WRITTEN GENRE BY UNIVERSITY STUDENTS.

WRIT~KN

A THESIS

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A THESIS
WRITTEN GENRE BY UNIVERSITY STUDENTS

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Registraon

SRI RATIH MUHA YANI
Number: 010501004

English Applied Liaguistics Study Program
The State Ualversity ofMedan '

This thesis was examined on March Sill, 2010 by the Board of Examiners

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Approved By
Adviser Commission

Adviser I

APPROVAL
This Thesis was examined on March 5tb, 2010 by board of Examiners

Board of Examiners

Prof.Tina Mariany Arifin,M.A.,Pb.D

Dr. Berlin Sibarani, M.Pd

Prof.Amrin Saragih, M.A, Pb.D

Prof. Dr. Busmin Guming, M.Pd.

ACKNOWLEDGEMENTS

First of all, the writer would like to thank Allah SWT for it is impossible
for her to complete this thesis without His Guidance and Blessings. The writer is
heartily thankful to Prof. Tina Mariany Atifin, M.A., Ph.D., her first adviser,
an

r. Berlin Sibarani, M.Pd., her second adviser for ttieir valuable

encouragement, guidance, full continuous supervision and support from the early
stage till the tinallevel that have enabled her to complete this thesis.
Second, she is also indebted to Prof. Amrin Saragih, M.A., Ph.D., Prof. Dr.
Busmin Guming, M.Pd., and Prof. Dr. Lince Sihombing, M.Pd., as her reviewers
and examiners for their constructive comments and suggestions for this research.
Her great gratitude is also due to Prof. Dr. Busmin Guming, M.Pd., and Prof. Dr.

J

Lince Sihombing, M.Pd., Head and Secretary of the English Applied Linguistics
Study Program for their suggestions and administrative assistance during her
study and in conducting this research. Also deep gratitude to all lecturers, who had
advised and guided her throughout her academic years at the Postgraduate Schoo
of State University of Medan.
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Finally, her special gratitude is directed to Syarifuddin, M.Sc. Bh.D.,
Assistant Director I of Postgraduate School of State University of Medan, for hi

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Last but not least, she must confess that she has done her utmost to
accomplish this thesis but she is been fully aware that it is still far from being
perfect. Therefore, any constructive criticisms, suggestions or comments will be

May God Bless Us!

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TABLE OF CONTENTS
Page
ABSTRACT ................................................... ................... .
ACKNOWLEDGEMETS...... ......•........ ... .. . . .. . . . ... ... ... ... . .. ... . . .

ii

Table ofContents................ .... .......... .. ...... .. . ....... ..... ....... .....

iv

List of Figures.............................................................. .. .....

viii

ix

CHAPTER I
INTRODUCTION ..••..................................•.......
l.l

Background of the Study .................................. .

1.2

Problems of the Study .................................... ..

1.3

Objective ofthe Study ................................... ..

1.4

Scope of the Study ........................................ ..

1.5

Significance ofthe Study ................................ ..

CHAPTERD
REVIEW OF LITERATURE ................................ .
2.1

Systemic Functional Linguistic Approach ....... .... .. .

15
18
18

iv

2.4.2

Description. ...... .... .... .... ......... .. .. .... ..... . 19

2.4.3

Explanations......................................... 20

2.4.4

Exposition................................ ... ........ 21

2.4.5

Procedure.... .................. .. .. ...... ..... ... .. .. 23

25
26

News Item ........................... .... .... ....... .

Anecdote ............................................ .
Spoof. ......... ... .............. .... . .. .... .. ........ .

2.5

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Linguistic Realization of Genre in Text .................. .
2.5.1

Recount......................................... .. ... 34

2.5.2

Report............................... .. ......... .. .... 34

2.5.3

Exposition................................ .. ......... 34

2.5.4

Narrative ................ ... ............ ... .......... . 35

2.5.5

Description ......................................... .

2.5.6

Discussion .......................................... . 35

3~

CHAPTER III

Pol.'ulation . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

v

37

3.2.2

Sample . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

38

3.3 Techniques of Data Collection.................. .... ... .... 38
3.4

Data Analysis . . .. . .. ... . . . . . .. .. . .. . .. . . . . .. . . . . . . . .. . .. . .. ... 39

4.1 Research Findings ·

~·

· · ·41

4.1.4

Description.......................................... 49

4.1.5

Discussion .......................................... .

4.1.6

Explanation ......................................... .

4.2

The Dominant Types ofGenre ... .... ...... ..... ......... .

