AN ANALYSIS OF STUDENTS’ ABILITY AND DIFFICULTIES IN WRITING DESCRIPTIVE TEXTS : A Case Study of Tenth Graders in a Senior High School in Bandung.

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AN ANALYSIS OF STUDENTS’ ABILITY AND

DIFFICULTIES IN WRITING DESCRIPTIVE TEXTS

(A Case Study of Tenth Graders in a Senior High School in Bandung)

A Research Paper

Submitted to English Education Department in partial fulfillment for the requirement

for Sarjana Pendidikan Degree

JUNITA SIAHAAN (0808966)

ENGLISH EDUCATION DEPARTMENT

FACULTY OF LANGUAGE AND ARTS EDUCATION

INDONESIA UNIVERSITY OF EDUCATION

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AN ANALYSIS OF STUDENTS’ ABILITY

AND DIFFICULTIES IN WRITING

DESCRIPTIVE TEXTS

Oleh Junita Siahaan

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa dan Seni

© Junita Siahaan 2013 Universitas Pendidikan Indonesia

Juli 2013

Hak Cipta dilindungi undang-undang.

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dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis.

PAGE OF APPROVAL

AN ANALYSIS OF STUDENTS’ ABILITY AND

DIFFICULTIES IN WRITING DESCRIPTIVE TEXTS

(A Case Study of Tenth Graders in a Senior High School in Bandung)

A Research Paper

By

JUNITA SIAHAAN 0808966

Approved by

Main Supervisor, Second Supervisor,

Emi Emilia, M.Ed., Ph.D NIP 196609161990012001

Rojab Siti Rodliyah, S.Pd., M.Ed. NIP 197308062002122001

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Prof. Dr. Didi Suherdi, M.Ed. NIP 196211011987121001

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ABSTRACT

This research aims to investigate tenth graders’ ability and difficulties in writing descriptive text in one class which consisted of 37 students in one senior high school in Bandung, West Java. This study is shaped by three main theories. The first theory is about writing, proposed by Elbow (2000), Harmer (2004), Grenville (2001), Manser (2006), and Kieft (2007). The second theory is about Descriptive Text, proposed by Derewianka (1990); Gerot & Wignell (1994), Butt, et al (2000), Nafisah & Kurniawan (2007); and also Emilia (2010). The last theory is about Systemic Functional Linguistics, proposed by Halliday (1994), Gerot & Wignell (1994), Butt, et al (2000), Halliday and Matthiessen (2004), Bloor and Bloor (2004), Emilia (2010). This research used a qualitative case study as the method, and texts analysis as the data collection techniques. Nine texts representing Low, Mid, and High achievers were analyzed in terms of schematic structure and linguistic features using Systemic Functional Linguistics. The findings revealed that some students, especially middle achievers and high achievers, have a good control about the schematic structure of descriptive text. They also were able to use appropriate linguistic features in the text they wrote. On the other hand, it was also revealed that low achievers were still confused in differentiating the schematic structure of descriptive text. Moreover, the low achievers still needed a lot of improvement as they still made a lot of mistakes in the text they wrote. The findings of this research suggested that the English teachers should provide the explicit teaching of schematic structure and English grammar more comprehensively to solve students’ problems. The teacher should also provide time for revision to the students, so that the texts could achieve its functions more successfully.

