TEACHING WRITING MULTIMODAL RECOUNT TEXT USING GENRE BASED APPROACH.

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TEACHING WRITING MULTIMODAL RECOUNT TEXT USING GENRE BASED APPROACH

(A Case Study at a Junior High School in Bandung)

A Thesis

Submitted in Partial Fulfillment of the Requirement for the Master’s Degree in English Education

ASTUTI PRATIWI RAMADHANI 1202191

ENGLISH EDUCATION

SCHOOL OF POSTGRADUATE PROGRAM INDONESIA UNIVERSITY OF EDUCATION

BANDUNG 2014

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English Education at Secondary Education

Oleh

Astuti Pratiwi Ramadhani S.Pd Universitas Negeri Padang, 2011

Sebuah Tesis yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Magister Pendidikan (M.Pd) pada Program Studi Pendidikan Bahasa Inggris

Sekolah Pascasarjana

©Astuti Pratiwi Ramadhani 2014 Universitas Pendidikan Indonesia

September 2014

Hak cipta dilindungi undang-undang. Tesis ini tidak boleh diperbanyak seluruhnya atau sebagian, dengan dicetak ulang, difotokopi, atau cara lainnya

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Astuti Pratiwi Ramadhani, 2014

Teaching writing multimodal recount text using genre based approach

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

TABLE OF CONTENTS

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LIST APPENDICES ... x CHAPTER 1 ... Error! Bookmark not defined. 1.1. Background of the Problem ... Error! Bookmark not defined. 1.2. Research Questions ... Error! Bookmark not defined. 1.3. Research Objectives ... Error! Bookmark not defined. 1.4. Scope of the Research ... Error! Bookmark not defined. 1.5. Significance of the Research ... Error! Bookmark not defined. 1.6. Organization of the Thesis ... Error! Bookmark not defined. CHAPTER 2 ... Error! Bookmark not defined. 2.1 Review of Related Theories ... Error! Bookmark not defined. 2.1.1 Theory of Writing ... Error! Bookmark not defined. 2.1.2 Writing Recount Text ... Error! Bookmark not defined. 2.1.3 Genre Based Approach ... Error! Bookmark not defined. 2.1.4 Systemic Functional Grammar ... Error! Bookmark not defined. 2.2 Multimodal Text ... Error! Bookmark not defined. 2.2.1 Teaching Multimodality ... Error! Bookmark not defined. 2.2.2 A System for Image Text Relation ... Error! Bookmark not defined. 2.3 Related Research ... Error! Bookmark not defined. 2.4 Concluding Remarks ... Error! Bookmark not defined. CHAPTER 3 ... Error! Bookmark not defined. 3.1 Research Design ... Error! Bookmark not defined. 3.2 Research Site and Participants ... Error! Bookmark not defined. 3.3 Data Collection Techniques ... Error! Bookmark not defined. 3.3.1 Instrumentation ... Error! Bookmark not defined. 3.3.2 Procedure... Error! Bookmark not defined. 3.4 Data Analysis ... Error! Bookmark not defined. 3.4.1 Classroom Observation ... Error! Bookmark not defined.

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Astuti Pratiwi Ramadhani, 2014

Teaching writing multimodal recount text using genre based approach

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

3.4.2 Students’ Writing ... Error! Bookmark not defined. 3.4.3 Questionnaires ... Error! Bookmark not defined. 3.4.4 Interview ... Error! Bookmark not defined. 3.5 Concluding Remarks ... Error! Bookmark not defined. CHAPTER 4 ... Error! Bookmark not defined. 4.1 Teaching Program ... Error! Bookmark not defined. 4.1.1 Preliminary Phase of the Teaching Program ... Error! Bookmark not

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4.2.1.2 Analysis of Lexicogrammatical Features ... Error! Bookmark not

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4.2.3.1 Analysis of Schematic Structure and Image Text Relation .. Error!

