AN ANALYSIS OF THE STUDENTS’ RECOUNT TEXTS.
Aulia Arifaturrochmah, 2014.
AN ANALYSIS OF THE STUDENTS’ RECOUNT TEXTS
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AN ANALYSIS OF
THE STUDENTS’ RECOUNT TEXTS
A Research Paper
Submitted to the English Education Department FPBS UPI as a Partial Fulfillment of the Requirements for Sarjana Pendidikan Degree
Aulia Arifaturrochmah
1002709
ENGLISH EDUCATION DEPARTMENT
FACULTY OF LANGUAGE AND ARTS EDUCATION
INDONESIA UNIVERSITY OF EDUCATION
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Aulia Arifaturrochmah, 2014.
AN ANALYSIS OF THE STUDENTS’ RECOUNT TEXTS
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An Analysis of the Students’
Recount Texts
Oleh
Aulia Arifaturrochmah
Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa dan Seni
© Aulia Arifaturrochmah 2014 Universitas Pendidikan Indonesia
Oktober 2014
Hak Cipta dilindungi undang-undang.
Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian, dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis.
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PAGE OF APPROVAL
AULIA ARIFATURROCHMAH
AN ANALYSIS OF THE STUDENTS’ RECOUNT TEXTS
Approved by:
Supervisor
Pupung Purnawarman, M.S.Ed., Ph.D. NIP. 196810131998031001
Acknowledged by:
Head of English Education Department Faculty of Language and Arts Education
Indonesia University of Education
Prof. Dr. H. Didi Suherdi, M.Ed. NIP. 196211011987121001
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AN ANALYSIS OF THE STUDENTS’ RECOUNT TEXTS
Written by: Aulia Arifaturrochmah
Supervisor : Pupung Purnawarman, M.S.Ed., Ph.D
ABSTRACT
The purpose of the study is to analyze students’ ability in writing a recount text by
investigating the generic structure and the linguistic features of recount text. This study is descriptive qualitative study. The data was six pieces of recount texts written by tenth grade students of high school. The data then was analyzed by using Transitivity system of Systemic Functional Linguistics developed by Halliday (1994) to identify the linguistic features of the text. Meanwhile, the generic structure of recount text is adopted from Anderson & Anderson (2003) and Emilia (2010) which was used to identify the generic structure of the
students’ recount texts. The findings show that five students applied the generic
structure of recount text in their writings, whereas one of whom missed the re-orientation part in hi writing. In regard to the text organization, five students put the structures in different paragraphs; however there is one student who wrote the story in only one paragraph. In regard to the linguistic features, most students likely found problems in applying regular and irregular verb form of simple past tense, the use of present tense, subject-verb agreement, gerund, to-infinitive, word choice, derivative form, conjunctions, prepositions, and articles. Therefore, it is recommended for the students to practice more in English grammar to improve their knowledge.
Keywords: recount text, transitivity, generic structure, linguistic features,
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ANALISIS TEKS RECOUNT SISWA
Ditulis oleh: Aulia Arifaturrochmah
Pembimbing : Pupung Purnawarman, M.S.Ed., Ph.D
ABSTRAK
Tujuan penelitian ini adalah untuk menganalisa kemampuan siswa dalam menulis teks recount dengan meneliti struktur organisasi dan unsur kebahasaan teks
recount. Penelitian ini merupakan studi kualitatif deskriptif. Data penelitian ini
adalah enam lembar teks recount yang ditulis oleh enam siswa kelas X SMA. Datanya kemudian dianalisis menggunakan sistem Transitivity dari Systemic
Functional Linguistics yang dikembangkan oleh Haliday (1994) untuk
mengidentifikasi unsur kebahasaan dari teks tersebut. Lantas struktur organisasi teks recount diadopsi dari Anderson & Anderson (2003) dan Emilia (2010) yang digunakan untuk mengidektifkasi struktur teks recount siswa. Hasil dari penelitian ini menyebutkan bahwa lima dari enam siswa memasukkan struktur organisasi teks recount ke dalam tulisan mereka, sedangkan satu sisanya tidak memasukkan struktur re-orientation ke dalam tulisannya. Mengenai struktur organisasi, lima siswa menulis bagian struktur organisasi teks mereka ke dalam paragraf yang berbeda; tetapi satu siswa menulis ceritanya dalam satu paragraf saja. Mengenai unsur kebahasaan, kebanyakan siswa menemui kesalahan dalam mengaplikasikan bentuk regular dan irregular simple past tense, penggunaan simple present tense,
subject-verb agreement, gerund, to-infinitive, word choice, derivative form, conjunctions, prepositions, dan articles. Oleh karena itu, disarankan kepada siswa
untuk berlatih bahasa Inggris lebih sering.