4.3

Linguistic Realizations of Genre in Text.. .............. .. 51

4.4

Discussion ...................................................... 65

CHAPTERV
CONCLUSIONS, IMPLICATIONS, AND SUGGESTIO

5.1

Conclusions . . .. . .. . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... 66

5.1.2

The Schematic Structures......................... 66

5.1.4

The Ling\]istic Realizations.... ....... ...... ...... 67

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5.2

Implications.......... .......................................... 67

5.3

Suggestions............................... .... ................. 68

REFERENCES................................................................... 71
DATA ............................................................................... 73-79

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LIST OF FIGURES

•

Page

Figure

2.1 Meaning Realization . .... .... ... .. .. ... .... ... .. .... .... .... ... ...... · ... 9
2.2 The Level of Language Usage .. .... .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ...

I0

2.3 The Role of Cinguage in Context .................. ........ .. ...... ....

15

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LIST OFT ABLES

Table

Page

3.1

Text Analysis of Narrative ............. ....................... ......

4.1

Types of Genre produced by students..................... . . . . . . . . . . 41

4.2

The Schematic Structures of Exposition . ......... .............. .. .

4.3

The Schematic Structures of Recount ............................ ..

4.4

The Schematic Structures ofReport .......................... ...... .

4.5

The Schematic Structures of Description (A) .................... ..

4.6

The Schematic Structures of Discussion ............................ .

4.7

The Schematic Structures ofExplanation .......................... .

4.8

Linguistic Realization of Exposition...............................

59

4.9

Linguistic Realization ofRecount ..................................

60

4.10 Linguistic Realization of Description .. .. .. .. .. .. .. .. . . .. . .. .. ... . .

61

4.11

Linguistic Realization of Discussion .. .. .. .. . .. .. .. . .. .. . .. .. . .. ...

62

Linguistic Realization of Report....................................

63

4.13 Linguistic Realization of Explanation .. .. .. .. .. .. .. .. .. .. .. .. .. . .. .

64

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39

LIST OF APPENDICES

APPENDIX

Page

I Exposition Essay (retyped as the original ones) . . . . . . . . . . . . . . ...

79

2 Recount Essay (retyped as the original ones} . . .. . .. . .. . . . . . . . ...

95

3 Description Essay (retyped as the original ones)................

99

5 Report Essay (retyped as the original ones) .. .. .... ...............
6 Explanation Essay (retyped as the original ones) .. ... .......... .

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CHAPTERV
CONCLUSIONS, IMPLICATIONS AND SUGGESTIONS

S. I
The objective of this study is to investigate types of genre written by the
students of State University of Medan, especially English department, language
and Arts faculty. In addition, the study attempts to describe the schematic
structures of the genres.
realization of each genre. In order to gain the objectives, the data collected for this
study were sixty texts written by students in free data setting-students were ffee to
choose their own topic in their texts. After analyzing the data. some conclusion
are drawn as follows.
S. l.l

Types of Genres
It is found that students wrote six types of written genres. The six types of

genres are:

Exposition, Recount, Description, Discussion, Report,

Explanation. The texts are produced in complete schematic structures.
S.1.2

The Schematic Structures

Description (ldentif~o"Dscrpg

expression/Conclusion)

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Discussion (Issue"Argumentsfor"Argumentsagainst"Conclusion)
Explanation (General"A sequenced explanation of why or how something
occurs)
5 .1.3

The dominant types of written genres in data setting.
Exposition and Description are the dominant types in the students'
essays found in this study. It happens because the students are free to
choose any topics as title of their essays. Besides, the students tend to
describe a particular person, place or thing and persuade the reader that
something is the case to persuade for or against by arguing one side of an
issue. Moreover, students prefer to retell events, private experience foF the
purpose of informing or entertaining.

5.1.4

The Linguistic Realizations
Linguistic realizations that occur in the students' text in a certai
genre have fulfilled the theory of linguistic realizations found in certain
types of written genres as stated by Gerot (1994).

5.2

Implications
In the Reformation age where everybody has freedom to s y out
the ideas and comments, written genre has significance implications.
unctional Linguistic theory, the genre-basea approach teaches
writing at who e text, paragrapH and clause levels. It is concerned with
generic

structure

social

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communication tasks. This approach has the potential to improve students'
writing ability. Therefore,
I. It is very useful in teaching and learning Engl!sh especially written text

2.

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As in the class of writing can be implemented to the students to
stimulate the writing text or essay that close with their experience
background e.g., the student who are from Kabanjahe can write about
kabanjahe in any genre slhe wants to.
It can be as one of sources in genre-based pedagogy in L2 students in
university students
It may provide a useful guide to writing effective and specific purposes
writing for students and practitioners working in any field o
communications.