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ABSTRAK

Penelitian ini bertujuan untuk mengetahui kemampuan dan kesulitan siswa kelas sepuluh dalam menulis teks deskriptif di salah satu kelas di satu SMA di Bandung, Jawa Barat. Penelitian ini dibentuk oleh tiga teori utama. Teori pertama adalah tentang menulis yang diusulkan oleh Elbow (2000), Harmer (2004), Grenville (2001), Manser (2006), dan Kieft (2007). Teori kedua adalah tentang Teks Deskriptif yang diusulkan oleh Derewianka (1990); Gerot & Wignell (1994), Butt, et al (2000), Nafisah & Kurniawan (2007), dan juga Emilia (2010). Teori terakhir adalah tentang Systemic Functional Linguistics yang diusulkan oleh Halliday (1994), Gerot & Wignell (1994), Butt, et al (2000), Halliday dan Matthiessen (2004), dan Bloor Bloor (2004), Emilia (2010). Penelitian ini menggunakan studi kasus sebagai metode, dan analisis teks sebagai teknik pengumpulan data. Sembilan teks yang mewakili 3 kategori pencapaian, rendah, sedang dan tinggi, akan dianalisis dari segi struktur skematis/kerangka dan ciri-ciri bahasa dari Teks Deskriptif. Hasil dari analisa data menunjukkan bahwa beberapa siswa, terutama siswa dari kategori pencapaian sedang dan tinggi, memiliki kemampuan yang baik dalam menerapkan struktur skematis/kerangka teks deskriptif. Mereka juga mampu menerapkan ciri-ciri bahasa dari teks descriptive di dalam teks yang mereka tulis. Di sisi lain, hasil analisa data juga mengungkapkan bahwa siswa yang termasuk dalam kategori pencapaian rendah masih bingung dalam membedakan struktur skematis/kerangka teks deskriptif. Selain itu, mereka juga masih memerlukan banyak perbaikan karena mereka membuat banyak kesalahan di dalam teks yang mereka tulis. Temuan dari penelitian ini menyarankan guru-guru bahasa Inggris untuk memberikan pengajaran tentang struktur skematis/kerangka teks deskriptif secara eksplisit agar dapat membantu menyelesaikan masalah siswa. Guru juga harus menyediakan waktu untuk merevisi kepada siswa, sehingga siswa dapat menghasilkan teks yang lebih baik.

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$ % & ' ' TABLE OF CONTENTS STATEMENT OF AUTHORIZATION ... i

PREFACE ... ii

ACKNOWLEDGEMENT ... iii

ABSTRACT ... v

TABLE OF CONTENTS ... vi

LIST OF TABLES ... x

LIST OF FIGURE ... xi

LIST OF TEXTS ... xii

CHAPTER I INTRODUCTION ... 1

1.1 Background of the Study ... 1

1.2 Research Questions ... 3

1.3 Aims of the Study ... 3

1.4 Scope of the study ... 3

1.5Significance of study... 3

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$ % & ' ' 1.7 Organization of Paper ... 4

CHAPTER II THEORETICAL FOUNDATION ... 6

2.1 Writing ... 6

2.1.1 The Nature of Writing ... 6

2.1.2 The Importance of Writing ... 7

2.1.3 Criteria in Writing... 7

2.1.4 Process of Writing ... 8

2.2 Descriptive Text ... 9

2.2.1 Schematic Structure of Descriptive Text ... 9

2.2.2 Linguistic Features... 10

2.3 Systemic Functional Linguistics (SFL) ... 12

2.3.1 Metafunction of Language ... 13

2.3.2 Transitivity ... 14

2.3.2.1 Process ... 15

2.3.2.1.1 Material Processes ... 15

2.3.2.1.2 Mental Processes ... 17

2.3.2.1.3 Verbal Processes ... 18

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$ % & ' ' 2.3.2.1.5 Behavioural Processes ... 22

2.3.2.1.6 Existential Processes ... 23

2.3.2.2 Participant ... 23

2.3.2.3 Circumstance ... 25

2.4 Conclusion Remarks ... 27

CHAPTER III RESEARCH METHODOLOGY ... 28

3.1 Formulation of Problems ... 28

3.2 Research Design ... 28

3.3 Research Site ... 29

3.4 Participants ... 30

3.5 Research Procedures ... 30

3.6 Data Collection ... 30

3.7 Data Analysis ... 31

3.8 Conclusion Remark ... 32 CHAPTER IV FINDINGS AND DISCUSSION ... 33

4.1 Texts Analysis from Low Achiever ... 34

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$ % & ' ' 4.3 Texts Analysis from High Achiever ... 57

CHAPTER V CONCLUSIONS AND SUGGESTIONS ... 67

5.1 Conclusions ... 67

5.2 Suggestion ... 68

BIBLIOGHRAPHY ... 70

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CHAPTER I

INTRODUCTION

This chapter presents an introduction to the study. This chapter consists of seven sections: background of the study, research questions, aims of the research, scope of the research, significance of the study, clarification of terms, and organization of paper.

