Modelling and Deconstructing the Text

17 or experiences for the purpose of informing and mainly to entertain the audience or readers.

c. Generic Structure of Recount with Funny Ending

Mukarto et al. 2007, p. 203 and Gerot and Wignell 1995, p. 194 note that the generic structure of Recount with Funny Ending is • Orientation : sets the recounts in time and place • Series of events: : It presents events chronologically • Re-orientation : closure of writer’s opinion regarding events described

d. Linguistic or Generic Features of Recount with Funny Ending

Personal Recount Text Type • The title of the text. • The purpose of this text: to inform and mainly entertain by retelling past eventsexperiences. Contextual factors • Subject matter Field – focus on individual, events, places. • Roles and relationships between writer and reader Tenor The nature of the relationship between the writer and the readers. • Mode The mode for all these texts is written. Textual Features • Generic structure Orientation Series of events Re-orientation – consist of humorous activity or situation • Vocabulary Associated with the subject matter or field. The language used can be emotive to describe the eventsexperiences. • Grammar Verb type: Action or doing verbs; Verbal or saying verbs, Mental – to do with thinking, feeling. Verb form tense: The tense of the verb that is past tense. • Likely functions and associated grammar and vocabulary Language functions Signalfeatures Telling about the past lived Cause-effect due to, because of, as a result Expressing sequence first, next, finally Hardy, 1990, p. 26 18

e. Example of Recount with Funny Ending

GenericStructure Title Orientation Series of events Re-orientation

f. Analysis Generic Features of Recount with Funny Ending

Contextual factors • Subject matter Field – school, drama • Tenor - writer to unknown readers • Mode - written Textual Features • Generic structure Orientation Series of events Re-orientation • Vocabulary Emotive e.g. performance, angry, loudly • Grammar Verb type: Action verbs e.g. sat, turned, went Mental verb e.g. thought Verb form tense: past tense • Likely functions and associated grammar and vocabulary Language functions Signalfeatures None of Your Business Last week I went to my sister’s school to see her performance in a drama. First, I looked for the best seat in the school hall. Then, I sat and waited patiently for the drama. As soon as the drama started, I tried to concentrate on the performance. The drama was good but I did not enjoy it. Two children were sitting behind me and they were talking loudly. I got very angry because I could not hear the conversations. So, I turned my head and looked at them angrily. They did not pay any attention and kept on talking. Finally, I turned round again and said angrily that I could not hear a word. To my surprise they told me that it was none of my business. I thought they did not understand. What I was trying to say was that I couldn’t hear the drama, not their conversation. Adapted from: A Private Conversation, Practice and Progress, L.G Alexander 19 Telling about the past went, looked Cause-effect because… Expressing sequence first, finally, then Expressing time last week Giving addition and In this recount with funny ending, we can see that each text type has its own distinctive text structure and language features. It means that linguistics features of the recounts text type will be different from other text types. Generic features can help students to construct a text because it covers generic structure which can make a composition easier. In modelling and deconstructing the text stage, the students are asked to compare the recount with other examples of the text type and discuss its generic structure. The following is an example of describing people text which is quoted from http:elcwebtest.byu.edu . Generic Structure Title Introduction Description of physical appearance Description of personal qualities Description of hobbies and interests Conclusion My Mother One of the most important people of my life is my mother. Her name is Silvia Edith Flores. She is very important to me because she teaches me to be better every day. My mother is 45 years old, but she does not look like it. She is of average build. She is not tall but not short. She has curly brown hair. Her eyes are almond-shaped and brown. My mother has a broad nose but she is lucky to have regular teeth. She also has thin lips. Furthermore she has a beautiful smile. She is a very kind person. She is very lovely, friendly, patient, and she loves to help people. I love my mother because she is a good example to me. For instance, she loves being in the Church. She always takes care of her family. She is a very organized person, and all things in the house are in the right place. She doesnt like messes. Moreover she loves singing and dancing, too. All in all, she is a very good child, wife and mother. She wants good things for her family and it is good for me. I want to be like her with many goals in my life. Adapted from: http:elcwebtest.byu.edu 20 Analysis linguistic or generic features of describing people text Contextual factors Field : mother Tenor : writer to unknown readers Mode : written Textual Factors Generic structure : Introduction Description of physical appearance Description of personal qualities Description of hobbies and interests Conclusion Vocabulary : related to the field – curly, lips, broad, friendly, etc Grammar : verb type : action verbs e.g. : teach, take care, and love verb form : simple present tense e.g. : is to express generality Likely functions and associated grammar and vocabulary Language functions Signalfeatures Describing appearance Adjective curly, brown, thin Expressing addition furthermore, moreover, too, and In conclusion, we can see that each text type has own distinctive characteristics, such as generic structure of Recount is Orientation, Series of events, Re-orientation different from description text type is introduction, series of descriptions, and conclusion. Furthermore, the verb form of recount text type is past tense, different from descriptive text type, which is simple present tense.

5. Competency Based Curriculum

A new curriculum, Competency Based Curriculum called CBC has been implemented in Indonesia since 2004. The CBC is designed to help students to develop English communicative competence as life skill, the skills to make students survive in the modern communication where English is used Departemen Pendidikan Nasional, 2004, p. 43. Curriculum itself is a general statement of goals and outcomes, learning arrangements, assessments, and documentations relating to the arrangement of