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Astuti Pratiwi Ramadhani, 2014

Teaching writing multimodal recount text using genre based approach

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

4.2.3.2 Analysis of Lexicogrammatical Features ... Error! Bookmark not

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4.3.2 Students’ Opinion toward the Using of Multimodal Texts

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4.4 Discussion ... Error! Bookmark not defined. CHAPTER 5 ... Error! Bookmark not defined. 5.3 Conclusion ... Error! Bookmark not defined. 5.4 Limitation of the study ... Error! Bookmark not defined. 5.5 Recommendation ... Error! Bookmark not defined. BIBLIOGRAPHY ... Error! Bookmark not defined. APPENDICES ... Error! Bookmark not defined.

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Astuti Pratiwi Ramadhani, 2014

Teaching writing multimodal recount text using genre based approach

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

LIST TABLE

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Table 4.5. Students’ text in diagnostic test and independent construction stage

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Table 4.8. Students’ text in diagnostic test and independent construction stage

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Table 4.11. Students’ Text In Diagnostic Test and Independent Construction Stage ... Error! Bookmark not defined.

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Astuti Pratiwi Ramadhani, 2014

Teaching writing multimodal recount text using genre based approach

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

LIST FIGURE

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Figure 4.6 Students’ First Draft in JCOT ... Error! Bookmark not defined.

Figure 4.7 Students’ Final Writing in JCOT ... Error! Bookmark not defined.

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Astuti Pratiwi Ramadhani, 2014

Teaching writing multimodal recount text using genre based approach

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

Figure 4.9 High Achiever Student’s Multimodal Recount Text . Error! Bookmark

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Figure 4.16 Low Achiever Student’s Multimodal Recount Text Error! Bookmark

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Astuti Pratiwi Ramadhani, 2014

Teaching writing multimodal recount text using genre based approach

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

LIST APPENDICES

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Astuti Pratiwi Ramadhani, 2014

Teaching writing multimodal recount text using genre based approach

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

ABSTRACT

This thesis reports on the effectiveness of using photographs as a kind of multimodal text in teaching writing recount text in genre-based approach classroom. This study employed a qualitative research design, embracing characteristics of a case study. The data were obtained from four sources,

including classroom observations, students’ texts, questionnaires, and interviews.

The study involved three students at one junior high school in Bandung. They were categorized into high, middle, and low achiever. The data from observations, questionnaires, and interviews were analyzed based on the theories of teaching in the genre based approach (Derewianka, 1990) and teaching the multimodality (Walsh, 2011). Moreover, the data from the students’ texts were analyzed based on the theories of transitivity and thematic system of the Systemic Functional Grammar (Halliday & Matthiessen, 2014). The results show that the teacher was able to teach writing in four stages as suggested in the GBA theory. These include Building knowledge of the field (BKOF), Modeling of the text (MOT), Joint construction of the text (JCOT), and Independent construction of the text (ICOT). Before applying the four stages, the teacher gave the students a diagnostic writing to identify the students’ profile in writing ability. Furthermore, the analyses of the

students’ texts reveal that the students can improve their writing. This can be seen

from the variation in lexis, good control of the chronological order, and length of the texts. Moreover, the data show that the students have positive opinions on the use of the photographs in writing. The students stated that the photographs help them express their ideas, and construct the texts chronologically. Based on the findings, it is recommended that the teaching writing using photographs should be applied in other EFL contexts to improve the teaching of English and enhance the

students’ writing ability. Furthermore, it is hoped that further researcher can investigate the effect of multimodality in teaching another skills; listening, speaking, and reading.

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Astuti Pratiwi Ramadhani, 2014

