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------------------------------------------------------------------------------------------CHAPTER I INTRODUCTION Background of the Problem Writing is a
medium of communication that represents language and emotion
through the inscription or recording of signs and symbols. Through
writing, the writers can express and explain their own ideas or feelings.
It is an ability to combine between words and thoughts. In summary,
writing is a process of creating ideas, generating them, and well
organizing them to communicate with others and express our ideas,
and the result in paper or screen. Writing like any other skill, has its
mechanical components.
These include handwriting, spelling, punctuation, and the construction
of well-formed sentences, paragraphs, and texts (Harmer, 2004, p.44).
Those components are needed to help the writers in their writing. If the
writers mastering those components, means they are good in writing.
Writing has many forms. All of them can be classified into several
forms. There are four classifications of writing form.
The first one is exposition which is divided into definition and analysis.
Second one is description that includes descriptive exposition and
descriptive literary. The next is narration which is divided into time
organization, motif, conflict, point of view, and core of interest. The last
one is argumentation. It includes induction and deduction. In brief,
writing forms are divided into exposition, description, narration and
argumentation. According to Harmer (2004, p.31), writing has always
formed part of syllabus in teaching of English.
It is expected that students are able to have competency not only in
spoken but also in written communication since the four language skills

are integrated (listening and reading as receptive skills; speaking and

writing as productive one). It also means the students should be able
to write to make them easier in communication. In order to accomplish
students needs toward writing, School Based Curriculum (SBC)
provides writing as one of the skills in mastering English that should be
taught and learned in Junior High School.
SMPN 16 Pekanbaru is one of the schools that also using School Based
Curriculum (SBC) as the guidance in teaching and learning process.
According to the standard competence of teaching English included in
the syllabus of SMPN 16 Pekanbaru, the second year students of SMP
are required to be able to understanding the meaning of short
functional text and simple essay in the form of descriptive and recount
relating to the environment.
Based on the syllabus, the score cumulative minimum standard (CMS)
that has to be achieved by students for writing skill is 76. From the
description above, ideally the students at the second year of SMPN 16
Pekanbaru should be able to write a descriptive text correctly.
However, the reality has shown that most of the students are not able
to do it, the students writing ability is still very far from the
expectations of the curriculum.
This problem is seen from the phenomena as follows: Some of students
are not able to complete the descriptive text using suitable words.
Some of students are not able to rearrange the sentences correctly into
descriptive text. Some of students are not able to write a descriptive
text. Some of the students do not know how to develop and organize
their ideas in writing. Some of the students are not able to express
their ideas in writing.
The phenomena above can be caused by several factors such as their
understanding of noun phrase. According to Biber et.al (in Lan, Ge,
2015, p. 364), noun phrases tend to be the most important features in
academic writing. Taguchi et.al also found in their studies that noun
phrase had a tendency to contribute to writing quality.
Cooper stated that used of noun phrase may demonstrate students
understanding of particular language structures that enhance
academic texts as well as students ability to utilize them in writing.
Thus, when the students are able to construct a noun phrase correctly,
they will have a good sentence construction (Ibad et.al, 2014, p.
2) Based on the explanation above, the researcher needs to limit and
focus the problem of this research on the The Relationship between
Students Understanding of Noun Phrase and Their Ability in Writing

