1

CHAPTER I
INTRODUCTION

A. Background of Study
Language is a very essential instrument in communication. According to
Oxford Advanced Learner’s Dictionary of Current English, language is “(1)The
system of sounds and words used by humans to express their thoughts and
feelings, (2) the particular language system used by a people or nation”. 1 It means
people can express their ideas, thoughts, feelings, and desires by language.
Meanwhile, 1994 GBPP of MTs points out that “Bahasa merupakan alat
untuk mengungkapkan makna yang diwujudkan melalui struktur (tata bahasa dan
kosakata). Dengan demikian, struktur berperan sebagai alat pengungkapkan
makna (gagasan, pikiran, pendapat, dan perasaan)”. [Language is a device to
express meanings which is realized through structure (grammar and vocabulary).
So, structure has a role as a device of expressing meanings (ideas, thoughts,
opinions, and feelings)].2
Today, English becomes the most widely studied foreign language on the
world. Richards and Rodgers say: “Whereas today English is the world’s most
widely studied foreign language, five hundred years ago it was Latin …”.3
So, English is one of an international languages and it is widely used and
studied all over the world. As people know that language is not only used in
writing but also in speaking as a means of communication.
In teaching language especially English as a foreign language, it is not
only enough for the students simply to learn grammar but also to practice all the

1
AS. Hornby, Oxford Advanced Learner’s Dictionary of Current English, 5th ed., (Oxford:
Oxford University Press, 1995), p. 662.
2
Depag RI, GBPP Bahasa Inggris (MTs), (Jakarta: Depag RI, 1993), p. 2.
3
Jack C. Richards and Theodore S. Rodgers, Approach and Methods in Language
th
Teaching, 7 print., (Cambridge: Cambridge University Press, 1991), p. 1.
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common pattern, forms, or words until they can use them in proper position
automatically.
In Indonesia, English becomes the first foreign language that is considered
very important and must be learnt in schools. 1994 GBPP of MTs: “Bahasa
Inggris adalah bahasa asing pertama di Indonesia yang dianggap penting untuk
tujuan penyerapan dan pengembangan ilmu pengetahuan, teknologi, dan seni
budaya, serta pembinaan hubungan dengan bangsa-bangsa lain” (English is the
first foreign language in Indonesia which is considered very crucial for the
purpose of science development and absorption of technology and culture, and
also construction of relation with other nations).4 Here, English has become one of
the elementary school subjects as the local content curriculum; even, English has
been taught since kindergarten in some big cities.
The aim of English learning is to enable students to communicate without
hesitations and the purpose of communication will be achieved easily. As
curriculum 2004 states that the aim of learning English on second grade of SMP is
“Berkomunikasi secara lisan dan tertulis dengan menggunakan ragam bahasa
yang sesuai dengan lancar dan akurat dalam wacana interaksional dan/atau
monolog terutama dalam wacana yang berbentuk naratif, recount, deskriptif, dan
anekdot” (To communicate in oral and written by using appropriate language
variety fluently and accurately in interactional and/or monolog discourse
especially discourse with the form of narrative, recount, descriptive, and
anecdote).5

Based on the statements above, teachers must be able to organize learning-

teaching activities. They have to master the materials and methods. A good
method can help the students in comprehending and mastering the lesson. One of
the teaching failures is caused by an unsuitable method. As it is said by William
F. Mackey “ The method used has often been said to be the cause of success or