Kata Kunci: teks recount, transitivity, struktur organisasi, unsur kebahasaan,
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TABLE OF CONTENT
STATEMENT OF AUTHORIZATION ii
PREFACE iii
ACKNOWLEDGEMENT iv
ABSTRACT vi
TABLE OF CONTENTS vii
LIST OF TABLES x
LIST OF APPENDICES xi
CHAPTER I: INTRODUCTION 1
1.1Background of the Study 1
1.2Statements of Problems 2
1.3Aims of the Study 2
1.4Scope of the Study 3
1.5Clarification of Terms 3
1.6Organization of the Paper 4
CHAPTER II: THEORETICAL FOUNDATION 5
2.1 Writing 5
2.2 Recount Text 6
2.2.1 Linguistic Features of Recount Text 8
2.3 Systemic Functional Grammar 10
2.3.1 Text and Context 11
2.3.2 Context of Culture 11
2.3.3 Context of Situation 12
2.4 Transitivity System 13
2.4.1 Circumstances 14
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2.4.2.1 Material Process 16
2.4.2.2 Mental Process 17
2.4.2.3 Relational Process 18
2.4.2.4 Behavioral Process 18
2.4.2.5 Verbal Process 19
2.4.2.6 Existential Process 19
2.4.3 Participants 20
2.5 Review of the Previous Studies 20
CHAPTER III: RESEARCH METHODOLOGY 23
3.1 Research Questions 23
3.2 Research Design 23
3.3 Research Cite 24
3.4 Participants of the Study 24
3.4.1 Sample 24
3.4.2 Sampling Technique 25
3.5 Data Collection 25
3.6 Data Analysis 26
CHAPTER IV: FINDINGS AND DISCUSSION 27
4.1 The Generic Structure Analysis of the Students’ Recount Texts 27 4.2 The Linguistic Features Analysis of the Students’ Recount Texts 29
4.3 The Analysis of the Students’ Recount Texts 31
4.3.1 The Analysis of Student 1’s Recount Text 31 4.3.2 The Analysis of Student 2’s Recount Text 35 4.3.3 The Analysis of Student 3’s Recount Text 39 4.3.4 The Analysis of Student 4’s Recount Text 44 4.3.5 The Analysis of Student 5’s Recount Text 41 4.3.6 The Analysis of Student 6’s Recount Text 48
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CHAPTER V: CONCLUSIONS AND SUGGESTIONS 55
5.1 Conclusions 55
5.2 Suggestions 56
REFERENCES APPENDICES
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CHAPTER I
INTRODUCTION
This chapter provides general outline of the study. It covers background of the study, statements of problems, aims of the study, clarification of terms, and organization of the paper.
1.1 Background of the Study
According to the Indonesian Curriculum 2013, tenth grade students of high school and vocational school in Indonesia should comprehend recount genre. One of the basic competences for recount genre is that students have to be able to write a simple written recount text which fulfills the social function, the generic structure, and the linguistic features of the text. In other words, the aim of the basic competence is that students can express their idea and form it into a good written text which does not have ambiguous meanings to the readers.
English is included as one of obligatory subjects in secondary level in Indonesia. One of the reasons why the students need to learn English is because they have to be “adequately exposed to all of the four basic skills, namely
listening, speaking, reading and writing” (Brown, 2000, as cited in Darus & Subramaniam, 2009, p. 486) in order to communicate with people from different cultures and background.