Teaching writing multimodal recount text using genre based approach

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

ABSTRAK

Penelitian ini menguji keefektifitasan penggunaan foto sebagai jenis teks multimodal dalam pengajaran menulis teks recount berbasis pendekatan genre-based. Penelitian ini dilakukan secara kualitatif dengan menggunakan jenis penelitian study kasus. Data diambil melalui empat cara, yaitu observasi kelas, teks siswa, kuesioner, dan wawancara. Penelitian ini melibatkan tiga siswa sekolah menengah pertama di Bandung. Siswa tersebut dikelompokkan kedalam kategori kemampuan bagus, sedang, dan rendah. Data dari observasi, kuesioner, dan wawancara dianalisa berdasarkan teori pengajaran dengan pendekatan genre-based (Derewianka, 1990) dan pengajaran multimodality (Walsh, 2011). Selanjutnya data dari teks siswa dianalisis berdasarkan teori transitivity dan thematic system pada Systemic Functional Grammar (Halliday & Matthiessen, 2014). Hasil analisis menunjukkan bahwa guru mampu mengajarkan menulis melalui empat tahap pada pendekatan genre-based. Sebelum melaksanakan pengajaran tersebut, guru melakukan tes diagnose terhadap kemampuan menulis siswa. Hasil analisis pada teks siswa menunjukkan bahwa kemampuan menulis siswa meningkat. Ini bisa dilihat dari variasi penggunaan kata, control yang baik pada urutan kejadian, dan panjang teks. Kemudian, hasil analisis juga menunjukkan bahwa siswa menunjukkan opini yang baik terhadap penggunaan foto dalam menulis. Siswa menjelaskan bahwa foto dapat membantu mereka dalam menuliskan ide secara baik dan berurutan. Berdasarkan pada hasil tersebut, maka pengajaran menulis menggunakan foto disarankan untuk dilakukan didalam kelas untuk meningkatkan kemampuan bahasa inggris siswa. Kemudian diharapkan pada peneliti selanjutnya untuk dapat menguji keefektifitasan pengajaran pada aspek lain; mendengar, berbicara, dan membaca.

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Astuti Pratiwi Ramadhani, 2014

Teaching writing multimodal recount text using genre based approach

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

CHAPTER 1 INTRODUCTION

This chapter consists of six sections: the background of the study, research questions, research objectives, scope of study, significance of research and organization of the thesis.

1.1.Background of the Problem

Writing as one of the four skills has always formed part in syllabus of teaching English. Writing is different with spoken language. Spoken language can be acquired naturally as a result of being exposed, whereas writing has to be consciously learned (Harmer, 2006, p. 3). Specifically, writing assists people to learn how to form language, how to spell, and how to put the idea together in a good plot. It becomes one way to enable people to express their thoughts to other. It deals with the interpersonal communication which exists in the reflection of what people are thinking (Brown, 2007, p. 335; Harmer, 2006, p. 112; Kumaravadivelu, 2005, p. 8). However writing is not just a speech written down. It is necessary to make written texts full of information, than spoken texts, for there is no chance of adding information (Gibbons, 2002, p. 52).

Frequently, writing is now no longer the mode of representation in learning materials, such as textbooks, and teacher-produced materials. Meanwhile, images are increasingly prominent as carriers of meaning in writing (Bezemer & Kress, 2008, p. 166). Writing and images have become the major means of representing content (Kress & Van Leeuwen, 2006, p. 17). Technology is the one which impact human’s way of communication and social change. People are now able to communicate instantly with a combination of texts, photos, or videos through mobile phone technology, different types of computers and multimedia devices (G. Kress & Van Leeuwen, 2001, p. 2).

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Astuti Pratiwi Ramadhani, 2014

Teaching writing multimodal recount text using genre based approach

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

Writing and image relationships are frequently known as part of multimodality. Multimodality refers to meaning-making written texts which are combined with other modes such as images, sounds, gestures, and movement (Walsh, 2011, p. 12). The study of multimodality, especially in the relation of image and text to teach English as first language, has been conducted by several researchers (e.g. Royce, 2002; Salway & Martinec, 2005; Unsworth, 2006; Bezemer & Kress, 2008; Thompson, 2008; Walsh, 2008, 2009, 2010; Cumming, Kimber, & Wyatt-Smith, 2012). The studies reported that using image in the classroom has increased students’ interactivity and discussion. However, none of this study has been conducted in EFL context. Thus, the present study is to reveal the effectiveness of multimodality, particularly photographs, to students who learn English as a foreign language.

Meanwhile, an approach which is relevant to teach writing using multimodal, particularly photographs, is the Genre Based Approach (GBA). Thus this study employs Genre Based Approach in teaching multimodal writing through photographs. The genre based approach is moving through four stages (Derewianka, 1990, p. 3; Gibbons, 2002). The stages are begun by Building Knowledge of the Field (BKOF), then Modeling of the Text (MOT), Joint Construction of the Text (JCOT), and Independent Construction of the Text (ICOT). The multimodal materials were input in each stage. The teacher put several materials with photographs in the BKOF and MOT stages. Meanwhile the students put their own photographs to create the writing products in the JCOT and ICOT stages. At the end of the GBA cycle, it is expected that the students can understand the genres as well as their writing products.