4
Depag RI, op. cit., p. 1.
5
Depdiknas RI, Kurikulum Bahasa Inggris, 2004: Sekolah Menengah Pertama (SMP),
(Jakarta: Depdiknas, 2003), p. 40.
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failure in language; for it is ultimately the method that determines the what and
the how of language interaction”.6
In addition, teaching learning process of a language cannot be
separated from the curriculum or syllabus. It is often influenced by a view to
language. A view or an idea to the language will affect to the method of teaching,
as Mackey stated, “Difference in ideas on language learning will affect both
method of teaching of it.”7 This statement means that a view of language and
approach will affect the method of language teaching. Therefore, a view to the
language is very important for language teaching and so is an approach. Because a
view as well as an approach will require a particular method of teaching.
There are a lot of methods and approaches to get the English teaching
method effectively. To modify positively the situation of the classroom and to
make the teaching-learning process lively, the writer would like to propose an
alternative other than teacher centered approach or others, that is the one which
common known under the term “Communicative Approach”. This approach will
give the students opportunity to play an active role throughout the whole teaching-
learning process. This reality indicates that communicative approach is essential
for language teachers. It is time to move the other approach to communicative
approach. It is parallel with Drs. Sunardi Kartowisastro’s opinion. In this case he
reveals:
Salah satu langkah untuk memperbaiki sistem pengajaran bahasa asing, dalam hal ini bahasa
Inggris, ialah dengan menyesuaikan pendekatan, cara/metode, atau teknik penyampaian
dengan tujuannya. Pemerintah (Depdikbud) sekarang ini sedang menggalakkan penerapan
pendekatan komunikatif sebagai salah satu implementasi kurikulum 1984, terutama bagi
SMA. Bila pada kurikulum sebelumnya, yakni Kurikulum 1975/1976, telah dicobakan suatu
metode campuran (eclectic) dengan pendekatan tradisional yaitu pendekatan dengar-ucap
(aural-oral approach), maka sekarang ini setiap guru bahasa Inggris mulailah dituntut untuk
menerapkan pendekatan yang lebih inovatif, yakni yang disebut dengan pendekatan
komunikatif dengan suatu niat mengajarkan bahasa sasaran agar siswa mampu menggunakan
bahasa yang dipelajari itu sebagai alat berkomunikasi. (The step of remediation in foreign
language teaching system, by using the suitable method or technique of explanation in
6
William F. Mackey, Language Teaching Analysis, (London: Longman, Greenland Co.ltd,
1996), p. 138.
7
ibid
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purpose. The government today is enthuastic to communicative approach as implementation

of curriculum 1984. In previous curriculum had been attempted the eclectic method to the
traditional method namely is aural-oral approach, event cognitive-code approach. So now
every teacher of English is suggested to use the move innovative approach, it is called
“Communicative Approach”. In order the students, are able to use language that they are
studying as device of communication).8

This statement means that the aural-oral and the cognitive-code approach
cannot succed in reaching the aim of language teaching, unless teacher change the
approach from aural-oral and cognitive-code approach to communicative
approach. So, the learners are hoped to be able to use the English language
communicatively either in listening, speaking, reading and writing.
It is a fact that the communicative approach in teaching-learning process
implicates to the student’s activity. Although the quality each activity is different.
Their activities cannot be observed when the teaching learning process is running
on. We can observe it when two or more students act to be questionnaires and
answer the teacher’s questions. The optimal learning result can be achieved when
students and teacher act intention activity, as Hans said: “… the crucial factor
which contributed toward successful teaching are overall atmosphere and in
particular the personal relationship between teacher and learners, learner and
learner.”9
Although the optimal learning result and succesful teaching depend mostly
on the activity of teacher and learners and relationship between them, it is the fact
that teacher centered approached used in teaching learning process seems not to
achieve good outcomes.
Reading as one of the four language skills has been taught in an English as
a second language (ESL) as well as in an English as a foreign language (EFL)
context. Therefore, both ESL and EFL learners are expected to have ability in

8
Sunardi K, Beberapa Catatan tentang Pendekatan Komunikatif dan Penerapannya,
Mimbar Agama & Budaya, (LPM IAIN) Jakarta, Nomor 10 th IV. 1986). P. 3
9
Hans Ebethared Piopho, Establishing Objectives in the Teaching English, in Christopher
N. Candin. The Communicative Teaching of English Principles and Exercise Typology,
(Singapore: Longman ltd, 1981). P. 10
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readingf and understanding Enmglish texts since it is considered as an important