5.3

Suggestions
The students produced six types of genre in writing texts. They can
produce the six types of genres in their tests without realizing the genre
they write. [t is for sure that the students will find difficulty if the are
asked to write a text in certain types of genres. In order to able to write a
text in certain types, the students should understand the pu117ose of the
text, the sehematic structures of the genres and the linguls ic realizations

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I. Types of written genres are taught to students from first semester until

the eighth

semesters in university by which they will have no

difficulty when they are asked to write a text in certain type of genre.
2. Schematic structures as the stages in certain types of written genre are
also taught to the students. They should be taught and trained how to
write text in a certain genre such as in writing Report, the schematic
structures

must

be

Report

(Orientation.e.Descriptions"(closing

Expression)). By mastering this, it is expected that they will
write a text in a certain genre by using the right schematic structures.
Linguistic realizations of a certain type of written genre are also tau
to the students by which they will understand that to write a text in
certain genre, they must use certain linguistic realizations such as in
writing Exposition, they should must

generic

human

and

non

generic human participants; Material, Mental, Relational, Existential,
Meteorological processes: Time (temporal), Place (spatial), Manner,
circumstances; and the tenses used in present tense.
4. The students should be asked to do a lot of practices by asking them to
write a text in a certain genre. And also
The students should be asked to do a lot of practicing reading texts ana
ask them to indentify the genre of the

The students suggested to practice writing and also analyzing certain
lying .the linguistic realization especially the usage of

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processes and circumstances in certain genre, in order to get awareness
in writing text for specific purposes.
7. This study will motivate other researchers to conduct a much in depth

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REFERENCES

Atwood, P 1990. Discovery. Graceville: Panara Publishers.
Cambridge

Brown, G., & Yule, G.
University Press.

Butt, D., R. Fahey, Spinks, S. & Yallop, C. 1995. Using Functional Grammar.
An Explorer's Guide. Sydney: Macquarie University.
Carter R, A. Goddard, D. Reah, K. Sanger, & M. Bowring. 1997. Working with
Texts: A Core Book for Language Analysis. London: Rout edge.
Christie, F. 1997. Curriculum Macrogenres as Forms of Initiation into Culture in
Genre and Institutions, eds. Frances Christie & J.R. Martin. London:
Cassell.
Clark, H.H. 1996. Using Language. Cambridge: Cambridge University Press.
Cohen, L & Manion, L. 1989. Research Methods in Education. LonHon:
Routledge.
Collerson, J. 1994. English Grammar: A Functional Approach. Newton: Primacy
English Teaching Association.
Coulthard, M. 1985. An Introduction to Discourse Analysis. London: Longman.
Eggins, S. 1994. An Introduction to Systemic Functional Linguistics.
Printer Publisher Ltd.
Ellis, Rod. 1985. Understanding Second Language Acquisition. Oxford: Oxfor
University Press.
Fairclough, N. 1992. Discourse
Publishers Ltd
Gerot, L, & Wingnell, P. 1994. Making Sense of Functional Grammar. Austra11a:
A:ntipodean Educational Enterprises.
London: I.:ongman

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Halliday, M. A. K. 1985. An Introduction to Functional Grammar. London:
Edward Arnold.
Halliday, M. A. K. & Martin, J. R. 1993. Writing Science: Literacy and
Discursive Power. London: The Falmer Press.
Hatch, E. 1992. Discourse and Language E'ducation. New York: Cambridge
Uni rsity Press.
Martin, J. R. & Rothery, J. 19980. Writing Project. Working Papers in
Linguistics. Sydney: University of Sydney.
Martin. J. R. 1992. English Text: System and Structure. Sydney: Unive ity of
Sydney.
Saragih, A. 2004. Discourse Analysis; A
Analysis of Texts. Medan: Unimed.
Sinar, T. S. 1998. Ana/isis Struktur Skematika Genre. Medan: USU Press.

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Swales, J. M. 1990. Genre Analysis: English in Academic and Research Setting.
Cambridge: Cambridge University Press.

http://www.sac.sa.edu.au/library/library/Topicslliteracy.htm

CHAPTER I
INTRODUCTION

1.1

Human beings use language in their lives for many purposes. In order to
achieve the purposes, the use of language is adjusted to the context in which it is
being used. The context of language used will influence the appropriateilanguage
choice (Butt, et. al., 1995:1 0)
Language always takes place in a context. It means that it is used based on
the situation where it occurs. In other words, it can be said that language comes in
life only when functioning in some environment. It can not be in isolation but
always in relation to some backgrounds of person, actions and events from which
the things, which are said, derive their meanings. So, it occurs and functions in
'context of situation'.
Situation also affects the expression of meanings in written language. I
formal speaking, Different languages are being used in speaking in daily
conversation to family or friends. The situation does not only affect the choice of
w r s but also the grammar that is used.
The meaning of a language is given through its function in its
eans that a language has its meaning if tt useful in its
vironment or situation to give meaning for language is