By viewing the accomplishment of multimodality in teaching, this study is aimed to investigate the use of multimodality in terms of photographs and text to teach language in the classroom. Therefore, the study concerns on the implementation of photographs in teaching writing, and how these materials can develop the students’ ability.

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Astuti Pratiwi Ramadhani, 2014

Teaching writing multimodal recount text using genre based approach

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

Since none of the studies about teaching multimodality has been conducted in EFL context, the present study, thus, aims to reveal the effectiveness of photographs on developing students’ writing ability in EFL context, particularly at one junior high school in Bandung. Specifically, the study identifies the implementation of teaching writing using multimodal texts particularly photographs, the improvement of students’ writing ability, and the students’ opinions toward teaching writing using multimodal texts, especially photographs, in developing their writing ability.

1.2.Research Questions

In line with the background of the problem in Section 1.1, this research will attempt to address the following questions:

a. Can multimodal texts, especially photographs, be implemented to teach writing using genre-based approach?

b. How can multimodal texts, especially photographs, help to improve the students’ writing ability using genre-based approach?

c. What are the students’ opinions toward teaching writing using multimodal texts, especially photographs, in developing their writing ability?

1.3.Research Objectives

With reference to the problem which will be examined, this study is aimed at: a. implementing multimodal texts, especially photographs, to teach

writing using genre-based approach.

b. exploring the extent to which multimodal texts, especially photographs, can develop the students’ writing ability using genre -based approach.

d. exploring the students’ opinion toward teaching writing using multimodal texts, especially photographs, in developing their writing ability?

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Astuti Pratiwi Ramadhani, 2014

Teaching writing multimodal recount text using genre based approach

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

1.4.Scope of the Research

This is a case study carried out at one junior high school in Bandung. It uses triangulation of classroom observations, students’ texts, questionnaires, and interviews as the data collection techniques. The implementation of multimodal text is limited in the use of photographs only. The analysis focuses on the social function, schematic structure, linguistic features, and thematic progression of the students’ texts. The analysis attempts to identify the students’ ability and their opinions on the use of multimodal text to teach writing recount texts in the genre-based approach classroom.

1.5.Significance of the Research

This study attempts to analyze students’ writing development in the use of photographs to teach writing. Therefore, it is greatly expected that the findings of the study will give contribution theoretically and practically to the development of media in teaching language especially in teaching writing in the EFL context.

Theoretically, it is expected that the research findings will greatly enrich the theory of how to implement the photographs as multimodal text to teach English in the EFL classroom. It is also expected that the research findings will be beneficial as useful information for the following researchers or writers who want to conduct a further research concerning the using of media in language teaching.

Practically, it is hoped that the result of the study can give a feedback to teacher’s understanding of the advantages of using multimodal text in teaching. Therefore, teacher may create a positive environment to support students in the process of writing.

1.6.Organization of the Thesis

This thesis is divided into five chapters. Chapter one gives general descriptions of the introduction to the topic of the research. Chapter two presents the theories that support the study. Chapter three discusses the research methodology. Chapter four discusses the implementation of the teaching program

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Astuti Pratiwi Ramadhani, 2014

Teaching writing multimodal recount text using genre based approach

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

in the classroom, the discussion of students’ writing analysis using the Systemic Functional Grammar (SFG) and the discussion of students’ opinion on the teaching program based on the data from the questionnaire and interview. Chapter five provides conclusions drawn from the discussion in the previous chapter and recommendation to the next researcher.

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Astuti Pratiwi Ramadhani, 2014

Teaching writing multimodal recount text using genre based approach

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Astuti Pratiwi Ramadhani, 2014

Teaching writing multimodal recount text using genre based approach

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

CHAPTER 3 METHODOLOGY

This chapter discusses the research methodology that the researcher used in this study. It consists of four sections; research design, site and participants, data collection, and data analysis techniques.