1.1 Background of the study

Writing plays an important role for students who are in the process of learning a language. In language learning, writing is one of important skills because it is the most effective way to show someone’s English proficiency, include the ability and difficulties (Ren, et al, 2009).

In Indonesian school, students are required to learn to write different text types. According to Indonesian Curricula (2004), there are some types of text that should be learned by tenth graders in English subject, they are Recount, Narrative, Procedural, News Item and Descriptive. In this research, the text type will focus on Descriptive text.

One way that can be used to find out students’ knowledge about English is by analyzing the students’ text/writing. Analyzing students’ text is very important to do because it can help English teacher to find out the students’ ability and difficulties in writing (Lock, 1996). Further, Emilia (2005) stated that research

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about analyzing students’ text is very important to do because by knowing the students’ difficulties, it can lead the teacher to solve the students’ problems.

Research about students’ ability and difficulties is important to do to help both teachers and students. However, in Indonesia, research about students’ ability and difficulties in writing each of type text is not many. So, in this research the researcher has a desire to find out the students’ ability and difficulties in writing, especially in Descriptive text.

From the elaboration above, this research is intended to find out tenth graders’ ability and difficulties in writing descriptive text by analyzing the students’ text in terms of schematic structure and linguistic features using Systemic Functional Linguistics, and then classifying the possible measures that can be used by the teachers to help the students minimize the errors based on the difficulties they face in writing descriptive text. The results of the study are expected to give contribution for language learning in theoretically and practically. Theoretically, this study is expected to give a real portrait about Indonesian students’ ability and difficulties in writing Descriptive text in English subject. Practically, this research is expected to give much information about students’ difficulties, so in the future the students will be more careful in writing Descriptive Text, and English teachers can help the students to solve the difficulties they face.

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1.2 Research questions

In this research, the research questions are formulated into two: a. How is the tenth graders ability in writing Descriptive Texts? b. What difficulties are reflected in the tenth graders texts?

1.3 Aims of the study

The aims of the research are:

a. To find out the students’ ability in writing Descriptive Text. b. To find out the students’ difficulties in writing Descriptive Text.

1.4 Scope of the study

This study concerns the students’ ability and difficulties in writing descriptive text. The students’ ability and difficulties can be seen through the schematic structure and Linguistics features of the text.

1.5 Significance of the study

This study is expected to give contribution for both theoretically and practically. Theoretically, this research is expected to enrich the literature about the application of SFL in analyzing students’ texts, and this research can be used as a reference.

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Practically, this research is expected to give much help for both students and teachers. This research gives some information about how to identify students’ ability and difficulties in writing Descriptive Text.

1.6 Clarification of Terms

1. Descriptive Text

Descriptive text is a text which is intended to describe a particular person, place or thing, stated by Gerot & Wignell (1995); Derewianka (1990); Nafisah & Kurniawan (2007). The schematic structure of descriptive text is divided into two: 1) Identification, which explains about the meaning or definition of the topic that will be described in the text. It can be person, place, animal, event, etc. 2) Description, which contains information about the description of the topic. It can be the appereance, habit, etc. (Derewianka, 1990; Nafisah & Kurniawan, 2007; Gerot & Wignell, 1995; Butt, et al, 2000).

2. Systemic Functional Linguistics (SFL)

Systemic Functional Linguistics (SFL) is a new approach to learn grammar which has been developed by Halliday in 1960s. Systemic functional Linguistics is an approach which sees language not only as a rule, but also as a resource for making meaning (Lock, 1996; Halliday, 1994; Gerot & Wignell 1994:4).

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1.7 Organization of Paper

This paper was organized using a standardized pattern as follows:

CHAPTER I : INTRODUCTION. In this chapter, it provides: background of the study, research questions, aims of the research, scope of the research, significance of the research, and organization of paper.

CHAPTER II : THEORETICAL FOUNDATION. This chapter includes theoretical frameworks which are relevant to this study.