Descriptive Text at the second year of SMPN 16 Pekanbaru. Problem

Identification of the Problem Based on the background of the problem,
the researcher identifies the problems as follows: Why are some of
students not able to complete the descriptive text using suitable
words? Why are some of students not able to rearrange the sentences
correctly into descriptive text? Why are some of students not able to
write a descriptive text? Why do some of students not know to develop
and organize their ideas in writing? Why are some of students not able
to express their ideas in writing? Limitation of the Problem Based on
the identification of the problems above, the researcher needs to limit
and focus the problem of this research on the students understanding
of noun phrase and their ability in writing descriptive text.
Formulation of the Problem The problems of this research are
formulated in the following questions: How is students understanding
of noun phrase at the second year of SMPN 16 Pekanbaru? How is
students ability in writing descriptive text at the second year of SMPN
16 Pekanbaru? Is there any significant relationship between students
understanding of noun phrase and their ability in writing descriptive
text at the second year of SMPN 16 Pekanbaru? Objective and
Significance of The Research Objective of the Research To find out the
students understanding of noun phrase at the second year of SMPN 16
Pekanbaru.
To find out the students ability in writing descriptive text at the second
year of SMPN 16 Pekanbaru. To find out whether there is a significant
relationship between students understanding of noun phrase and their
ability in writing descriptive text at the second year of SMPN 16
Pekanbaru.
Significance of the Research Related to the objective of the research
above, the significance of the research is as follows: The research
findings are expected useful and valuable for both teacher and
students of SMPN 16 Pekanbaru. The research findings are expected to
be positive and valuable information for those who are concerned in
the world of teaching English as s foreign or second language.
The research findings are expected to be practical and theoretical
information to develop the theories language teaching in general.
Reason for Choosing the Title There are some reasons why the
researcher is interested in carrying out this research: The title of this
research is relevant with the researcher as a student of English
Education Department.
The title of this research is not yet investigated by other previous
researcher of State Islamic University of Sultan Syarif Kasim Riau. The

location of the research facilitates the researcher in conducting the

research. Definition of the Terms In order to avoid misunderstanding
and misinterpreting of the terms used in this research, it is necessary
to define the definition terms in this research as follows: Relationship
Relationship is the way in which two or more people or things are
connected with or involve each other.
In this research, it means connection between students
comprehension of noun phrase and their ability in writing descriptive
text. Understanding According to Carl, understanding (also called
intellection) is a psychological process related to an abstract or
physical object, such as person, situation, or message whereby one is
able to think about it and use concepts to deal adequately with that
object.
Understanding is a relation between the knower and an object of
understanding. Understanding implies abilities and dispositions with
respect to an object of knowledge sufficient to support intelligent
behavior. Noun Phrase Noun Phrase is the main construction which can
appears as the subject, object, or complement of a clause (Crystal,
1995, p.222).
Noun phrase is a group of word with noun as a headword and the other
words as modifier. Writing Ability Writing ability is skill to express ideas,
thoughts, and feelings to other people in written symbols to make
other people or readers understand the ideas conveyed. In this
research, it refers to students skill in writing descriptive text.
Descriptive Text Description is writing about how something (or
someone) looks and uses space order. Descriptive writing appeals to
the sense, so it tells how something looks, feels, smells, tastes, and/or
sounds (Oshima & Hogue, 1997, p. 50). In this research, descriptive
text means the students write a text that describe about something or
someone.
CHAPTER II REVIEW OF RELATED LITERATURE Theoretical Framework
Noun Phrase A noun phrase (abbreviated NP) is a phrase whose head is
a noun or a pronoun, optionally accompanied by a modifier set. A noun
phrase can be defined as a phrase that may occur within one single
word or phrase with a noun as a head. In fact, some noun phrases do
not consist of the noun at all, for example, the rich (Langacker, 1972,
p. 194).
In general, a noun phrase in English is composed potentially of three
parts; a head, pre-modification and post modification. The head of the
noun is obligatory; it is a minimal requirement for the occurrence of a

