subject of the clause that were categorized as subject ―Others‖ 31,38 in the analysis, and the students rarely used modality in their recount texts.
Secondly, in term of ideational meaning analysis which analyzed the Transitivity analysis shows that the students‘ recount texts told about the students‘
experience in particular place and time. It can be seen from the occurrence of process, participants and
circumstances in the students‘ recount texts. There are some process that were realized in the students‘ recount texts such as relational
attributive process 21,77, mental process 14,42, existential process 3,54, behavioural process 0,77, verbal process 1,23, and material
process 56,29. The students mostly used material process to talk about physical activities in their recount texts, so the dominant participants that occur in
the recount texts is the material process participant, those are Actor, Goal, and Range 50,83. They also frequently used some circumstances, such as
circumstance of extent 1,06, circumstance of manner 4,68, circumstance of matter 0,21, circumstance of cause 4,04, circumstance of accompaniment
3,19, and circumstance of location 86,81which is mostly used by the students in order to add information about place and time in the recount texts.
Thirdly, in term of textual meanings which analyzed the Thematic structures analysis shows that the clauses used ideational theme 67,6, interpersonal
theme 0,78, textual theme 30,36, and multiple themes 1,25. The students mostly used ideational theme which is divided into marked topical theme
15,96 and unmarked topical theme 51,64, and the researcher found that the dominant theme is unmarked topical theme. The students used high
nominalization in their recount texts because they frequently used subjects and circumstances as the nominalization in the beginning of the clauses. It can be
stated that the texts are in form of written texts.
5.2 Pedagogical Implication
The researcher of the study studied in education field, so it is worth to present the pedagogical implication based on the data analysis. It can be said as the
contribution of the study in teaching English for English teachers. As the result of grammar analysis in term of interpersonal meaning, the researcher still found
there are many students who used finite simple present and modality in their recount texts. Recount text should be written by using simple past, because it
retold the students‘ past events. It is estimated as the students‘ error in using grammar. So, as language teachers, we have to make our students understand the
use of finite in sentences or clauses. If they want to make recount texts, they have to use past tense. If they want to describe something or someone, they have to use
simple present, etc. If the students have understood about it, they can create meaningful texts in order to communicate with the readers, because they can
construct sentences grammatically. From the ideational meaning, the process types can make the students choose
the right vocabularies in composing their texts. And from the textual meaning, the students can make coherent paragraph in their texts. So, from the study is
expected that the students can improve the students writing skill by using the realization of metafunctions.
5.3 Suggestions
Suggestions are addressed as the result and the significance of the study. There are three points of suggestion dealing with the study.
Firstly, it is addressed to English teachers. English teachers should master the knowledge of metafunctions, i.e. interpersonal, ideational, and textual meanings.
From those meanings, teachers can know the meanings realized in the use of language in the students‘ texts and teacher also should be more concern to the
grammar that is used by the students. If the teachers have the knowledge of metafunctions and good grammar, the students can compose a meaningful and
grammatical text related to its context. Secondly, it is addressed to other researchers who are interested in the similar
study. If the researchers are interested in discourse analysis, they should have the knowledge of grammar. Hopefully, this study can be one of references to enrich
their study. Finally, it is addressed to the readers. It would be better if they are aware with
the effectiveness to master metafunctions, because they can guide them to use lexicogrammatical analysis and avoid misinterpretation in interpreting the
meaning when they read a text.
