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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5.2.4.3 High Achiever Group 3
The last text analyzed in this cycle is Nadia‟s text as the representative of high achievers. The analysis of this text can be seen in Table 5.13 below.
Table 5.13 Analysis of Text 2 Written by High Achiever
Schematic Structure
My Classroom Linguistic Features
Identification My classroom is class VII-1
Significant participant: my classroom
Linking verbs: is
Description
My class has many pictures. Its colour is white. In my classroom,
there are many flowers. On the ceiling, there are four lamps. In my
class
there are
brooms. My
classroom has two doors. In my classroom, there are twenty one glass
windows. In front of my class, there is a blackboard.
Linking verbs: is, are. Has
Description My teacher always writes on the
blackboard with a chalk. In the my class, there are many desks and
chairs. Every student has a chair for sitting and teacher has too. On the
table, there are many stationaries, for example: book, pen, pencil, eraser,
etc. Linking verb: are, has
Present Tense: writes
Description
Every morning, my class is clean. The teacher makes us a schedule for
cleaning the classroom. In my class, many students use backpack. In my
class there is a pail. I love my class because it is clean.
Linking verb: is Action verb: makes, use
Mental verb: love Adjective: clean
The influence of the GBA intervention is clear in Nadia‟s post-test 1Table 5.14 when compared with her text produced in the pre-
test. Nadia‟s text provides clear evidence that the stages of the GBA had given many linguistic resources for
students to make their texts better. This text shows that Nadia has had good control about the schematic structure of descriptive text as suggested by Gerot and
Wignell 1994 and Derewianka 2004. She started her text with an identification of her classroom and followed by describing the situation of her class.
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, Nadia has used specific participant my classroom, linking verbs is, are, has, present tense writes, makes, use, action
verbs writes, makes, use and adjective clean. It shows her capacity in applying all the linguistic features of descriptive text in the text she wrote. In addition, she
used a mental verb to express her impression of her class in the last sentence of her text Emilia, 2012. It shows that the writer had tried to add her personal
comment about her class. Based on the analysis of the schematic structure and linguistic features of
the text above, it can be concluded that this text has achieved the social purpose of a descriptive text. The writer was successful in controlling the schematic structure
of descriptive text and used all the linguistic features relevant to a descriptive text Gerot and Wignell, 1994; Derewianka, 2004; Knapp and Watkins, 2005; Emilia,
2012. All these also suggest that the mastery of English structure is developing Emilia, 2012.
5.2.5 Reflection