noun phrase. The other two parts, a pre-modification and postmodification are optional (Jackson, 1982, p.66). The most common
head of a noun phrases is a noun.
However, according to Baker, the simplest noun phrase is a pronoun
that is able to build itself up as the noun phrase (Baker, 1989, p.113).
Besides, a noun phrase may consist of a noun itself without any other
elements (bare noun phrase), for example, books. Bare noun phrases
are possible for mass and plural nouns (Baker, 1989, p.123).
The occurrence of a pronoun or proper noun and of a bare noun phrase
is counted as a minimal noun phrase. A pre-modification is the element
of a noun phrase that occurs before or precedes the head of the noun
phrase. A pre-modification consists of a number of word classes in a
specific order: an identifier-numeral/quantifier-adjective and noun
modifier (Jackson, 1982, p.67).
The identifier includes articles; definite (the) and indefinite (a, an)
articles and genitives such as his, her. The next pre-modification is a
numeral and quantifier. The numeral that may occur with the noun
phrase is an ordinal or cardinal number; the occurrence of the ordinal
number in a noun phrase, her first step may be combined with other
elements for example the first few hours.
The cardinal number, two days and one bottle may occur with an
ordinal number, for example: the second five days, even though their
occurrence is rare (Jackson, 1982,p.67). Their function in a noun phrase
is commonly as an attribute. Whereas, quantifiers are some, many,
several, much, no, few, little, all, every, each, most and any, they occur
as specifies in noun phrases.
In addition, the quantifiers may be the head of a noun phrase when it
occurs in a partitive noun phrase construction, for example some of the
problems; some is the head while of the problems is a complement
(Baker, 1989,p. 129). The third pre-modification is an adjective phrase,
for example a big house. Next, a verb phrase is also a pre-modification
of the noun for example two well-planned aggressions and a ringing
bell. The last pre-modification is a noun modifier.
The nouns function is to modify a head noun. It can be a complement
or an attribute of the noun for example the mathematics students and
wool scarf (Jackson, 1982,p. 67-68). The last part of a noun phrase is a
post-modification (Jackson, 1982, p.69). They are a clause,
prepositional phrase, adverb phrase and adjective phrase. Their
function in the occurrence of the noun phrases is as a complement or
an adjunct. The first type of a post modifier is a clause.

It is the part of a noun phrase that refers back to a head whether to

complete the meaning (as a complement) or to give detailed
information about and specify the head (as an adjunct). This is the
example, the man who I saw yesterday. The relative clause, who I saw
yesterday, refers to the person identified by the word man as the head
of the noun phrase (Jackson, 1982, p.69).
Next, a prepositional phrase always occurs as a post modifier of the
noun phrase which functions as a complement or an adjunct. In the
noun phrase, the man after me, the head is man, the determiner is the
and the post modifier is the prepositional phrase, after me (Jackson,
1982, p.70). An adverb phrase is also a post modifier of the noun
phrase.
It occurs to give information about time, for example, the morning after
and place, for example, in the room above (Jackson, 1982, p.69). A
rarely occurring post modifier is an adjective phrase. It usually appears
as a post modifier if the head is a pronoun, for example, somebody
strange. The adjective phrase normally does not function as a post
modifier except several phrases derived from French such as blood
royal and heir apparent (Jackson, 1982: 69). Besides, the adjective
phrase can occupy as the post modifier if it is branched (Dwijatmoko,
2002, p. 16).
Writing Writing is an important skill to be mastered in learning English
as a foreign language. Writing enhances language acquisition as
students experiment with words, sentences, and other elements of
writing to communicate their idea effectively, and to reinforce the
grammar and vocabulary they are learning in class.
It means that writing is not only a means of communication where
students can share their views and thoughts, it is actually a
prerequisite to master other language skills. There are some definitions
of writing stated by experts. According to Nunan (2003, p. 88), writing
can be defined by a series of contrast. The first, writing is both a
physical and a mental act. At the most basic level, writing is the
physical act of committing words or ideas to some medium.
On the other hand, writing is the mental work of investing ideas,
thinking about how to express them, and organizing them into
statements and paragraphs that will be clear to a reader. The second,
its purpose is both to express and impress. Writers typically serve two
masters: themselves, and their own desires to express an idea or
feeling, and readers also called the audience, who need to have ideas
expressed in certain ways. Writers should choose the best form for