3.1Research Design

The purpose of this study was to describe and identify the effectiveness of implementation of teaching multimodal text using genre-based approach. This study was conducted in order to answer the following research questions; 1) can multimodal texts, especially photographs, be implemented to teach writing using genre-based approach?; 2) how can multimodal texts, especially photographs, help to improve the students’ writing ability using genre-based approach?; and 3)

what are the students’ opinions toward teaching writing using multimodal texts, especially photographs, in developing their writing ability?

This study employed a qualitative approach to gain the data collection and data analysis. The study has a characteristic of a case study for four reasons. First, the study was aimed to provide an investigation in real situation of students’ behavior in the teaching program and their writing ability toward multimodal text

to develop students’ writing competency (Nunan, 1992, p. 74; McMillan & Schumacher, 2001, p. 398; Cohen, Manion, & Morrison, 2013; p. 253). Second, the study did not formulate any hypothesis and seek to test it, but the study analyzed the situation of such phenomena rather than develop theory which is also otherwise case study features (Creswell, 2003; Cohen et al., 2013). Therefore, the result of the study was not attempted to generalize beyond different case & setting. Third, the study developed in depth of a small group of participants (Creswell, 2003, p. 13; Marshall & Rossman, 2006, p. 55; Holliday, 2007, p. 18; Silverman, 2013, p. 126;). And forth, multiple data collections are aimed at

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Astuti Pratiwi Ramadhani, 2014

Teaching writing multimodal recount text using genre based approach

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

enhancing the validity and effectiveness of the teaching program (McMillan & Schumacher, 2001, p. 398; Cohen et al., 2013, p. 253). Specifically, the study was to examine a particular case to give an insight into an issue on the use of photo as multimodal text in teaching writing. Furthermore, the result of the study is expected to contribute to setting policy and professional practice (Liamputtong, 2009, p. 192).

3.2Research Site and Participants

This study was conducted to second grade students in one public junior high school in Bandung. To choose the participant of the study, the purposive sampling was employed for a feature of qualitative research ( McMillan & Schumacher, 2001, p. 400; Cohen et al., 2013, p. 114). There were three participants in the study; each of them was from high, middle, and low achiever students. The data of high, middle, and low achiever was based on the diagnostic writing that was held firstly before the teaching cycle. The participants were observed during the teaching stage to recognize their ability in writing. This scheme was based on the theory that qualitative research depends on the specific setting and phenomena which will be studied (Maxwell, 2012; p. 69). To access the successful study, technically the research setting should achieve the things which are needed to answer the research questions.

3.3Data Collection Techniques

This section discussed about two main part; instrumentation, and procedures of data collection techniques.

3.3.1 Instrumentation

The study employed four types of instruments including students’ writing

documents, classroom observations, questionnaires and interviews. The triangulation of two or more methods of data collection was needed in order to make the research findings more reliable (Wallace, 1998; 36; Liamputtong, 2009, p. 26; Cohen et al., 2013, p. 141). It was to find the regularities in the data in

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Astuti Pratiwi Ramadhani, 2014

Teaching writing multimodal recount text using genre based approach

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

which the researcher compared different sources, situations, and methods to see whether the same pattern kept recurring (McMillan & Schumacher, 2001, p. 478). Either, it reduced the risk that the findings reflected only systematic biases or limitations of a specific method. So it allowed gaining a better assessment of the validity (Maxwell, 2012, p. 93).

3.3.1.1 Classroom Observation

Classroom observations were conducted to capture a clear picture of each activity. Observation methods offer actual evidence by systematic documentation of participant in teaching cycle (Hyland, 2009). In this study the researcher contributed as the teacher and acted as participant observer of the study. Immersion in the setting permits the researcher to hear, to see, and to experience reality in natural setting (Marshall & Rossman, 2006).

The observations were done in eight meeting. It was started from the first meeting to the end of teaching program. The researcher recorded the activity in the classroom. The observation records were referred to as field notes. Field notes describes detail, nonjudgmental, and concrete descriptions of what happened in the setting. It was written immediately after each session because the memory of observation is still fresh (Van Lier, 1996). Field notes focused on both students and teacher have been said and one in the interactional setting (Liamputtong, 2009).

