI H[LVWHQFH´ There is only one

participant in existential processes, it is existent (Halliday, 1994).

There are so many cats

Process: existential Existence

Research Methodology
This study used case study as the research designed. This study was
conducted in a class of tenth grader students of one senior high school in
Bandung, but only nine students were chosen as the participants. The nine
students were selected based on the level of their English proficiency in writing
Descriptive text they produced. The nine students were categorized into: low,
middle and high achievers. The three categories were identified by the researcher
and English Teacher.

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 Juanita Siahaan
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Data Presentation and Discussion

In low achievers category, it is revealed that the students were incapacity in
differentiating the schematic structure of descriptive text. The low achievers put
some information which is related to description in the identification.

x Text (Low Achiever)

Siberian Husky is a dog. Siberian Husky looks like a wolf usually. It has
black and white fur and it has long tail. It has the most beautiful eyes in the
GRJ¶V ZRUOG. It was so cute.
Siberian Husky is a friendly dog. Its not aggressive. Siberian Husky has a
very sharp eyes, sometimes the eyes looks like angry ...............

In terms of linguistic features, low achievers show their capacity in using

linguistic features of descriptive text, such as: using specific participants Siberian
Husky), writing in present tense (Siberian Husky looks like a wolf ), using linking
verbs (S.H is a dog), using adjectives (Long, Beautiful), and using relational and
material process (Siberian Husky are still used....., Siberian Husky gained
popularity ....).
On the other side, low achievers also show their struggle to write a
successful descriptive text as they still made a lot of grammatical mistakes in the
text: It was (is) so cute, has a very sharp eyes, The eyes looks (look) , two hamster
(hamsters).
Different from low achievers, in middle achievers category, it is revealed
that the ability of middle achievers in writing is quite better.
Middle achievers show their good control about the schematic structure of
descriptive text. They also show their capacity in applying the linguistic features
of descriptive text in the text they wrote.

x Text (Mid achiever)

Panda is wild animal. It usually found in central western and south western
china. Panda also live in bamboo forest........................
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peoples. Panda has a large body, distinctive black patches around the eye, over
the ears, and across its round body....................................

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Journal of English and Education 2013, 1(1), 114-121

In terms of processes, middle achievers show some improvements from the

low achievers. Different from the low achievers in which the texts were
dominated by relational process, in these middle achievers¶ WH[WV WKH WRWDO XVH RI
relational processes and material processes are almost similar. This proves that
middle achievers have better capacity in using processes in writing descriptive
texts.
On the other hand, middle achievers show their immaturity in English
Grammar as they still made some mistakes. Examples: Some panda live in a few
mountain range, WKDW¶V ZK\ SDQGD HDVLO\ recognize (recognized) by, more cute
(cuter), peoples (people).
Different from low and middle achievers, high achievers show greater
ability in writing.

x Text (High achiever)

Goat is one of the farm animal beside chicken, cow, and horse. It lives in a
large steppe, but some goat lives at mountain......... .
Goat has four legs, two eyes, two ears, one mouth, one nose, and two horns.
The horns is sharp and strong. It has short and small tail. Goat has round eyes
and horizontal pupil...........................

In schematic structure, high achievers show their good control about the
schematic structure of descriptive text. They also show their capacity in applying
the linguistic features of descriptive text, such as: specific participant (Goat),
written in present tense (It is herbivore), linking verbs (Farm goat is docile),
adjectives (wild, strong).
In terms of processes, high achievers are better than low and middle
achievers. High achievers use more amounts of processes in the text than the low
and middle achievers.
However, in terms of English grammar, high achievers still made some
mistakes. For example: Goat is one of the farm animal (animals), The horns is
(are) sharp, It often eat (eats) grass, he usually trick (tricks).

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 Juanita Siahaan
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Conclusions
From the text analysis, it is revealed that the students from middle and high
achievers have good control about the schematic structure of descriptive text. In
terms of linguistic features, almost all the students have ability in implementing
the linguistic features in the text they wrote. In terms of transitivity process, all the
students showed their good ability in applying it, but middle and high achievers
showed better ability in using processes.
On the other hand, it is also revealed that low achievers were still confused
in identifying the schematic structure of descriptive text. Moreover, the low
achievers seemed to have less sense about English Grammar. They made a lot of
mistakes in the text they wrote.
Regarding the conclusions above, it is recommended that further study
could be done (if using the same research method) involving large number of the
participants, and used other metafunctions, such as textual metafunction and
interpersonal metafunction. This is suggested to see clearer and comprehensibly
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