Furthermore, based on the preliminary study in a classroom during Teaching Practicum Program (Program Pengalaman Lapangan) at one public high school in Bandung, the students tended to write sentences ungrammatically, particularly in writing recount text. Recount text has three parts in generic structure: orientation, sequence of events, and re-orientation; (Department of Education and Communities of New South Wales, 2011; Department of Education and Child Development of Australia, 2012) and linguistic features:
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specific participant, use of simple past tense, and use of action verbs (Derewianka, 1990; Gerot & Wignell, 1995; Emilia, 2010). Most of the students found difficulties in applying the generic structure and the linguistic features in writing in English, particularly in recount text. They were confused of how to write a good recount text due to their limited mastery of English. In the end, they still made errors in linguistic features, such as simple present tense and prepositions. Learning a target language is more difficult than learning first language and a number of students have problems learning the target language (Cook, 2008). Therefore, first language may interfere the production of target language competence in learning process.
Therefore, based on the preceding arguments, this study investigates the ability of tenth grade students in writing recount texts in terms of the generic structure and the linguistic features. This study is expected to give richer analysis for the students so that in the future they can communicate in English well.
1.2 Statement of Problems
Two research questions coherent to the purpose of the study are elaborated as follows:
a. To what extend do students apply the generic structure of recount text in their writing?
b. How do students apply simple past tense in their writing?
1.3 Aims of Study
This section will elaborate general purpose and specific purpose of the study.
The general purpose of the study is it is expected that the study would make at least one major contribution to the areas of Systemic Functional
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Grammar. This study is an attempt to investigate students’ recount text in terms of the generic structure and the linguistic features. It is also expected to give benefits
for teachers to pay more attention and gain insight into the learners’ difficulties and to find effective ways to teach text types and their linguistic features to their students. Furthermore, it can facilitate the textbook writers in developing suitable materials for the courses. This study is also expected to contribute to fill the gap in the research of Systemic Functional Grammar.
There are two specific purposes of the study. Firstly, it is aimed to investigate the difficulties which occur in students’ recount text. Secondly, it will elaborate how students apply simple past tense in their writing.
1.4 Scope of the Study
This study is focused on analyzing the generic structure and the linguistic
features in students’ recount texts. In analyzing the texts, transitivity of Systemic
Functional Grammar by Halliday (1994) is employed to discover the generic
structure and the linguistic features of the students’ recount texts. The writing is
only focused on six pieces of recount texts written by tenth grade students of a public high school in Bandung.
1.5 Clarification of Terms
In order to avoid misunderstanding of some particular words, this part will elaborate briefly some related terms used in this study.
a. Recount Text – a text which retells events happened in the past (Emilia, 2010)
b. Systemic Functional Grammar – a theory that sees language serves not only a set of rules, but a resource for making meaning as well (Halliday, 1994; Emilia; 2005; Eggins, 2004).
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c. Writings – a group of pieces of writing, especially by a particular person or on a particular subject (Oxford dictionary, 2010)
1.6 Organization of the Paper
The paper will be presented in five chapters, as follows: Chapter I : Introduction
This chapter provides general outline of the study. It covers background of the study, statements of problems, aims of the study, clarification of terms, and also organization of the paper.
Chapter II : Theoretical Foundation
It presents review of the literature which is relevant to the study being researched which includes writing, recount text, Systemic Functional Grammar, Transitivity system and review of the previous studies.
Chapter III : Research Methodology
This chapter will give clear discussion about how data would be collected and analyzed. It describes research design, participants of the study, data collection, and data analysis.
Chapter IV : Findings and Discussion
This chapter will cover data presentation and data analysis. It consists of
the analysis of students’ recount texts in terms of the generic structure and the linguistic features.
Chapter V : Conclusions and Suggestions
This chapter presents conclusion and suggestion drawn from the analysis of the formulation of the problem.
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CHAPTER III
RESEARCH METHODS
This section explains the method of the research to answer statements of problems proposed in Chapter I. It covers research design, participants of the study, data collection, data analysis, and reliability and validity of the study.
