The Analysis of Descriptive Texts Written by Efl Students in Class XI of Sint Carolus Catholic High School Kupang

DAA, Maria Yasinta (2025) The Analysis of Descriptive Texts Written by Efl Students in Class XI of Sint Carolus Catholic High School Kupang. Undergraduate thesis, Universitas Katolik Widya Mandira.

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Abstract

This study was conducted to examine the descriptive writing ability of eleventh-grade students at SMAK Sint Carolus Kupang by focusing on five assessment components: content, generic structure, grammar, vocabulary, and mechanics. The data were obtained from nineteen student essays written under the topic ―Describe your favorite or most memorable person in your life. ‖ The analysis employed the Jacobs et al. (1981) scoring rubric, integrating both quantitative scoring and qualitative interpretation. The results indicate that students ‘descriptive writing proficiency still requires considerable improvement. The total score achieved by all participants was 1020, with an average score of 53.6, which is classified within the Average category (41–60). Individual scores ranged from 30, categorised as ‗Fair, to 82, categorized as Good, while none of the students reached the Excellent level (81–100). Among the five evaluated aspects, content appeared relatively stronger, as most students were able to convey their main ideas clearly. However, their descriptions tended to be brief and insufficiently developed. The primary difficulties were found in generic structure, grammar usage, vocabulary selection, and mechanical accuracy. For instance, errors in subject–verb agreement frequently occurred, vocabulary use was often repetitive (such as beautiful, kind, and good), and problems with spelling and punctuation negatively affected clarity. These issues resulted in texts that were sometimes incoherent, repetitive, and linguistically inaccurate. Overall, although students demonstrated basic competence in descriptive writing, their ability to expand ideas, organise texts effectively, apply grammatical rules consistently, use varied vocabulary, and maintain proper mechanics remains limited. The findings highlight a discrepancy between curriculum expectations and students‘actual performance, supporting previous research suggesting that EFL learners generally can generate initial ideas but still struggle with linguistic and technical accuracy. Therefore, the study suggests adopting innovative instructional approaches, including collaborative learning, technology integration, and scaffolding techniques, to enhance students‘descriptive writing skills and reduce the gap between expected standards and actual achievement.

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