to know about english

1. i
PREFACE
First of all, the writer wants to express his thanks to Allah SWT, because of His bless and
grace, the entitled ” The Intrinsic Element of The Happy Prince Short Story” can be
finished on time.
This paper is a requirement to fulfill the assignment from Mr. Sudirman, S.pd., the
English teacher of SMA Negara. The writer also thanks to him for all the guidance to
complete it.
In completing this paper, the writer faced many problems, but with the help of many
people, all the problems could be passed. May Allah SWT give the blessing for them.
It provides the intrinsic elements in the Happy Prince short story with detail explanation.
Although this paper has many deficiencies in the arrangement and explanation, the writer
hope that it can be used as a reference for the reader to understand the intrinsic elements
of a short story.
Bandar Lampung, September 21st, 2011
Author

2. ii
DAFTAR ISI
PREFACE...................................................................................................I
DAFTAR ISI...............................................................................................II
BAB 1 THEORITICAL...............................................................................1
A. WRITING...............................................................................................1
B. PARAGRAPH ........................................................................................1
C. THE STUDY OF DESCRIPTIVE PARAGRAPH.................................3
D. DEFINITION OFPICTURE...................................................................4
E. THE USING OF PICTURE IN WRITING A DESCRIPTIVE PARAGRAPH
BAB 2 FINDING DATA............................................................................6
REFERENCE ..............................................................................................10

3. 1
Introduction
Teaching English means that teach the students not only how to speak, how to read,
how to listen, but also how to write. Also, talking about English means talking about
how to communicate in English. Communication not only can be done in spoken but
also in written. Most of students consider that writing is the hardest skill to master,
because the ability to write in foreign language is more complicated than the ability to
speak, read, or listen. It is hard to teach students how to write because it involves many
components such as structure, vocabulary, punctuation, and spelling. In writing, we will
also find many kinds of texts, one of them is descriptive text. People consider that
descriptive text is an easy material, but in contrast, it is difficult because we have to
write about the thing that is exist and the thing that does not exist, something that can
not be seen, felt, smelt, or even touched. Therefore, the writer is so interested to find
whether students will write a descriptive text better by looking or even touching pictures
than only imagining it.
Theoretical Foundation
A. Writing
Communication not only can be done in spoken but also in written. It is not an easy job
to do because the writer has to be able to pour the idea as good as possible to what will
they write. It is done to convey the message to the reader clearly. That is why writing is
considered as the most difficult skill to learn.
In their book entitled “Writer’s Guide and Index to English”, Wilma R. Ebbit and David
R. Ebbit stated that “writing is the act of joining words into sentences on paper”. It
means that writing is not just exercising the fingers but it is also necessarily the act of
finding words to express definite, fully formed ideas. Writing activity is done to find out
what are thinking, what is looking, and what it mean.
B. Paragraph
A paragraph is a group of related sentences that expands a statement by explaining it,
illustrating it, or proving it. It is not easy in making a good paragraph because we have

4. 2
to apply many components into the paragraph we make.
Barnet & Stubb’s in their book entitled Practical Guide to Writing stated that it is
commonly said that a paragraph has components itself:
a. Unity
Unity makes one point or it indicates where one unit of a topic begins and ends. The
idea developed in each paragraph often appears, briefly stated as a topic sentence. Topic
sentences are most useful and are therefore especially common in essays that offer
arguments. They are much less common because they are less useful in narrative and
descriptive essays.
b. Organization
Organization means that the point or unit is developed according to some patterns. A
paragraph needs more than a unified point. It needs a reasonable organization or
sequence. Exactly how the parts of a paragraph will fit together depends on what the
paragraph is doing. If it is describing a place, it may move from general view to
significant details or from some immediately striking details to some less obvious but
perhaps more important one. If a paragraph is classifying (dividing a subject into its
parts) it may begin by enumerating the parts and go on to study each in climactic order.
Among the common methods of organizing a paragraph are:
1. General to particular (topic sentence usually at the beginning)
2. Particular to general (topic sentence usually at the end)
3. Enumeration of parts or details (in climactic order)
4. Question and answer
5. Cause and effect
6. chronology
c. Coherence
It is not enough to write unified and organized paragraphs. The unity and organization
must be coherent. That is sufficiently clear so that the reader can follow the train of
thought. Coherence is achieved largely by means of transitions and repetition.
C. The study of Descriptive Paragraph
Descriptive paragraph is a paragraph which consists of three important qualities such as