3.3.1.2 Students’ Writing

A major source of data for writing research is writing itself (Hyland, 2013). Therefore, students’ document analysis is important to see the development of their writing skills (Freebody in Emilia, 2011). The document was students writing in recount text using photos as multimodal text. There were six texts that were analyzed in the study. Three of them were text in diagnostic test, and others were from independent construction writing. A diagnostic text was employed in

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Astuti Pratiwi Ramadhani, 2014

Teaching writing multimodal recount text using genre based approach

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

difficulties and skill deficiencies during the course (Hughes, 2003; Cohen, 2007). Meanwhile independent construction text was employed in independent construction stage of genre based approach. Independent construction writing was applied in the final stage after several stages of teaching writing in genre based approach were conducted.

3.3.1.3 Questionnaires

Questionnaires were widely used for exploring students’ opinion and their

writing attitude toward the implementation of the teaching cycle (Hyland, 2013). The questionnaires were used for collecting large amounts of students in opinion to teaching cycle in the classroom. The questionnaires which were used in the study were in open-ended format. Open ended questions include items where the actual question is not followed by response options for respondent to choose but rather by some blank space (Dörnyei & Taguchi, 2010). An open-ended question can catch the authenticity, richness, depth of response, honesty, and candor (Cohen et al., 2013). Therefore open-ended questionnaires were suitable to find

out the students’ opinion toward the teaching program in this study.

There were 18 questions which divided into 5 major themes; using photographs in BKOF activities, using photographs in MOT activities, using photographs in JCOT activities, using photographs to write recount text, and

students’ suggestions toward the teaching program. These questions were

developed to support the analyses of students’ opinion on using photographs as multimodal text in writing recount text. Furthermore, the questionnaire was constructed based on the theory about genre based approach proposed by Derewianka (1990), Feez (2002), and Gibbons (2002), and theory about teaching multimodal proposed by Royce (2002), and Walsh (2011).

Inter-rater and content validity were conducted to validate the questionnaire (Cohen et al., 2013). First of all the questionnaire was consulted to

the researchers’ lecturers and colleagues to see the compatibility of each question

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to 10 students who did not involve as participants in the study. It was done to see the readability of each question to the students. After all, the questionnaires were distributed to 29 students which involved in the teaching program.

3.3.1.4 Interview

Interviews helped researcher to explore the participants’ view on the topic (Marshall & Rossman, 2006). The interview offered more interactive and less predetermined modes of eliciting information (Hyland, 2013). The interview in this study were formed in the semi-structured interview. It was the combination of a certain degree of control with a certain amount of freedom to develop the interview (Wallace, 1998). Therefore, participants were able to discuss their interpretation and perspectives toward the teaching program.

In this study, the interview was conducted to gain deep information from the students about the teaching program. In line with the questionnaires, questions

in interview were developed to support the analyses of students’ opinion on using photographs as multimodal text in writing recount text. There were 10 guided questions in the interview. The questions were constructed based on the theory about genre based approach which was proposed by Derewianka (1990), Feez (2002), and Gibbons (2002), and theory about teaching multimodal which was proposed by Royce (2002), and Walsh (2011). To validate the questions in the interview, the researcher did inter-rater validity (Cohen et al., 2013). The questions were consulted to the lecturers and colleagues to see the compatibility of each question to gain more information toward the teaching program.

3.3.2 Procedure

Regarding the instrument in collecting the data, the following are the procedures of constructing and conducting those instruments. First is the observation note. In this study the researcher contributed as the teacher and acted as participant observer of the study. Immersion in the setting permits the

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researcher to hear, to see, and to experience reality in natural setting (Marshall & Rossman, 2006). The researcher took notes on everything that was going on in the class and as soon as leaving the class and events were reconstructed into field notes. The observation notes wrote immediately after each session. It is because the memory of the observation was still fresh (Van Lier, 1996). The observation notes focused on both what the students and the teacher had said and done in the setting (Cohen et al., 2013).

Furthermore, the students’ texts were collected at various stages of the research program including diagnostic stage, joint construction, and independent

construction stage. The researcher collected the students’ written works which

were produced in the teaching program to find out the characteristics of their text.

Students’ written works constituted the main resource of information to reveal students’ development in writing ability.

