Efrita Marthalena BR. Saragih Sumbayak, 2014 Implementation Of Genre-Based Approach In The Teaching Of Descriptive Text Writing
Universitas Pendidikan Indonesia
| repository.upi.edu
| perpustakaan.upi.edu
5.3.4.2 Middle Achiever
Another text written by Fira as a middle achiever was gained from the second post-test. The theme was about school. The analysis of the text is
displayed in Table 5.20 below.
Table 5.20 Analysis of Text 3 Written by Middle Achiever
Schematic Structure
My School Linguistic Features
Identification My school is SMP Negeri 3
Kabanjahe. Specific participant: my
school Linking verb: is,
Description In my school, there is a gate. There
are many trees in the school. In my school, there is a flag pole. In my
school there are 2 fields. There are many flowers in the school yard. In
my school there is a bell. Linking verbs: is, are
Technical vocabularies:
flag pole, school yard, bell,
canteen, toilet,
library, classroom, fence Description
There are fences in my school. In my school there is a notice board.
There is a canteen in my school. There are 9 toilets in my school, 4
toilets for girls, 2 toilets for boys, and 3 toilets for teachers. There is a
library in my school. We read books in the library. In my school there are
15 classrooms, 5 classrooms for the class VII, 5 classrooms for the class
VIII, and 6 classrooms for the class IX.
Linking verb: is, are Present Tense Action
veb: read Technical
vocabularies: notice board
The text was written in two paragraphs. It is longer than Fira‟s second text gained in the first cycle. This arose because she had written this type of text for
several times during the teaching program and she had enough linguistic resources after learning writing through GBA stages in the first and second cycles as
suggested by Hammond
et al
. 1992, Gibbons 2002, Emilia
et al
. 2008, and Emilia 2010, 2012. Fira started her text with identification of her school and
continued with descriptions of facilities in the school. It suggests that the writer had got good control of the schematic structure of descriptive text.
Efrita Marthalena BR. Saragih Sumbayak, 2014 Implementation Of Genre-Based Approach In The Teaching Of Descriptive Text Writing
Universitas Pendidikan Indonesia
| repository.upi.edu
| perpustakaan.upi.edu
In terms of linguistic features, the text shows the w riter‟s capacity in using
some linguistic features of descriptive text. Compare to Fira‟s second text, this shows some improvements, such as:
Use of specific participant:
My school is SMP Negeri 3 Kabanjahe.
Use of linking verbs:
is, are
Use of present tense and action verb:
is, are, read
Use of technical vocabularies:
flag pole, school yard, canteen, library, toilet, bell, notice board, etc.
To sum, this text has reached the social purpose of this text, that is to describe the school of the writer.
5.3.4.3. High Achiever