their writing, depending on its purpose. The third, it is both a process

and a product.
The writer imagines, organizes, drafts, edits, reads, and rereads. This
process of writing often cyclical, and sometimes disorderly. Ultimately,
what the audience sees, whether it is an instructor or a wider audience
is a product. Writing is how to produce a written product. The process
involves a series of thinking activities in which the writers have to
transform their ideas coherently and cohesively into written text.
According to Elbow (in Brown 2001: 337), writing is a transaction with
words whereby you free yourself from what you presently think, feel,
and perceive. Writing is a complex process that allows writers to
explore thoughts and ideas, and make them visible and concrete. It is
an activity that encourages thinking and learning for it motivates
communication and makes thought available for reflection.
When thought is written down, ideas can be examined, reconsidered,
added to, rearranged, and changed. From the descriptions above, it
can be concluded that writing is a process of organizing ideas in which
the writer is demanded to perform creativity in using the language
skills to produce a written text. 2.1.
Writing Process Writing is a complex cognitive activity in which the
writer is required to demonstrate control of a number of variables
simultaneously. At the sentence level those include control of content,
format, sentence structure, vocabulary, punctuation, spelling, and
letter formation. Beyond the sentence, the writer should be able to
structure and integrate information into cohesive and coherent
paragraphs and texts.
Richard and Renandya (2002, p.303) state that the skills involved in
writing are highly complex. The writers have to pay attention to higher
level of skills of planning and organizing as well as lower level skills of
spelling, punctuation, word choice, and so on. In addition, Ghaith
(2002) states that writing is most likely to encourage thinking and
learning when students view writing as a process.
Teachers need to understand that writing is a recursive process, and
that every writer uses the process in a different way, so that students
experience less pressure and more willing to experiment, explore,
revise, and edit. According to Rumisek and Zemach (2005,p.3), writing
process goes through several steps to produce a good written product.
There are some sub-activities to be taken in producing the text.
It is more than just putting words together to make sentences. The

writer should undergo several steps to make sure that what has been
written follows the right development of writing process. There is a
similar view from Nation (2009, p.114) which states that one way of
focusing on different aspects of writing is to look at writing as a
process.
It means that writing process contains several sub-processes which are
imperatively united as an outline for students to begin and finish their
writing. Writing process, further, incorporates some stages structurally.
Harmer (2007, p.326) states that the stages on writing are planning,
drafting, revising, and final drafting.
Writing process as a classroom activity that incorporates those four
basic stages is seen as a recursive process. It has cycle which
integrates among stages. It can be seen as a process wheel in which it
clearly shows the directions that the writers may take during their
process in writing. / Figure 1. The wheel process of writing taken from
Harmer (2007: 326) In Figure 1, Hamer compares writing to a wheel.
Writers move not only around the circumference of the wheel but also
across the spoke, which means writers revisit a certain stage as well as
move from a planning stage to final draft stage. In the classroom,
planning presupposes that students obtain new writing ideas through
brainstorming, group work or note-taking in order to avoid the wellknown writers block. Drafting entails choosing and sequencing the
optimal ideas to be included in the piece of writing.
Then, editing means putting everything together in a coherent and
cogent manner whereas revising asks the learners to check their
written work one more time for the sake of crossing out any possible
inadvertences. Although paying attention to writing as a process is a
time-consuming activity, it is quite helpful when teachers require
students to decide together on the stages of composition even before
engaging in planning writing. Mention has to be made of the fact that,
in reality, the stages of writing are never linear.
In addition, Oshima and Hogue (1997,p.2) state that writing is a
progressive activity. This means that when the writer first writes
something down, the writer have already been thinking about what he
is going to say and how he is going to say it. Then after the writer have
finished writing, the writer reads over what you have written and make
changes and corrections.
Therefore, writing is never a one-step-action; it is a process that has
several steps. According to Blanchard and Root (2003,p.41), there are
at least three steps involved in a writing process. Step one: Prewriting

