36 Statement number nine concerned for the respondents’ responses on whether
the use of text modelling encouraged the respondents to write a better composition. The result showed that for “Strongly Agree”, there were 30 or six students who
chose it. 50 or ten students chose “Agree”. For “Disagree”, there were 20 or four students who chose it. None of the students chose “Strongly Disagree”. The result
showed that most of the students were encouraged to write a better composition by the use of text modelling.
Nevertheless, there were also small number of students who had negative perceptions on the use of text modelling in teaching writing to the eighth grade
students of SMP BPK Penabur Indramayu. There were 10 or two students who had negative perceptions on the statement number three, the respondents felt that the
teacher’s explanations about text modelling were not important for the success in writing skill. Then, there were 5 or only one student who did not have positive
perception with the statement number seven, the respondent stated that the use of text modelling did not help her understand the better material of writing. Moreover, there
were 20 or four students who had not agreed with the statement number nine, the respondents stated that the use of text modelling did not encourage them to write a
better composition. Based on the data presentation and discussion on the result of the
questionnaire, it can be concluded that generally, the students’ perceptions on the use of text modelling in teaching writing are positive. Most of the students had
experienced on the use of text modelling well, thus the students were familiar with the use of text modelling.
37 The students’ positive perceptions on the use of text modelling in teaching
writing were showed by the results of the statement number three, there were 90 or eighteen respondents stated that most of the students needed the teacher’s
explanations on text modelling for the success in writing. Moreover, there were 100 or all students had positive perceptions on the statement number six, the
students stated that the use of text modelling helped the processes in learning writing. There were 95 or nineteen students stated that they understood the better material
of writing by the implementation of text modelling. Furthermore, there were 100 or all students had positive perceptions on the
statement number eight, they stated that the teacher gave the sample of texts models clearly which were relevant to the topic. As stated on statement number nine, sixteen
students or 80 students stated that the use of text modelling encouraged them to write a better composition
2. The Description of Students’ Perceptions Based on the Observation
The researcher presented the data analysis of the use of text modelling in teaching writing into the data presentation and analysis. To answer the second
problem, the researcher carried out an observation. The observation helped the researcher to get some descriptions on how the text modelling was being
implemented. The following was the description of the text modeling was being implemented in the eighth grade of SMP BPK Penabur Indramayu.
The observation was on February 7, 2008. The main focus of the observation was to get some descriptions on how the text modeling was being implemented in the
38 eighth grade students of SMP BPK Penabur Indramayu. From the observation see
Appendix C, it was discovered that the teacher gave the spoken and written explanations of text modelling clearly. When the teacher taught writing, she applied
the text modelling stage well. The teacher presented exercises by using the text modelling, which asked students to identify the features and generic structure of the
recount with funny ending text. Then, students explored the structural pattern and language features of the recount with funny ending text.
3. The Description of Students’ Perceptions Based on the Interview
To answer the second problem, the researcher also conducted an interview. The researcher had an English teacher as the interview and asked about the use of
text modelling in the literacy cycle. Then, she answered that as she knew that text modelling is one stage in the literacy cycle which helps the teacher to be able to give
information about structural pattern and language features of the model. Also, it was effective since the texts models that were given to the students were appropriate with
backgrounds of the students and their everyday experiences. Next, the researcher asked about the problems that the teacher faced in her teaching writing. The teacher
said that her students sometimes felt difficult to start to write a composition, they still felt difficult to arrange words into a good sentence, and they lack vocabulary
mastery. Then, the researcher asked about her suggestions on the use of text modelling in teaching writing, the teacher answered that the text modelling should
relate the topic to everyday experiences and the students’ backgrounds, what were in our close surroundings where the students studied.
39
4. Discussions
After presenting the data from the questionnaire, observation, and interview above, the researcher then discussed the students’ perceptions in the light of the
theories elaborated in Chapter II.
a. The students considered that most of the respondents needed the teacher’s
explanations on the text modelling for the success in writing.
The students felt that they needed the teacher’s explanations on the text modelling for the success in writing. There were 90 students who had positive
perceptions that they needed the teacher’s explanations on the text modelling for the success in writing. In writing class, the teacher gave the recount text without
explanations of the text modelling stage; consequently the students did not understand the generic features of the recount with funny ending and they were
not able to write a recount composition well. In contrast, the students who were taught by the teacher’s explanations on the text modelling, they were able to
write a recount composition well. In other words, the teacher’s explanation on the text modelling was very important for their success in writing.
b. The students considered that the use of text modelling helped the processes
in learning writing.
There were 100 or all students had positive perceptions that the use of text modelling helped them in the processes of learning writing. The activities of
the text modelling stage were the teacher presents exercises which asked students to identify particular information in the text factual and ideational meanings,
the teacher presented exercises which directed students to the awareness of
40 features and text structures and also asked students to identify language elements
conjunctions, substitutions, etc which directed students to the knowledge of cohesion and coherence in a text Sofyanda et al., 2006: 6. In writing class, if the
use of text modelling stage had taught well, consequently, it could help the students in the processes of learning writing, such as they understood the better
language features of the recount with funny ending text.
c. The students considered that the use of text modelling helped them to
understand the better material of writing.
There were 95 students stated that they understood the better material of writing by the implementation of text modelling. The students stated that the use
of text modelling helped them understand the better material of writing, so they had positive perception on the use of text modelling. Feez and Helen 2002, p.
29 reveal that the text modelling is a stage of the teaching and learning cycle which helps the teacher to decide how much time to apply to particular language
features. The activities of the text modelling stage were the students explored the structural pattern and language features of the model. Because of exploring it in
detail, the students understood the better material of writing. For instance, when they were asked to make a recount composition, they had been able to make a
recount composition well.
d. The students considered that the teacher gave the sample of text models that
were relevant to the topic was important.
In their teaching learning process, the students would know the writing skill well if they understood that the material or lesson was related to their
41 individual needs. Alman et al. 1985, p. 90 explain that self concept is important
because students’ mental pictures of themselves determine most of what we perceive and do. It meant that the students were able to write when they were
given the sample of texts models that were relevant to the topic. The text models should relate the topic to the everyday experiences and backgrounds of the
students because they would understand the topic easier. e.
The students considered that the use of text modelling encouraged them to write a better composition.
As stated on the statement number nine, sixteen students or 80 students stated that the use of text modelling encouraged them to write a better
composition. Feez and Helen 2002, p. 29 say that in the text modelling stage, the teacher gives information about the concept and types of the literary text.
This activity was the students explored the structural pattern and generic structure of the recount text. Gerot and Wignell 1995, p. 194 and Mukarto, et al. 2007,
p. 203 stated that the generic structure of recount with funny ending text is orientation, series of events, and re-orientation consists of humorous activity or
situation. For example, the teacher asked the students to read the recount with funny ending text and explored the generic structure of the text. Since the
students were taught the text modelling in detail, the students were able to do the exercises and moreover, easy to write a recount composition well.
B. Class Procedure of the Use of Text Modelling in Teaching Writing
The researcher presents the class procedure of the use of text modelling in