5. 3
dominant impression, mood, and logical development. It is used to give vivid details of
an object either it is person, place, or thing. Descriptive paragraphs include details that
appeal to the five senses: sight, taste, touch, smell, and hearing. In a descriptive
paragraph, the writer must convey information that appeals to all the senses, in order to
give the best possible description to the reader. There are five ways to create possible
description:
a. Start with what the reader can see. Since sight is the most helpful sense, any good
descriptive paragraph must first discuss what the writer wants the reader to visualize.
Using strong adjectives to illustrate your scene, moment, experience or item to the
reader will help provide a visual picture in your reader's mind.
b. Describe smells and tastes. Think about how you can describe the topic, scene, or
moment to the reader in terms of how it smells and tastes. The best descriptive
paragraphs use a whole slew of adjectives that make the reader feel as if they were
actually experiencing the thing you're describing, and not just reading about it. Include a
sentence or two about how your topic smells and use a few poignant adjectives to relay
the smell of it to the reader. "It tastes good" is not going to provide a specific experience
for your reader. However, "It tastes like Grandma's apple pie when it's fresh and still
bubbling around the edges - crunchy, flavorful and sweet" helps describe the distinct
flavor of your item. Smell and taste should provide the most helpful descriptions about
your item, so try to make these most effective.
c. Say how the moment or item feels. As you continue writing your paragraph, write a
sentence or two about how the experience feels. What does it remind you of as you
imagine yourself running your hand along its surface, or the tingling feeling you feel
run down your back? How are you reacting to the moment? Again, use descriptive
adjectives to describe how the moment feels. Avoid using general statements like "it
feels nice", which isn't descriptive at all. Opt for specific, definitive examples that relay
the feeling of something to the reader.
d. Mention the sounds of the moment. What can you hear? Is there a deafening silence?
If there is a buzzing sound, avoid simply saying "All of a sudden I heard a loud buzzing
sound", rather "I jerked as all of the sudden I heard an indefinable buzzing sound, so
loud I put my hands over my ears. I assumed it was the deafening fire alarm..." and the

6. 4
reader would be able to relate with the "fire alarm" description, as most people have
experienced the startling noise of a fire alarm.
e. Include some other literary components. Using other effective writing techniques to
top off your paragraph will make it all that more professional. If you include all these
elements in your paragraph, your reader will be able to fully experience and appreciate
your writing.
In a descriptive paragraph, the writer must convey information that appeals to all the
senses - touch, taste, sight, smell and sound - in order to give the best possible
description to the reader. This is easily accomplished by following these descriptive
paragraph writing tips. Descriptive writing paints a picture in words that shows – not
tells – what a person, place or thing is like. The purpose of descriptive writing is to paint
a picture with words for the reader.
The basic of all good description is close observation. It needs a store of particulars to
draw on. If the purpose is to picture an object, place, or person as any careful observer
would see it, the details we choose will supply specific information about size, shape,
weight, and color. If the purpose is to have audience experience the subject as we have
experienced it, we might select different details or we might use the same details but
treat them differently, emphasizing some, subordinating others, and choosing modifying
words and phrases that convey mood, attitude, or judgment.
D. Definition of Picture
In a teaching process, teacher needs such thing to support fluency of the teaching
learning process itself. Teaching is not only how to transfer knowledge but also how to
make the students more understand. So, any media such as picture is very helpful to
support the teaching learning process in a class.
According to http://www.thefreedictionary.com/picture, picture is a visual
representation or image painted, drawn, photograph, or otherwise rendered on a flat
surface. A picture can also be defined as a visual representation of something such as a
person, scene, produced on a surface, as in a photograph and painting. Picture as
reflection thing is not only provides an important aids to interpreting primer and first-

7. 5
reader stories, but they also contribute to development of language ability and serve to
widen experience background. Pictures can be used to give clues to class records.
Now, the point is that picture can be very helpful in a teaching learning process because
it supports the material that teacher give. It also enables the teacher to teach the material
to the students.
E. The using of Picture in Writing a Descriptive Paragraph
In running a learning process, a teacher is required to be able to create an exciting and
educating learning process. Besides, a teacher also must have responsibility in creating a
good learning environment. One of the ways is by creating or choosing appropriate
learning media.
The choosing of the appropriate learning media will be very much helpful for the
students to reach the aim of learning. It means that not all of medias can help the
realization of the aim of learning, it will happen when the media used by teacher is not
appropriate with the need. Sometimes, teacher needs media in teaching process but
sometimes not depends on the material given. In this case, in writing a descriptive
paragraph, media such as picture is very helpful.
Look at the example of descriptive paragraph below:
This is my classroom. It is a comfortable classroom. My friend and I are sitting at our
desks. We are learning English. Our teacher is Miss Maya. She is a good teacher. Now,
she is reading a book. My friends and I are listening to her carefully. Then, we write
what she says with our pen. The teacher’s desk is in the left corner in front of the class.
It is covered with a table cloth and vase with flowers on it. The blackboard with a box
of chalk is hung in the wall in front of the class. A map of Indonesia is in the left wall
next to the picture. There are also dustbin and a broom in the left corner in back of the
class. We clean our classroom everyday before the class begins.
The descriptive paragraph above can be written by looking at the picture. It can enable
to write a descriptive paragraph as good as possible.
Finding data
Descriptive paragraph paints a picture in words that shows not tells what a person, place