Thinking about the topic and organizing ideas. Step two: Writing Using
the ideas to write a first draft. Step Three: Revising Improving what
have written. Tribble (1996, p.43) stated in order to understand a
specific task in writing, a writer requires the range of knowledge which
can be summarizing as follows: Content knowledge
Besides, the writer also focuses on the macro and micro skills of
writing. In addition, Nuna (1998, p.37) states successful writing
involves: Mastering the mechanics of letter formation; Mastering and
obeying conventions of spelling punctuation; Organizing content at the
level of the paragraph and the complete text to reflect given or new
information and topic/comment structure; Polishing and revising ones
initial efforts; and Selecting an appropriate style for ones audience.
Based on the definition above, the researcher concludes that writing is
a process in which the writer is required to use some variables of
writing, such as content, format, sentence structure, vocabulary,
punctuation, spelling, and letter formation at the same time in order to
demonstrate knowledge and express the ideas, feelings, and thought
in the written form so that other people can understand the message.
There are some steps in writing that can be done recursively, i. e.
planning, drafting, editing, final product. The writers may loop
backwards and move forward between those various stages. Since
writing is a complex process, the teacher should consider facilitating
the students with appropriate learning experience of writing so that
they are encouraged to explore and experiment their ways of writing.
Micro and Macro Skills of Writing In order to be able to perform the
writing process, students need to acquire the micro-skills and macroskills of writing. Ur (1996, p.162) states that writing should maintain
between micro aspect and macro aspect. In micro aspect, the students
practice specific written forms at the level of word or sentence
(handwriting or typing, spelling, punctuation).
On the other hand, in macro aspect, the students emphasize on
content and organization. In this case, they express themselves using
their own words, state a purpose for writing, and specify an audience.
More detail description is given by Brown (2004, p.220).
He stated that micro-skills are related to imitative and intensive types
of writing task whereas macro-skills are related to responsive and
extensive writing. The descriptions are as follows. 1. Micro-skills
Produce graphemes and orthographic patterns of English; Produce
writing at efficient rate of speed to suit the purpose; Produce an
acceptable core of words and use appropriate word order patterns; Use

acceptable grammatical systems (e.g.

tense, agreement), patterns and rules; Express a particular meaning in
different grammatical forms; and Use cohesive devices in written
discourse. 2. Macro-skills Use the rhetorical forms and conventions of
written discourse; Appropriately accomplish the communicative
functions of written texts according to form and purpose; Convey links
and connections between events, and communicate such relations as
main idea, supporting idea, new information, given information,
generalization, and exemplification; Distinguish between literal and
implied meaning when writing; Correctly convey culturally specific
references in the context of the written text; and Develop and use a
battery of writing strategies, such as accurately assessing in the first
draft, using paraphrase and synonyms, soliciting peer and instructor
feedback, and using feedback for revising and editing. Teaching Writing
According to Brown (2007, p.8), teaching can be defined as showing or
helping someone to learn how to do something, giving someone
instructions, guiding someone in study or something, providing
someone with knowledge, and causing someone to know or
understand.
In addition, he states that teaching is guiding and facilitating learning,
enabling the learner to learn, and setting the conditions for learning. In
conclusion, teaching is an activity that cannot be separated from
learning. Teaching can only happen when there is someone who learns.
Teaching means enabling someone to acquire information or skill.
Teacher plays an important role in the teaching and learning process of
writing. Harmer (2001, pp.261-262) says that although the teacher
need to deploy some or all of the usual role when students are asked
to write, the ones that are specially important are as follows: Motivator
One of the teacher principal roles in writing task will be to motivate the
students, creating the right condition for the generation of ideas,
persuading them of the usefulness of the activity, and encouraging
them to make as much as effort as possible for maximum benefit.
This may require special and prolonged effort on the teacher part for
longer process-writing sequences. Resource Especially during more
extended writing task, teachers should be ready to supply information
and language where necessary. Teachers need to tell students that
they are available and be prepared to look at their work as it
progresses, offering advice and suggestions in a constructive and
tactful way.
Because writing takes longer than conversation, for example, there is
usually time for discussion with individual students, or students
working in pairs or groups. Feedback provider Giving feedback on