2

Analogously to the spoken language previously described, different
written languages form has different purposes, for example, newspaper language
is different from, novel one. The use of language in newspaper is usually clear,
brief, and concise while that novel is usually long and artful. The result of the
function and the purpose in written language are determinative to the form of the
language. This concept is called genre of a text.
Genre is defined as text-type that results from using language (written or
spoken) to accomplish something. Accordingly, genre is associated with particular

purposes, stages (distinctive beginnings, middles, and ends), and linguistic
features. Most people appreciate the fact that narrative (stories) and Procedure
(a set of instruction for doing something), for example, differ in purpose and in
the way they begin, develop and end. It is the observation that the significance of
characteristic linguistic features is unfortunately least understood.
In an English-speaking community, there are 12 genres in writing and each
genre has certain purpose and certain stages (schematic structures) and certain
linguistic features, namely: (1) Spoof, (2) Recount, (3), Report, (4) Exposition,

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News Item, (6) Anecdote, (7) Narrative, (8) Procedure, (9) Description, (10)
E planation, (II)Discussion, and (12) Review.
It is comP.lex to recognized written language. The complexity lies on the
lexical densitY. that is how the information is put in a c ause form (Scott, 1989 . In

message to the reader clear.ly; from either the structure of the sentence or

3

meaning. In written language, the message receiver cannot ask the writer directly
if there's something unclear to him.
In Indonesia, writing is taught to the students starting from the Primary up
to the University level.
learning process, such as writing in Indonesia or English. It is expected the first
semester of university students are able to communicate in English with at least
2,500 words by mastering the four integrated language skills; reading, listening,

a summa!'Y of a text by using acceptable grammar, a short paragraph, a forma1 or
in fonnal letter and the answer of some questions of a text by using their o
sentences. They are not expected to write a text in certain genre. In university

a

level, especially for forth semester English Department students, Language and
Arts Faculty of State University of Medan, they have learnt writing essay, genre,

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narrative, chronological order and cause and effect. Based on the background of
the study, it is obvious the genres are very important in writing. A certain genre
h" ceruUn mge' (,;chemotk WUctu=) and certain

lingu~c

kature,.

This study is an attempt to analyze the University students' ability in
writin essay that is connected with the theory of genre and schematic structure of.
its genre in their writing and also what linguistics realization occur in their

udents' ability will give influence to the development of

achievement in written
genr~

with their own schematic or generic structures. In

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addition, as genre is coded in linguistic, the linguistic realizations are also the
concern of the present study.

1.2

I.

What types of genre are produced by the university students in
English Department in State University of Medan?.

.

.

What is the dominanftype of genre produced by the students?

1.3

The Objective oftbe Study
The objectives of the study are to investigate the type of written gen

students of English Department, Language and Arts Faculty, of State University

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of Medan. In addition, it describes the dominant of genre and elaborates a
linguistic realization of each genre written by the students.

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The Scope of the Study
Genres are developed for the purpose of language teaching and learning

tend to be more idealized, abstract descriptions of recognizable text ~
used to achieve general social purposes in a culture.

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.ures. that

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Further, the linguistic realizations of genres are analyzed. The university students'
ability in realizing written genres, schematics structures, and their linguistic
realization are focused in the study.

1.5

The approach based on systemic functional linguistics is just one. In the
area of English for

s~ial_

purposes, Swales (1990) defining

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being

classes of discourse with the same primary social function, communicative goals
and intended audiences, has made major contribution in the use of genre as a tool
for analyzing and teaching the spoken and written language required o
speakers in academic and professional settings.
A study on written genre is very interesting and useful because it is one of
the aspects of the language used. In this case, the
expected to be useful theoretically and practically.

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1. Theoretically, the readers can enlarge their knowledge on theories of
systemic functional linguistics in order to get some information on

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of genres for building understanding about how language choices vary
according to the purposes.
2. Practically, the readers and writer realize that knowledge of text
(spoken or written) and their relationship to social practices is critical.

1li fmdings of the present study are expected to bC useful as an input
firs for all English teachers who are in charge of the teaching-learning

6

the study will contribute a reference to plan a better teaching-learning
program in 'writing', so that the teachers can guide the students in writing
the schematic structures of certain genres. Second, for English learners, it
is expected as a re renee to improve their aBility and skill in writing
essays/text for the certain stages of purposes.
3. For another researcher who interested in the use of genre as a t
analyzing spoken and written language of nonnative speakers in academic
and professional settings.

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