Moreover, the questionnaire and interview in this study were designed to adapt the theory of teaching multimodal text proposed by Walsh (2008, 2009,

2011, and 2012). This aims to obtain more comprehensive data of students’

opinion toward the teaching program. There were about 18 questions of open ended questions in the questionnaires to see the authenticity, richness, depth of response, honesty, and candor of the issue (Cohen et al., 2013). It was distributed to 29 students which involved in the teaching program.

Meanwhile, the interview was administered in semi-structured questions. It was to enable the researcher to get all information required while at the same

time permitted the participants’ freedom of responses and description to illustrate

the concept (Wallace, 1998). In this study, the interview was done to six participants. The participants from high, middle, low achiever were interviewed to reveal their opinion toward the use of photographs as multimodal materials in teaching writing. The interview was conducted face-to-face and involved one interviewer and one participant.

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3.4Data Analysis

The data collected were analyzed to describe the implementation of teaching multimodal recount text using genre-based approach. It was to see the

development of students’ writing ability and their opinion toward the teaching

program. The data in the study was gathered from triangulation of students’ writing documents, observations, questionnaire, and interview. The data analyses

included content analysis of students’ writing, notes from the observation, data

from questionnaire, interview transcript, and notes on interview context.

The early stage in qualitative analysis is data management, in which the raw data are reviewed, labeled, sorted and code (McMillan & Schumacher, 2001; Darlington & Scott, 2002; Holliday, 2005). It is familiar as coding. This coding stage is the process of defining what the data are about. Afterward, the analysis will able to identify, map the range and diversity of each data to develop it into findings (Darlington & Scott, 2002; Creswell, 2012). The analysis then go to explanatory stage, in which the analysis data will build explanations about the finding, interpreting it and validating the accuracy (McMillan & Schumacher, 2001; Darlington & Scott, 2002; Holliday, 2005; Cohen, 2007; Liamputtong, 2009; Creswell, 2012).

3.4.1 Classroom Observation

The data of classroom observation was supported by field notes and videotaped. After finishing teaching activity in one meeting, videotape was played

to get information about students’ activity in the classroom. The information was also supported by field notes that were written soon after the meeting. The activities in the classroom were categorized based on the research questions and teaching stage.

There were three steps that were done to analyze the data of observation notes (Cohen et al., 2013; McMillan & Schumacher, 2001). First, observation notes during the teaching program were transcribed. Second, summarizing all activities during teaching program which relevant to the study, and matched the

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data with the research questions. Third, the data was coded and categorized based on the theme. The result and discussion of observation, field note and videotaped were formulated in teaching program report (see chapter 4).

3.4.2 Students’ Writing

The framework of systemic functional grammar was used as a tool of analyzing genres. Therefore, students’ documents in writing recount text were analyzed based on the schematic structure, and lexicogrammatical features of the text. The texts were analyzed based on systemic functional grammar in terms of transitivity and thematic system (Gerot & Wignell, 1994; Halliday & Matheissen,

2004; Eggins, 2004). The detail analysis of students’ text was described in

discussion of text analysis in chapter 4.

3.4.3 Questionnaires

The questionnaires were firstly coded based on the theme (Dörnyei & Taguchi, 2010; Cohen et al., 2013). There were 18 questions which were divided

into 5 major themes to support the analyses of students’ opinion of using photographs as multimodal text in writing recount text (see the questions in appendix 6). The answers of each question in questionnaires were then categorized based on the theme. The data of questionnaire were then interpreted to answer the research questions.

3.4.4 Interview

The data from interview was analyzed in several steps (Creswell, 2003; Cohen et al., 2013). First, the data was transcribed and converted in written forms and subsequently categorized and interpreted to answer the research questions. The transcripts were then read and condensed into briefer statement in which the main sense of what was said was rephrased in words (Kvale, 1996). Next, the data was coded and categorized. Then the interview data was interpreted to reveal

students’ opinion of the teaching program. The analysis of questionnaires and

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3.5Concluding Remarks

This chapter has focused on a detailed methodological description of the conduct of study, including the research question formulated, the setting, the participants involved, data collection techniques and analyses that were employed in the study. The next chapter will provide description of teaching program done in this study.