writing tasks demands special care. Teachers should respond positively

and encouragingly to the content of what the students have written.
When offering correction, teacher should choose what and how much
to focus on based on what students need at this particular stage of
their studies, and or the tasks they have undertaken. 3. Noun Phrase
and Writing According to Biber et.al (in Lan, 2015, p.364), noun phrase
tends to be the most important features in academic writing. Dealing
with that statement, Taguchi et.al pointed out noun phrase had a
tendency to contribute to writing quality. Cooper (2013, p.
15) stated used of noun phrase may demonstrate students
understanding of particular language structures that enhance
academic texts as well as students ability to utilize them in writing.
Then, Ibad et.al (2014, p. 2) revealed by understanding the functions
and elements of noun phrase, students can be help to make a
sentence correctly either in writing or in speaking.
He also stated when students are able to construct a noun phrase
correctly, they will have a good writing. In brief, those experts believe
that noun phrase has contribution in writing because noun phrase has
the role such as functions and elements in writing. 3.1. Elements of
Noun Phrase in Writing According to Greenbaum & Nelson (2002, p.
48), the elements of the typical noun phrase may be represented
schematically in the following way, where the parentheses indicate
elements of the structure that may be absent: Head Head is the most
important constituent, around which any other constituents cluster. It is
the head which controls any agreement with other parts of the
sentence (Crystal, 1995, p.222).
The head can stand alone but more commonly is surrounded by other
constituents that either precede (determiners, pre-modifiers) or follow
(post modifiers) the head. The important role of the head is to control
the agreement with the other segments of a sentence (Vlkova, 2013, p.
24). Determiners Determiners specify the noun phrase by giving the
recipient information about quantity, frequency, place and many more
(Downing, 2006, p.424).
The determiner appears before the noun. This constituents decides
(determines) what kind of noun is in the phrase in particular,
whether it is definite or indefinite, proper or common, count or noncount (Crystal, 1995, p.208). Words such as a, those, some, and any
are determiners.
It is not essential for a noun phrase to have a determiner (for example,

proper nouns do not take one), but most noun phrases do, and the
commonest determiners (the and a) are among the most frequents
words in the language. The determiners can be the centre of its own
cluster of words which share in the expression of quantity. In the
present approach, those which appear before the determiner are called
pre-determiners; they include all the people, twice the cost, half the
money.
Those which immediately follow the determiners, preceding any
adjectives which may occur, are called post-determiners; they are
chiefly the numerals (my three fat cats, the second big party) and a
few other quantifying words such as many and several (Crystal, 1995,
p.222). In brief, there are three classes of determiners: Modifiers The
noun phrase may have more than one pre-modifier or post-modifier:
Pre-modification comprises any other words appearing between the
determiner and the head noun mainly adjectives or adjective-like
words (Crystal, 1995, p.222).
In the phrase those lovely old French wooden spoons, everything
between the and spoons is said pre-modify the noun. (In some
grammars, the notion of pre-modification is broader, and includes
everything in the noun which appears before the head, including the
determiner and its satellites.) Post-modifier The post-modification
comprises everything which appears in the phrase after the head.
The chief types are prepositional phrases (the car in the garage), finite
clauses (the film that I saw), and nonfinite clauses (the new car parked
outside). Adverbs and adjectives are also sometimes used to postmodify the noun, as in the journey home and something different. 3.2
Function of Noun Phrase in Writing The following is a brief list, with
illustrations, of the functions of noun phrases (Greenbaum, S & Nelson,
2002, p.
53): Function
Related to Anderson statement about the definition of description,
Karim and Rachmadie point out that a description is verbal picture of a
person, place, or object. Thus, a description essay is the one describes
a person, place, or object (Karim&Rachmadie, p.125). Another expert,
Plooger proposed that a descriptive is used to add details about
something physical: a person, place, or thing.
This method uses sensory language, that is, words that appeal to the
five senses (Ploeger, 200, p.239), such as sight, hearing, smell, taste,
and touch. From some definition above, the experts have same
concepts or similar concept about descriptive itself, they said that a

descriptive is to describe something like a person, place, or object.

