Efrita Marthalena BR. Saragih Sumbayak, 2014 Implementation Of Genre-Based Approach In The Teaching Of Descriptive Text Writing
Universitas Pendidikan Indonesia
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Table 5.3 Analysis of Text 1 Written by Low Achiever
Schematic Structure
My Classroom Linguistic Features
Identification Description
My class is floor, door, wall, book, frame, vase, window, table, pail,
eraser, blackboard, chalk, bench, pencil,
ruler, waste
basket, calender, lamp, days, week, ordinal
number, picture, bag, student. Specific participant: my
class Linking verb: is
In terms of linguistic features, Yogi shows his struggle to write a successful
descriptive text as he made grammatical mistake My class is floor, door, wall … and misspell word calender in the text. In addition, this text has not achieved
the social function of the descriptive text that is to describe the classroom to the readers. Indeed, Yogi has shown his understanding of descriptive text since he
wrote the words “ My class …” and the things in the classroom that actually he
can used to describe his classroom. Overall, the pre-test results of Group 1 writers did not acquire the necessary
knowledge of the genre to describe the classroom. Some of the students in this category could not even write complete sentences in English. Furthermore, the
results of the analysis above suggest that the students in this group really needed scaffolding from the teacher in terms of grammar and control of the schematic
structure of a Descriptive text. For this reason, in the action phase, writing should be taught as a process Gibbons, 2002. The students should be given time to
revise, to edit and to proofread their writing Gibbons, 2002 .
5.1.2.2 Middle Achiever Group 2
The second text to be anlyzed is Fira ‟s text as the representative of middle
achievers Group 2. The text that Fira produced during the pre-test is better than the text written by low achiever as display in Table 5.4 below.
Efrita Marthalena BR. Saragih Sumbayak, 2014 Implementation Of Genre-Based Approach In The Teaching Of Descriptive Text Writing
Universitas Pendidikan Indonesia
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Table 5.4 Analysis of Text 1 Written by Middle Achiever
Schematic Structure
My Classroom Linguistic Features
Identification It is class seven-one.
in the class room has blackboard, a chair, a door, a vase, a lamp, a
table, a celender, a window, a broom. my class room the is flower
teacher in the my school the are kind time teach. I have many
friend‟s be rona, jelita, saina, geres, lia
Specific participant Linking verb:
is
Description Linking verb:
is, are, has, have
Although Fira wrote her text in one paragraph, it has shown the schematic structure of a descriptive text. Fira started to introduce her class by identifying it
in the first sentence of the paragraph
It is class seven-one
. In the next sentences, she described about the things found in her class, the teacher, and her friends.
These sentences consider as Description of the text Derewianka, 1990; Gerot and Wignell, 1995; Knapp and Watkin, 2005.
In terms of linguistic features, this text has applied some linguistic features of descriptive text, such as the use of specific participant class seven-one and
linking verbs:
is, are, has,
and
have
. On the other hand, Fira shows her immaturity in English grammar, spelling and punctuation as she still made some mistakes, for
examples:
in the class room has blackboard, a chair, a door,
…;
my class room
the is flower teacher in the my school the are kind time teach,
etc. As the social purpose of such genre is to give information about a particular
person, place or thing Derewianka, 1990; Gerot and Wignell, 1995; Knapp and Watkin, 2005, the student seemed to have some effort to improve her writing
since writing can not be done „at one sitting” Gibbons, 2002: 67. To sum, the students in Group 2 presented lists of facts about the classroom
in vague order as illustrated above. The writing characteristics of Group 2 suggests that they have little knowledge about descriptive text. The writers in this
category still need some help in creating a successful descriptive text.
Efrita Marthalena BR. Saragih Sumbayak, 2014 Implementation Of Genre-Based Approach In The Teaching Of Descriptive Text Writing
Universitas Pendidikan Indonesia
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| perpustakaan.upi.edu
5.1.2.3 High Achiever Group 3