CHAPTER III : RESEARCH METHODOLOGY. This chapter describes all the procedures and stages in conducting the research.

CHAPTER IV : FINDINGS AND DISCUSSION. This chapter describes the data of the research. It includes collecting, analyzing and interpreting all the data got from the participant, then discussing the data to get the result or finding.

CHAPTER V : CONCLUSION AND SUGGESTION. This chapter presents the conclusion of the research based on the analysis that has been done in chapter four. It includes the result, process and data interpretation also the strengths and weaknesses of the research. It also includes the suggestion for further research.

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CHAPTER III

RESEARCH METHODOLOGY

This chapter explains the methodology used in this study. It covers formulation of problems, research design, the participants, the research site, data collection and data analysis.

3.1 Formulation of Problems

As stated in Chapter I, this study is aimed to address the following questions:

a. How is the tenth graders ability in writing Descriptive Texts? b. What difficulties are reflected in the tenth graders texts?

3.2 Research Design

This study used qualitative case study as the research designed. There are several reasons why this study uses case study as the research designed.

Firstly, case study typically observes the characteristics of an individual unit deeply and analyzes the multifarious phenomena (Cohen and Manion 1998: 124-5, cited in Bassey 1999). This is the same as the purpose of this study, that is to find out the students’ ability and difficulties by observing and analyzing the students’ text.

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Secondly, case study can be used to investigate an individual, a group, such as family, an office, or a class; It also can be an institution, such as school (Gillham, 2000). It is related with the study which is going to investigate a group of class; it is one class of tenth graders in one senior high school in Bandung.

Lastly, case study investigates a contemporary phenomenon within its real-life context (Yin, 2003:13; Yin, 2011:17). This study investigates the students’ ability and difficulties through real teaching and learning process in a real contemporary school community in Indonesia.

3.3 Research Site

This research was conducted in one senior high school in Bandung. There are some reasons why this school was chosen as the research site for this study.

The first reason is to do with the accessibility for the researcher. This senior high school was the place where the researcher did the teaching practice (PPL) in 2011/2012 academic year. Because the researcher did teaching practice in the school last year and the researcher also still has a good relationship with the school, it makes the researcher able to manage administrative matters about the research.

The second reason is that the school is very well-known to have good academic reputation in Bandung. Since this research is about students’ ability and difficulties in writing, the researcher has a desire to see how good is the ability of the tenth graders of this high achiever school and what difficulties they faced. The

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findings of the study would be beneficial in improving the students capacity in writing and the students’ English comprehension.

Based on the agreement between the teacher and the researcher, the name of the school will not be revealed in the study.

3.4 Participants

The participants of this research were a class of tenth grader students of one high achiever senior high schools in Bandung.

The class consists of 37 students, 15 males and 22 females. From 37 students, nine of the students were chosen as the participants of this study. The nine students were selected based on the level of their English proficiency in writing Descriptive text they produced. The nine students were categorized into: low achiever, middle achiever, and high achiever. The three categories were identified by the English Teacher.

3.5 Research Procedures

Concerning the procedure of the research, several steps were taken. Firstly, the students were asked by the teacher to write descriptive texts. Secondly, the researcher and the teacher categorized the texts into three levels of achievement, they are: Low, Middle, and High Achievers. Thirdly, the researcher analyzed the students’ text. Lastly, the researcher described or interpreted the findings.

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3.6 Data Collection

There is only one way of data collection process in this research, it is through documents collection. In this research, the researcher got the data from the English teacher of the class. The researcher asked for some of the students’ writing from the English teacher and categorized the writing into low achiever, middle achiever and high achiever. Moreover, only three texts will represent each category.

Table 3.1 below shows the tittle of descriptive texts that were written by the three students from each levels of achievement.

Table 3.1

Titles of Descriptive Texts

Levels of achievement Tittle

Low achiever

Text 1 Snake Text 2 Siberian Text 3 Crocodile

Middle Achiever

Text 1 Panda

Text 2 Penguins

Text 3 Owl

High Achiever

Text 1 Goat

Text 2 Panda

Text 3 Brownie

These three students’ descriptive texts can be considered as product studied for analyzing students’ ability and difficulties in writing descriptive particularly in terms of schematic structure and the linguistic features.