The genre of describing is one of the fundamental functions of any
language system and one of the first skills emergent language users
learn to control. Description enables the categorization or classification
of an almost infinite range of experiences, observations and
interactions into a system that orders them for immediate and future
reference, and allows teacher to know them either objectively or
subjectively, depending on the learning area or intent of the writer.
Describing is also a central feature of narrative texts providing the
means for developing characterization, sense of place and key themes
(Knap & Watkins, 2005, p.97) 4.2. Types of Descriptive Text Based on
explanation above, the researcher concludes that there are two types
of descriptive text: Description of a Place As stated by Sandra McKay
that the best way to describe a place is to show someone the actual
place or to take a picture of it or just give the characteristics of the
place.
For example, if the place is a home or a room, it is important to give
clearly picture of the size and arrangement of the space involved.
Therefore, in describing a place we should be taken considerations of
(a) the location of the object of the place should be clear, (b) the
details should be arranged logically and systematically so that it is
easy for readers to imagine the objects in their minds, and (c)
controlling idea, this is the most important in writing process, because
if we have a strong controlling idea it can give the paragraph focus.
The grammatical is used in describing a place is subject-verb
agreement and as a notice that since the selection describes an area
that now exists, all the verbs are in the present tense. Description of
Person In describing of person, there are many ways such as his/her
face, color of hair, clothes, skin, body shape, etc. in describing a
person, however, you are not obliges to give every single detail about
a persons appearance.
The writer can focus on one or two striking features that convey
something about the persons character. Details in descriptive
paragraphs are organized spatially to give the reader a clear picture,
clarifying the spatial relationship helps the writer to achieve coherence
paragraph.
Function and Purpose of Descriptive Text Some definition of descriptive
text have been proposed by some experts with the similar concepts
between each others, after we knew about the concepts of descriptive
and also we have to know the functions and purpose of descriptive,

here are the writer would like to give some function and purposes of
descriptive which are taken from some books. According to Hartono
(2005, p.6) descriptive writing has a social function is to describe a
particular person, place, or thing, for instance, description of a
particular building, specific animal, particular place, and specific
person.
Its function is almost same with the concept of descriptive itself,
whereas, the purpose of description as stated by Lila Fink (1983, p.41)
is to present the reader with a picture of a person, subject, or setting.
Therefore, as a reader of description, we should take a note of some
elements of description as follows: Concrete details.
A concrete detail is a specific description that supports, reflects, or
expands a writers attitude or purpose. Images. An image is a concrete,
literal (real, actual) description of a person, physical object, or sensory
experience that can be known through one of the five senses (sight,
sound, taste, touch, and smell). Similes. A simile is a comparison, using
like or as, between two objects.
The comparison is between two things essentially different yet similar
in one aspect. 4.4. Characteristics of Descriptive Text A descriptive text
serves only to describe an object. There are some characteristics about
descriptive text. The following characteristics of descriptive text such
as: Using of figures of speech (see, hear, taste, smell, touch).
In this way the description will appear alive and interesting. Using vivid
picture is to make the description clear and realistic. Using variety of
words. It means that use of variety of adjectives, nouns, adverbs, and
phrases to suggest colors, movements, expressions and feeling. Using
any details. If anyone want to describe an object. They should not
describe just its physical features but also its habit, its characteristics
and its relationship.
Using the simple present tense. Using adjective to describe the feature
of the subject. The Schematic Structure of Descriptive Text The
schematic structure of descriptive paragraph consists of identification
and description. Identification mention phenomenon to be described,
while the description describes the parts, the qualities, and the
characteristics of what has been described.
Moreover, Anderson and Anderson stated that to construct a
description usually uses an opening paragraph introducing a subject of
the description, followed by a series of paragraph each describing one
feature of the subject. There can also be a final concluding section that
signals the end of the description (Anderson, 1998, p.