skills.10
Because of that statement, the writer try to write about understanding
English texts, which one of modelling of text of readiong is we know the one key
component of the new 2006 curriculum is genre.
Genre that appeare in the classical litterature on rhetoric, from Aristotle to
modern day the toricians, are those of narative, descriptive, procedural, and
suasive discourse.11
Descriptive text is one of specific instructional objectives in teaching
English, one in a typical genre lesson activities using, includes in factual genres,12
and as a competence of achievement target, should to understand by students.13
But, in a fact in teaching – learning process as long as I do research, there
are some problem was I faced by students, there are; students don’t understand
clearly what is the descriptive text, how to identify the descriptive text and how to
do an exercises of descriptive text. That statem,ent can approve by the test I gave
to student with an approach as ussual their teacher used.
So, the writer have some questions are: Is GTM method has been used by
the teachers in the school effective? How if the teachers use Communicative
Approach? Is it Effective?
Based on the background above the writer takes a title of this paper “ The
Effectiveness of Communicative Approach in Teaching Descriptive Text (An
Experimental Study at MTs. Soebono Mantofani Jombang – Ciputat)”.

B. Limitation and Formulation of The Problem

10
Sri Wahyuni, In her summary paper of TEFLIN by title, Comprehension Assessment
Through Retelling Different Types of Text, English Education Department UIN Jakarta. 2007. P.
21
11
Evelyn Hatch, Professor Emerita, Discourse and Language Education, University of
California, Los Angeles: Cambridge University 1992, p.164
12
Rudi Hartono, S.S, M.Pd, Genre of Texts, English Department Faculty of Language and
Art Semarang University. 2005. P.5
13
Dra. Helena I.R. Agustien, MA., Ph.D, New Let’s Talk, (Text Book of Eight Grade for
Junior High School (SMP/MTS), Bandung: Pakar Raya, 2007. P.iii
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In this section, the writer limits this study on descriptive texts,

Communicative Approach, Grammar Translation Method, and problems in
learning descriptive texts.
From the explanation above, the writer would like to formulate the
problems as follows:
1. How do Communicative Approach and Grammar Translation Method
influence the students’ comprehensive in descriptive text in teaching process.
2. Whether Communicative Approach is more effective than Grammar
Translation Method in teaching descriptive texts.

A. Objective of Study
1. To find out the concept of descriptive texts.
2. To find out the general concept of Communicative Approach.
3. To find out the general concept of Grammatical Translation Method.
4. To contribute about how effective to teach English descriptive text base on
Communicative Approach.
5. Is communicative approach effective in teaching descriptive texts or not.

C. Method of Study
This paper is written base on library study and a field research; in this case
she takes Madrasah Tsanawiyah (MTs) Soebono Mantofani Jombang – Ciputat as
place for investigation to be discussed. She observes some difficulties and
problem found by the second years students in teaching learning process of
descriptive text through communicative approach. After collecting and processing
the data the writer would like to offer an alternative to solve the problem.
The writer also reads and collects the data from books papers, and other
note dealing with the topic of discussion. In short, she uses library study and a
field research. In this way she hopes that she can derive good data for purpose of
solving the problems of teaching and learning process concerning descriptive text
through communicative approach.
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B. Organization of Study
This paper consists of four chapters.
Chapter one is Introduction. It covers background of study, limitation and
formulation of the problem, objective of study, method of study and organization
of study.
Chapter two deals with the theoretical frame work. It discusses about
Communicative Approach, Grammar Translation Method, and Descriptive Texts.
Communicative Approach includes definition of communicative approach,
communicative competence, characteristics and features of the communicative
approach, and advantages – disadvantages of the communicative approach.
Grammar Translation Method, includes background of Grammar
Translation Method, design of Grammar Translation Method, characteristic of
Grammar Translation Method, procedures in Grammar Translation Method and
advantages – disadvantages of teaching descriptive texts by using Grammar
Translation Method.
Descriptive texts includes definition of descriptive texts, the role of
description, example and structure text, the structure of description, and
prewriting of description texts.
Chapter three is about research methodology and research findings,
research methodology will explain about the objective of the research, place and
time, method of study, population and sample, technique of data collecting and
technique of data analyzing. Research findings include description of data, data
analysis, data interpretation and test of hypotheses.
Chapter four is conclusion and suggestion.