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3.7 Data Analysis

The data analysis aimed to examine students’ ability and difficulties in writing descriptive texts. Nine students’ texts were analyzed in terms of schematic structure and linguistic features, as proposed by Derewianka (1990), Gerot & Wignell, (1995); Nafisah & Kurniawan (2007); Butt, et al, (2000); and also Emilia (2010).

There are some steps used for analyzing the data. The steps in analyzing the data will be presented in detail below.

The first step in data analysis was analyzing the students’ texts based on the schematic structure of Descriptive text: Identification and Description (Derewianka, 1990; Gerot & Wignell, 1995; Nafisah & Kurniawan, 2007; Butt, et al, 2000).

The next step was analyzing the texts based on the linguistic features as suggested by Derewianka (1990), Gerot & Wignell, (1995); Nafisah & Kurniawan (2007); Butt, et al, (2000); and also Emilia (2010), and transitivity process as suggested by Halliday (1985 and 1994), Gerot & Wignell (1994), Eggins (1994 and 2004); Butt, et al (2000), Halliday and Matthiessen (2004), Bloor and Bloor (2004), Emilia (2010).

The last step was describing or interpreting the result.

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This chapter had presented the formulation of the problems, methodology of the research, the participant, the research site, steps of data collection and steps of data analysis in detail. The discussion of the result of data will be discussed later in Chapter 4.

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CHAPTER V

CONCLUSION AND SUGGESTIONS

This chapter presents the conclusions of the research and suggestions for language learners to improve their writing ability, and for English teachers to think of some possible efforts to use in order to maximize their teaching writing and also the students’ ability. Moreover, for other researchers to conduct further study concerning the topic.

5.1 Conclusions

This research is a qualitative case study about students’ ability and difficulties in writing descriptive text, conducted in one of senior high school in Bandung, West Java. This research was conducted in order to find out the students’ capability and problems they faced in creating a descriptive text.

There are some conclusions got from this research. From the text analysis in Chapter IV, it is revealed that some students, especially middle achievers and high achievers, have good understanding about the schematic structure of descriptive text.

In terms of linguistic features, almost all the students have ability in implementing the linguistic features in the text they wrote, such as spesific participant, present tense, linking verbs, adjectives, as proposed by some experts (Derewianka (1990); Gerot & Wignell (1994), Butt, et al (2000), Nafisah &

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Kurniawan (2007); and also Emilia (2010). In terms of transitivity process, all the students showed their good ability in applying it, but middle achievers and high achievers showed better ability in using processes.

On the other hand, the texts also bring the facts about the problems faced by students in writing. In low achievers category, it is revealed that the students were still confused in differentiating the schematic structure of descriptive text. Moreover, the low achievers seemed to have no sense about English Grammar. They made a lot of mistakes in the text they wrote, especially about singular and plural.

Moreover, there were some students who really needed attention because they didn’t know how to arrange the ideas to make a good sentence. Thus, how can they make a good text if they were not able to arrange their ideas?

5.2 Suggestions

Based on the text analysis in Chapter IV and conclusions above, the researcher has some suggestions for both the students and English teachers to ward off the students’ difficulties in writing text, especially Descriptive text.

1. The teacher should provide explicit teaching about schematic structure and the functions of each element.

2. Explicit teaching about grammar is also needed for all students from low, middle and high achiever category. It is because the quality of the text could be interfered by grammatical understanding.

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3. Teacher should give more attention and guidance to the low achiever students in teaching writing process.

4. It is needed to provide time for students for revision in writing.

5. For further research, it would be better if the research could be done (if using the same research method) involving large number of the participants, and used other metafunctions, such as textual metafunction (thematic progression) and interpersonal metafunction (mood and modality). This is suggested to see clearer and comprehensibly on the students’ ability and difficulties in writing a text.

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BIBLIOGRAPHY

Bassey, Michael. (1999). Case Study Research in Educational Settings. Buckingham: Open University Press

Bloor, T., and Bloor, M. (2004). The Functional analysis of English. A Hallidayan approach. (2nd Ed). London: Arnold.