8. 6
or thing is like. The purpose of descriptive paragraph is to paint a picture with words for
the reader. Teacher will use a variety of strategies to describe the elements of
descriptive paragraph. It is best for all strategies to be modeled a few times and for the
information to be displayed in the class.
Some of these ways will be possible to do to prove whether a picture can be very
helpful or not. Students close their eyes as the teacher reads a short passage for students
to visualize. Students open their eyes without talking, draw a picture using as much
detail as possible, and add a few words if necessary. Next, the teacher will read a well
written descriptive passage and students are to do the same exercise as above.
After the visualization process, teacher will begin a discussion about descriptive
paragraph and how a good description allows readers to visualize a picture in their
heads. Teacher will compare the different and show how the less descriptive passage did
not give the students enough details to create a good picture in their minds, while the
other passage did allow them to create a vivid picture in their minds.
Data Analyzing
The data were gained from some sources like book and internet. The sources gained are
absolutely related to the topic or themes. The data then were explored and discussed as
good as possible.
Descriptive paragraph is thus a culmination of the process of creating a visual image
with the help of words and senses. It is not easy create a picture in mind by using words.
We need such kind of pictures to enable in making a descriptive paragraph. Descriptive
text is to give the brief explanation from the object clearly about person, place or things
as if the reader can visualize and feel it. It usually uses the present tense. Descriptive
text has two generic structures, they are identification and description. Identification is
to identify phenomenon to be describe. Meanwhile description is to describe parts,
qualities and characteristic.
There are three kinds of descriptive writing according to George and Julia (1980: 379),
there are three kinds of descriptive writing. They are describing people, place and units
of time.
• People

9. 7
It usually describes people who are interesting to read. Their appearance is interesting
especially when describes personality. Character may be described directly or indirectly.
In direct description, the writer tells how the person looks like and what the person is
like. In indirect description, the character is revealed through what he or she does,
thinks, or says in certain situations. The text below is one of the examples from
describing people.
Agnes Monica is an Indonesian pop music singer, dancer, and actress. She is a beautiful
and attractive girl. She has straight and long hair. She is tall and slim girl. Beside that
she also has sharp nose and skin white. She has a beautiful smile and friendly to
everyone. Most people like her, because she has a good characteristic of voice when she
is singing. She always looks good performance when she is on the stage. Therefore, she
becomes a trendsetter for young people.
• Place
Moreover, for describing places; how places look, smell and sound is important. The
text below is an example from describing place.
My school is located in a suburban area near Mahakam Street. It is near the greatest
landmark. It is one of the best schools in our town. My school is not small at all. The
library is in front of the school building. It has a cozy playground at the back and 27
large classrooms to study. There is a large basketball field in the middle. There are two
toilets, one for male and the other for females. And of course, it has 3 laboratories for
chemistry, biology, and physics. The school building consists of two-stair-classroom,
upper classrooms and lower classrooms. The canteen is the students’ most favorite
place.
• Units of time
Description of units of time is often used to determine mood. It is full of descriptions of
seasons, days, or times of day. The description of units of time set a certain mood, or
emotional characteristic. The text below is an example from describing units of time.
It was a fine autumnal day, the sky was clear and serene, and nature wore that rich and
golden livery which we always associate with abundance. The forests had put on their

10. 8
sober brown and yellow, while some trees of the tendered kind had been nipped by the
frosts into brilliant dyes of oranges, purple, and scarlet. Streaming files of wild ducks
began to make their appearance high in the air; the bark of the squirrel might be heard
from the groves of beech and hickory nuts, and the pensive whistle of the quail at
intervals from neighboring stubble – field.
Conclusion
1. Conclusion
Based on the data finding and analysis, it can be concluded that the using of picture in
writing a descriptive paragraph is very useful. It can also improve student’s ability in
writing a descriptive paragraph. Using picture can create an interesting atmosphere in
the language learning process.
2. Suggestions
a. In every language learning process the teacher is supposed to be able to choose an
appropriate learning media so that it can create an active, creative, effective, interesting,
and exciting atmosphere in the teaching learning process.
b. Picture is one of the media which can be found everywhere. It is easy to find is out, it
can be borrowed or even can be created by the students. So, English teacher should use
it particularly in a process of descriptive text learning.

11. 9

12. 10
References
Barnet Sylvan. 1983. Practical Guide to Writing. New York: Little Brown and
Company
Ebbitt, Wilma R., and Ebbitt, David R. 1939. Writer’s Guide and Index to English. New
York: Scott Foresman and Company.
George E and Julia M. Burks. 1980. Let’s Write English. New York: Litton Educational
Publishing, Inc.
Harris, David P. 1979. Testing English as a second language. Bombay: TMH Publishing
Company Ltd. Wishon.
Segal, Margaret Keenan and Pavlik, Cheryl. 1990. Interactions II: A Writing Process
Book. Singapore: McGraw-Hill Publishing Company.
Warren, Thomas L. 1985. Technical Writing: purpose, Process, and Form. Belmont:
Wadsworth Publishing Company.