3.1Research Questions
The problems to be investigated are formulated in the following questions: 1. To what extend do students apply the generic structure of recount text in
their writing?
2. How do students apply simple past tense in their writing?
3.2Research Design
The study used qualitative method in order to meet the objectives of the study as the data was examined “by collecting primarily textual data and examining it using interpretative analysis” (Heigham & Croker, 2009, p. 5). Fraenkel et al. (2012, p. 426) add that this qualitative method is preferable since it is more concerned of the quality of relationship, activities, situations, or materials being analyzed. The findings of qualitative research cannot be generalized in particular contexts. Although in certain circumstances, the researcher might let his study be generalized, and usually very limited in scope, by the readers as long as he provides rich description to his research (Heigham & Croker, 2009, p. 9; Fraenkel et al., 2012, p.11).
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3.3Research Cite
There was one legitimate reason on choosing SMA Negeri 5 Bandung as the research cite of this study. Since the researcher conducted an internship (PPL) at that school and she had thought tenth and eleventh grade students of SMA Negeri 5 Bandung, she got the general picture of its students’ English fluency. The students’ English fluency was relatively good and in general they could write in English somewhat well. They also could follow proper generic structures of a particular text type when asked to write, for example on writing a recount text, they would include orientation, sequence of events, and re-orientation. The interesting finding was that the researcher found that students still had difficulties in tenses, prepositions, articles, and choice of words when writing or speaking in English. Therefore, the researcher would like to research the students’ recount texts further. The researcher chose SMA Negeri 5 Bandung as her research cite since simple past tense posed as one of the problems faced by the students in learning English.
3.4Participants of the Study 3.4.1 Sample
Population is a group of potential participants to whom the result of the study is to be generalized (Fraenkel et al., 2012, p. 91; Salkind, 2012, p. 95). Hence, the population of this study was all tenth grade students of SMA Negeri 5 Bandung of the academic year 2014-2015. As there were ten classes of tenth grade, one class was chosen randomly for the sample of the study. A sample is
“the group on which information is obtained” (Fraenkel et al., ibid.). There were 37 students in that class and only 35 students participated in the study since the other two students were absent on the first meeting of data collection. Therefore, only six students were chosen as the sample for this study. They were chosen randomly from 37 students.
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The students were asked to write a piece of recount text under the topic
“The Best Day Ever in My Life.” This study was conducted to find out whether the students had difficulties in writing English text types, in this case writing a recount text. The result of this study was also expected that it would provide the best remedies for teachers that in the future time, they would notice the difficulties and could arrange the best remedies to avoid this phenomenon to happen again later.
3.4.2 Sampling Technique
The sample was chosen randomly from ten classes of tenth grade at SMA Negeri 5 Bandung. There was no particular condition that classes were determined by the students’ total number of errors. It meant that there were the same total number of higher achievers, middle achievers, and low achievers in each class. The selection of the class for the sample of the study did not under any circumstances meet certain requirements since the academic year had just begun. Therefore, random assignment was applied for the study since “each individual who is participating in an experiment has an equal chance of being assigned” (Fraenkel et al., 2012, p. 267).
The students were asked to write their own real life experience in the form of recount text. After the data was analyzed and classified into three categories based on the number of errors the students made (‘low’, ‘middle’, and ‘high’), six students fulfilled each category would be treated as the sample of this study.
3.5 Data Collection
To achieve the prior purpose of the study, the data was collected from 35 tenth grade students of SMA Negeri 5 Bandung. The main data was six pieces of recount texts written by the students. The writings were analyzed briefly and six writings were purposively chosen as the sample.
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The primary data for this study was six pieces of students’ recount text
under the theme of “The Best Day Ever in MyLife”. They had to write their own personal experience toward the theme and had to include where and when they had the best day ever in their life and with whom they experienced it (if necessary). They had to explain what they did and how they felt about the experiences in about 200 words in 30 minutes.
3.6 Data Analysis
To analyze the data, the study applied two steps to fulfill the aims of the study. First, the texts were analyzed using based on the generic structure of recount text as suggested by Anderson & Anderson (2003) and Emilia (2010), as follows:
1. Orientation
This stage describes who involved in the story, where it happened, what happened, and when it happened.
