<![CDATA[AbstrakPenelitian ini bertujuan untuk mendeskripsikan dan memperoleh informasi tentang kegiatan pembelajaran menulis deskriptif pada mata pelajaran bahasa Inggris oleh siswa lamban belajar di kelas X SMA Budi Waluyo. Penelitian ini menggunakan pendekatan kualitatif dengan metode etnografi. Penelitian ini dilakukan di SMA Budi Waluyo, Jalan Cisanggiri III, Kebayoran Baru, Jakarta Selatan. Data penelitian ini diperoleh melalui observasi (pengamatan), wawancara, dan studi dokumentasi. Data dianalisis menggunakan model analisis Spradley, terdiri atas analisis domain, taksonomi, komponen, dan tema budaya. Hasil penelitian ini menunjukkan bahwa 1) menguasai keterampilan dasar menulis dan dapat menulis atau mengarang sebuah teks deskriptif yang sederhana dalam bahasa Inggris dengan baik dan benar menjadi tujuan pembelajaran menulis; 2) materi yang ada dalam buku teks (pokok) dan tata bahasa (grammar) adalah materi yang digunakan guru dalam pembelajaran; 3) metode pembelajaran berbasis struktural, ceramah, pemberian tugas, dan latihan; 4) media pembelajaran berbasis fasilitas sekolah dan kreativitas guru; 5) peran guru mendominasi aktivitas pembelajaran dan siswa cenderung pasif, menunggu perintah guru, 6) evaluasi proses dan hasil.Kata kunci: pembelajaran menulis deskritif, siswa lamban belajarAbstractThe objective of this research is to obstain information and to describe English descriptive writing instruction conducted at the 10th year-slow learner students of Budi Waluyo Senior High School of Jakarta. It used qualitative approach and the ethnographic research method. It was held at Budi Waluyo Senior High School located at Cisanggiri Street, Kebayoran Baru, South Jakarta. The data were collected through observation, interview, and document analysis. The data were analyzed based on Spradley’’s terms, which were domains, taxonomic, componential analyis, and cultural themes analysis. Based on the finding of the research, it concluded that (1) the goal of the writing instruction was students had an ability to write or compose a simple descriptive text, make some functional simple texts in English, and had a basic writing skill; (2) the teacher used material instruction from a textbook that was suggested in curriculum; (3) the use of method was structural bases learning, lectures, assignments, and exercises; (4) the use of media was black/whiteboard, electronic media, picture, photograph, direct object, and school facility bases; (5) the role of teacher dominated all the instruction activity and students waiting teacher’s order (passive student) in the learning process, (6) the evaluation used process and result evaluation.Keywords: English writing instruction, slow learner]]>
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