Brown, H. D (2000). Teaching by principle: An interactive approach to language

pedagogy, 2nd edition. New York: Pearson Education.

Butt, D., Fahey, R., Feez, S., Spinks, S., Yallop, C. (2000). Using functional grammar. An explorer’s guide. 2nd Edition. Sydney: National Centre for English Teaching and Research. Macquarie University.

Depdiknas (2003). Kurikulum 2004. Standar Kompetensi. Mata Pelajaran Bahasa Inggris. Sekolah Menengah Atas dan Madrasah Aliyah. Jakarta: Depdiknas

Derewianka, Beverly. (1990). Exploring how texts work. Newton: PETA

Eggins, Suzzane. (1994). An Introduction to Systemic Functional Linguistics. London: Printer Publishers, Ltd.

Eggins, Suzzane. (2004). An Introduction to Systemic Functional Linguistics. (2nd Ed). London: Printer Publishers, Ltd.

Emilia, Emi. (2005). A Critical Genre-Based Approach to Teaching Academic Writing in a tertiary ELF Context in Indonesia. A Ph.D thesis. University of Melbourne

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Emilia, Emi. (2010). Teaching Writing, Developing Critical Learners. Bandung: Rizqi Press

Gerot, L., and Wignell, P. (1994). Making sense of Functional Grammar. Australia: Gerd Stabler

Gillham, Bill. (2000). Case Study Research Method. New York: Continuum Grenville, K. (2001). Writing from start to finish. A six-step guide. South

Australia: Griffin Press.

Halliday, M. A. K. (1985). An introduction to Functional Grammar. London, Edward Arnold.

Halliday, M. A. K. (1994). An introduction to Functional Grammar. (2nd Ed). London: Edward Arnold

Halliday, M. A. K., Mathiessen, C.M.I.M. (2004). An introduction to functional grammar. (3rd Ed). London: Edward Arnold

Hancock, Dawson. R., and Algozzine, Bob. (2006). Doing Case Study Research: A Practical Guide for Beginning Researcher. New York: Teacher College Press

Harmer, J. (2001). The practice of English language teaching (3rd Edition). Cambridge: Cambridge University Press

Harmer, J. (2004). How to teach writing . England: Pearson Education limited. Kieft, Marleen., Rijlaarsdam, Gert., Galbraith, david., and Bergh, H.V.D. (2007).

The effects of adapting a writing course to students’ writing strategies. In The British Psychological Society Journal. 77, 565-578.

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Lock, G. (1996). Functional English Grammar: An Introduction for Second Language Teachers. Cambridge University Press.

Manser, Martin. H. (2006). The Facts on File: Guide to Good Writing. USA: An Imprint of Infobase Publishing

Nafisah, Nia, and Kurniawan, Eri. (2007). Writing for General Commucication. Bandung: UPI Press

Oxford University. (2008). Oxford Learner’s Pocket Dictionary (forth edition). Oxford: Oxford university press.

Ren, Suzhen., Cao, Yongjing., Gao, Yuanyuan., and Li, Qing. (2009). Thematic Operational Approach and the Writing Teaching of College English. In Asian Social Science Journal. Vol.3, No.11, 141-146.

Travers, Max. (2001). Qualitative through Case Study. London: SAGE Publication

Universitas Pendidikan Indonesia. (2008). Pedoman Penulisan Karya Ilmiah. Bandung: UPI Press

Yang, Qian., Ramirez., Andres., and Harman, Ruth. (2007). EFL Chinese students and High stakes expository writing. In Colombian Applied Linguistics Journal. No. 9, September 2007.

Yin, Robert. K. (2003). Case Study Research: Design and Methods. California: SAGE Publication, Inc

Yin, Robert. K. (2011). Qualitative Research: from start to Finish. USA: Guilford Press.

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CHAPTER V

CONCLUSION AND SUGGESTIONS

This chapter presents the conclusions of the research and suggestions for

language learners to improve their writing ability, and for English teachers to

think of some possible efforts to use in order to maximize their teaching writing

and also the students’ ability. Moreover, for other researchers to conduct further

study concerning the topic.