2. Sequence of Events
In this part, the writer retells the events he experienced in his story. Events were described in series by using temporal and additive conjunction to connect them.
3. Re-orientation
The writer gives his comment for his overall story. He also may add a conclusion about the story.
The second step is identifying the linguistic features that were found in
students’ recount texts by applying Transitivity of Functional Grammar as suggested by Gerot & Wignell (1995). It includes, specific participants, circumstance of time and place, the use of first person, additive conjunction, material processes, and past tense.
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CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This chapter presents the conclusions and the suggestions of the study. The conclusions are formulated from the research questions and are aimed to give conclusion remarks about the study on investigating the students’ recount texts. The suggestions present the recommendation for related parties and further research in the related topic.
5.1.Conclusions
The study was aimed at investigating the students’ recount texts in terms of the generic structure and the linguistic features. In regard to the linguistic features, Transitivity system of Systemic Functional Linguistics was applied to analyze the writings. The main findings show that most students (Student 1, Student 2, Student 3, student 4 and Student 6) applied the generic structure of recount text and used them as guidance to write good and acceptable recount texts. The writings consist of orientation, sequence of events, and re-orientation (Anderson & Anderson, 2003; Emilia, 2010). Only one student did write the re-orientation part in his writing. In regard to text organization, only four writings were organized well; that means all structures were written in different paragraphs. One writing was actually well-organized if the student put three parts of the generic structure in different paragraphs. The other one writing did not include the re-orientation part.
In regard to the linguistic features, all students applied the linguistic features of recount text as suggested Gerot & Wignell (1995) in their writings. The linguistic features in recount text include the use of specific participants, circumstances of time and place, the use of first person, the use of temporal and additive conjunction, material processes, and simple past tense. Unfortunately
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problem were caused by the inability of applying regular and irregular verb form of simple past tense, the use of present tense, subject-verb agreement, gerund, to-infinitive, word choice, derivative form, conjunctions, prepositions, and articles.
The ungrammatical structures that were found in students’ recount text were
caused of knowledge deficiency (Richards, 1971). It might be due to the lack of knowledge and practice in English grammar that is different from the students’ first language grammar. Therefore, they were confused of several structures in English.
5.2.Suggestions
There are two suggestions for this study: recommendations for related parties and recommendations for future research in the related topic.
The recommendations for related parties include the recommendation for English teachers. They should provide constructive feedback on their students’ grammatical mistakes and ask them to revise their work. The students should also be given more time to practice their skill at writing in English both inside and outside the class. The students also have to build their self-motivation to be able to communicate in English well so that minor mistakes in both oral and written skills will be minimized.
For the further research, one recommendation is drawn. A study included bigger number of participant shall be conducted with a different text type.
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Aulia Arifaturrochmah, 2014.
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Universitas Pendidikan Indonesia | repository.upi.edu |perpustakaan.upi.edu
problem were caused by the inability of applying regular and irregular verb form of simple past tense, the use of present tense, subject-verb agreement, gerund, to-infinitive, word choice, derivative form, conjunctions, prepositions, and articles.
The ungrammatical structures that were found in students’ recount text were
caused of knowledge deficiency (Richards, 1971). It might be due to the lack of knowledge and practice in English grammar that is different from the students’ first language grammar. Therefore, they were confused of several structures in English.
5.2.Suggestions
There are two suggestions for this study: recommendations for related parties and recommendations for future research in the related topic.
The recommendations for related parties include the recommendation for English teachers. They should provide constructive feedback on their students’ grammatical mistakes and ask them to revise their work. The students should also be given more time to practice their skill at writing in English both inside and outside the class. The students also have to build their self-motivation to be able to communicate in English well so that minor mistakes in both oral and written skills will be minimized.
For the further research, one recommendation is drawn. A study included bigger number of participant shall be conducted with a different text type.
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[Type text] Aulia Arifaturrochmah, 2014.
AN ANALYSIS OF THE STUDENTS’ RECOUNT TEXTS
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