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CHAPTER 5

CONCLUSION AND RECOMMENDATION

This chapter consists of three parts. The first part is about the conclusions of the study, the second part is about the limitation of research and the last part is about the suggestions for teachers who are concerned with teaching English, especially teaching writing.

4.3 Conclusion

The study explores the implementation of the GBA in teaching writing a multimodal recount text to the junior high school students who learn English in EFL context. Three research questions are formulated in this study, they are 1) Can multimodal texts, especially photographs, be implemented to teach writing using genre based approach?; 2) How can multimodal texts, especially photographs, help students to improve their writing ability using genre-based approach?; 3) What are the students’ opinions toward teaching writing using multimodal texts, especially photographs, in developing their writing ability?

With regard to the first question, it is found that the teaching program can be successfully implemented. The teaching program is applied in four stages as suggested in the GBA theory. They are Building Knowledge of Field (BKOF), Modeling of the text (MOT), Joint Construction of the Text (JCOT), and Independent Construction of the Text (ICOT). There are about 29 students involve in the teaching program. From the data of observation in the classroom, it is showed that the students can follow the teaching program as well. The students look enthusiastic in joining the discussion and the activities in each stage.

The teaching program introduces the students to use photographs to write at greater length, with clear schematic structure and lexicogrammatical features to construct successfully organized texts. Regarding this, the students significantly show several improvements in writing recount text. The improvement achieves a good control of recount text. The students can construct the text with minor

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weaknesses in schematic structure. In deep analysis, the photographs help the students to have significant development to explore the ideas in writing recount text.

Regarding the second question, the analyses of the students’ texts reveal

that the students can improve their writing, as this can be seen from the variation in lexis. The analysis is based on mood and transitivity system in systemic functional grammar (SFG). The improvement is also identified from the use of past tense, specific participant and conjunction word in the text. The analyses of the students’ text indicate that the students have a good control to retell their experience in using past tense, and first personal pronoun. Furthermore, the students also include conjunction word in their text in order to produce cohesive and united text. The analyses of theme system in students’ text show that most of the students use reiteration and zig-zag patterns in constructing the text. It indicates that the students can develop relevant and cohesive information to construct the texts.

Toward the third research question, the data shows that the students have positive opinions on the teaching program. It is concluded from the questionnaires and interviews data collected from the students. The students clearly state that the photographs help them to express their ideas, and construct the texts chronologically. The students explain that it is easier for them to create a recount text using the photographs. They mention that even though recount text is used to retell their own experience, they sometimes forget the situation. Therefore, photographs really help them to develop the ideas.

Finally, in general the study shows that the teaching program using

photographs to construct multimodal recount text could enhance students’

performance in writing. This program may be applied in another EFL context to improve the teaching of English and enhance the students’ ability in writing with some modification adapted to the condition of each context.

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4.4 Limitation of the study

There are some limitations of the study, and the major one is that the study involves the researcher in studying and evaluating her own teaching. There is therefore a potential loss of objective in every stage of the research, in terms of both data collection and analyses. In the use of interview data for example, where the researcher acted as the interviewer, there is a potential for the students to consider the relationship between teacher and students. Thus it can influence certain arguments given by students. Therefore, the researcher used four instruments to decrease bias.

The study was done to see the students’ improvement in writing ability. Therefore, the analysis is not focused on the other skills even though listening, speaking, and reading skills are involved in the teaching program. For this reason, the significant improvement on students’ ability cannot be generalized to other skills.

4.5 Recommendation

Based on the findings of the study, which may not be generalized to other settings, it is recommended that further researchers can analyze other aspects in English skills. The multimodal text and genre based approach in this study also bring other skills to teach but not being analyzed. It is expected that further researchers can investigate the effect of multimodal in teaching to another skills; listening, speaking, and reading.

Furthermore, this study is done in one cycle. To certain extent, the

students’ ability may not really improve significantly than before. For this reason further researchers are suggested to apply the teaching program more often to

produce better improvement of students’ ability.

Moreover, the photographs in the text are not analyzed deeply in terms of

discourse and social semiotic in students’ text. It is due to the reason that the study is proposed to focus on the teaching program. So, it is highly recommended that

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the further research will attempt to investigate deeply in the relation between

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