26) Relevant Research There are a lot of previous researchers

regarding this topic. First, the research was conducted by Ge Lan. The
design of her research was correlation. The title of her research was
investigating the Relationship between Second Language Writing
Proficiency and Noun Modifications. The research was conducted in
2015 at Northern Arizona University with 84 students.
Her research question was to what extent, do students having
different L2 writing proficiencies differently use the 12 noun modifiers
in the developmental index of L2 writing in their essays? She found
that students with higher L2 writing proficiency are able to produce
longer essay and they can use much noun modifiers in their essays.
And she concluded that there was a significant correlation between
writing proficiency and noun modification.
Second, the research was conducted by Maghviroh Siti Umatul. The
design of her research was correlation. The title of her research was
Comprehension of Noun Phrase plus Adjective Phrase toward Students
Writing Skill (A Correlational Research in the Third Semester of English
Department Students of STAIN Salatiga in the Academic Year of
2013/2015).
In her research, she tried to find out students comprehension of noun
phrase plus adjective phrase towards their writing sentence. In her
research, she found out there was a significant correlation between
students comprehension of noun phrase and adjective phrase towards
their writing sentence. Operational Concept In order to clarify the
theories used in this research, the researcher would like to explain
briefly about variables used in this research.
This research is correlational research which focuses on the
relationship between students comprehension of noun phrase and
their ability in writing descriptive text. Therefore, in analyzing the
problem in this research, there are two variables used. They are:
Variable X as students comprehension of noun phrase. Variable Y as
students ability in writing descriptive text.
Variable X is independent variable: Element
Students are able to rearrange the sentences correctly into descriptive
text. Students are able to write a descriptive text. Assumption and
Hypothesis Assumption Students who more understand about noun
phrase are assumed easier to write descriptive text. Students who do
not understand about noun phrase will get difficulty in writing
descriptive text.

Hypothesis Ho: There is no significant correlation between students

understanding of noun phrase and their ability in writing descriptive
text. Ha: There is a significant correlation between students
understanding of noun phrase and their writing ability in writing
descriptive text. CHAPTER III RESEARCH METHOD Research Design The
design of this research is correlation research.
Correlation research is a research to discover or to measure the
relationship between two or more variables. Creswell (2012, p.338)
states that correlational research design are procedures in quantitative
research in which investigators measure the degree of association (or
relationship) between two or more variables or sets of scores. This
research consists of two variables.
The first is students understanding of noun phrase as independent
variable (X) and the second is their ability in writing descriptive text as
dependent variable (Y). Location and Time of the Research This
research will be conducted at SMPN 16 Pekanbaru on January, 2016.
Subject and Object of the Research The subject of this research is
second year students of SMPN 16 Pekanbaru and the object of this
research is students understanding of noun phrase and their ability in
writing descriptive text.
Population and Sample of the Research The population of this research
is the second year students of SMPN 16 Pekanbaru in academic
2016/2017 academic years. It consists of 6 classes where the total
number of the students is 252. The sample of this research is 155
students. Sample size determination of this research is using Krejcie
and Morgan table.
Technique of Collecting Data The technique of collecting data will be
used in this research is test to know both of students understanding of
noun phrase and their ability in writing descriptive text. To know their
understanding of noun phrase, the researcher will give them multiple
choice questions related to noun phrase. Meanwhile for writing ability,
the students will be asked to write a descriptive text.
Technique of Data Analysis To interpret students understanding of
noun phrase, the scoring system will be used is scoring system by
English Grammar Intensive Program (EGIP): Grade
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