5.1 Conclusions

This research is a qualitative case study about students’ ability and

difficulties in writing descriptive text, conducted in one of senior high school in

Bandung, West Java. This research was conducted in order to find out the

students’ capability and problems they faced in creating a descriptive text.

There are some conclusions got from this research. From the text analysis in

Chapter IV, it is revealed that some students, especially middle achievers and high

achievers, have good understanding about the schematic structure of descriptive

text.

In terms of linguistic features, almost all the students have ability in

implementing the linguistic features in the text they wrote, such as spesific

participant, present tense, linking verbs, adjectives, as proposed by some experts

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$ % & ' '

Kurniawan (2007); and also Emilia (2010). In terms of transitivity process, all the

students showed their good ability in applying it, but middle achievers and high

achievers showed better ability in using processes.

On the other hand, the texts also bring the facts about the problems faced by

students in writing. In low achievers category, it is revealed that the students were

still confused in differentiating the schematic structure of descriptive text.

Moreover, the low achievers seemed to have no sense about English Grammar.

They made a lot of mistakes in the text they wrote, especially about singular and

plural.

Moreover, there were some students who really needed attention because

they didn’t know how to arrange the ideas to make a good sentence. Thus, how

can they make a good text if they were not able to arrange their ideas?

5.2 Suggestions

Based on the text analysis in Chapter IV and conclusions above, the

researcher has some suggestions for both the students and English teachers to

ward off the students’ difficulties in writing text, especially Descriptive text.

1. The teacher should provide explicit teaching about schematic structure and

the functions of each element.

2. Explicit teaching about grammar is also needed for all students from low,

middle and high achiever category. It is because the quality of the text

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3. Teacher should give more attention and guidance to the low achiever

students in teaching writing process.

4. It is needed to provide time for students for revision in writing.

5. For further research, it would be better if the research could be done (if

using the same research method) involving large number of the

participants, and used other metafunctions, such as textual metafunction

(thematic progression) and interpersonal metafunction (mood and

modality). This is suggested to see clearer and comprehensibly on the

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BIBLIOGRAPHY

Bassey, Michael. (1999). Case Study Research in Educational Settings. Buckingham: Open University Press

Bloor, T., and Bloor, M. (2004). The Functional analysis of English. A Hallidayan

approach. (2nd Ed). London: Arnold.

Brown, H. D (2000). Teaching by principle: An interactive approach to language

pedagogy, 2nd edition. New York: Pearson Education.

Butt, D., Fahey, R., Feez, S., Spinks, S., Yallop, C. (2000). Using functional

grammar. An explorer’s guide. 2nd Edition. Sydney: National Centre for

English Teaching and Research. Macquarie University.

Depdiknas (2003). Kurikulum 2004. Standar Kompetensi. Mata Pelajaran

Bahasa Inggris. Sekolah Menengah Atas dan Madrasah Aliyah. Jakarta:

Depdiknas

Derewianka, Beverly. (1990). Exploring how texts work. Newton: PETA

Eggins, Suzzane. (1994). An Introduction to Systemic Functional Linguistics. London: Printer Publishers, Ltd.

Eggins, Suzzane. (2004). An Introduction to Systemic Functional Linguistics. (2nd Ed). London: Printer Publishers, Ltd.

Emilia, Emi. (2005). A Critical Genre-Based Approach to Teaching Academic

Writing in a tertiary ELF Context in Indonesia. A Ph.D thesis. University

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$ % & ' '

Emilia, Emi. (2010). Teaching Writing, Developing Critical Learners. Bandung: Rizqi Press

Gerot, L., and Wignell, P. (1994). Making sense of Functional Grammar. Australia: Gerd Stabler

Gillham, Bill. (2000). Case Study Research Method. New York: Continuum

Grenville, K. (2001). Writing from start to finish. A six-step guide. South Australia: Griffin Press.

Halliday, M. A. K. (1985). An introduction to Functional Grammar. London, Edward Arnold.

Halliday, M. A. K. (1994). An introduction to Functional Grammar. (2nd Ed). London: Edward Arnold

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