THE GENRE-BASED APPROACH TO TEACHING WRITING REPORT TEXT.

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THE GENRE-BASED APPROACH TO TEACHING

WRITING REPORT TEXT

(Classroom Action Research in One Junior High School in Subang)

A THESIS

Submitted in Partial Fulfillment of the Requirements

for the Master’s

Degree in English Education

By

Leni Lesnawati

1006917

ENGLISH EDUCATION PROGRAM

SCHOOL OF POSTGRADUATE STUDIES

INDONESIA UNIVERSITY OF EDUCATION

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THE GENRE-BASED APPROACH TO TEACHING

WRITING REPORT TEXT

(Classroom Action Research in One Junior High School in Subang)

Oleh Leni Lesnawati S.Pd IKIP Bandung, 1998

Sebuah Tesis yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Magister Pendidikan (M.Pd.) pada Fakultas Pendidikan Bahasa dan Seni

© Leni Lesnawati 2014 Universitas Pendidikan Indonesia

Januari 2014

Hak Cipta dilindungi undang-undang.

Thesis ini tidak boleh diperbanyak seluruhya atau sebagian, dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis.

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i

APPROVAL PAGE

The Genre-Based Approach To Teaching Writing Report Text

(Classroom Action Research in One Junior High School in Subang)

By: Leni Lesnawati

1006917

Approved by:

Prof. Emi Emilia, M.Ed., Ph.D. Supervisor

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i ABSTRACT

This thesis reports the results of a study about the effectiveness of the Genre Based Approach in teaching writing Report text in one state junior high school in Subang, West Java. The study employed classroom action research that is commonly associated with qualitative research method. This study employed three cycles of action research covering a diagnostic phase in Cycle 1 and two therapeutic phases in Cycle 2 and 3. The data were collectedduring fourteen meetings through participant classroom observation, the documentation of students’ Report texts and interview.

The participant classroom observation was conducted while the class was in progress or immediately after each session. This observation was conducted in the classroom, the multi media room and in the library. This observation included handwritten brief notes and photographs. The documentation of students’ Report texts was collected at the end of the teaching program. Only nine students’ texts were analyzed in detail. The nine texts represented different levels of achievement: three texts from low achievers, three texts from mid achievers and three texts from high achievers. The interview was conducted in the last meeting after the teaching program in multi media room. Nine students were interviewed by using bahasa Indonesia.

The data from classroom observation were analyzed based on students’ behaviours and interactions that occurred during the teaching program relevant to the research questions. The data from the students documentary texts in various stages of the teaching cycle were analyzed based on Systemic Functional Linguistics in terms of Schematic Structure and Linguistic Features as developed by Halliday (1994). The data from interview were analyzed based on the central theme 1 about the way of the GBA in improving students’ writing ability and the central theme 2 about students’ responses toward the teaching of writing using the GBA.

The results of the students’ texts analyses revealed that the students showed considerable improvement in writing skills in terms of the schematic structure and linguistic features. It was found that the schematic structure of the texts suggests the students’ improvement in constructing a successfully organized text. It was also found that the students could demonstrate their ability to use various linguistic resources to communicate effectively through the texts. The grammatical analyses of each element of the texts showed the students’ development in composing the targeted text. The data from classroom observations and interviews showed that the students were aware of making progress in terms of writing skills. They also participated actively in the learning process and collaborated with the students and the teacher.

Based on these findings, it is recommended that the Genre Based Approach can be implemented in English classrooms in Indonesia to improve students’ ability in writing. The implementation of the GBA to teaching writing can be supported by classroom action research. English teachers should be encouraged to use these principles and do further research in teaching genres in various texts and in primary and secondary education. It is also recommended that the next related research should be conducted with a big number of participants within different context to get richer and more reliable data.

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TABLE OF CONTENTS

APPROVAL PAGE ... i

DECLARATION ... ii

ACKNOWLEDGEMENT ... iii

ABSTRACT ... iv

TABLE OF CONTENTS ... v

CHAPTER I INTRODUCTION ... 1

1.1 Background of the Study ... 1

1.2 Research Questions ... 2

1.3 Purpose of the Study ... 2

1.4 Significance of the Study ... 2

1.5 Scope of the Study ... 3

1.6 Definition of Key Terms ... 3

1.7 Organization of the Thesis ... 4

CHAPTER II LITERATURE REVIEW ... 5

2.1 Introduction ... 5

2.2 Systemic Functional Linguistics ... 5

2.2.1 Basic Principles in SFL Theory ... 6

2.2.1.1 Text and Context ... 7

2.2.1.2 Metafunction ... 9

2.2.1.2.1 The Theme System ... 11

2.2.1.2.2 The Transitivity system ... 14

2.2.1.2.3 The Conjunction system ... 18

2.2.1.2.4 Modality ... 19

2.3 The SFL Genre Based Approach (SFL GBA) ... 21

2.4 Models of Teaching under the SFL GBA ... 24

2.5 Report Text ... 26

2.5.1 The Definition and Purpose of Report Text ... 26

2.5.2 The Schematic Structure of Report Text ... 27

2.5.3 The Language Features of Report Text ... 27

2.6 Conclusion ... 31

CHAPTER III RESEARCH METHODOLOGY ... 32

3.1 Research Design ... 32

3.2 Research Site and Participants ... 35

3.3 Data Collection Techniques ... 36

3.3.1 Observation ... 36

3.3.2 Documentation of Students’ Report Text ... 36

3.3.3 Interview ... 37

3.4 Data Analysis ... 38

3.4.1 Observation ... 38

3.4.2 Students’ Report Text ... 38

3.4.3 Interview ... 39

3.5 Reliability and Validity ... 39

3.6 Conclusion ... 40

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4.1 Introduction ... 41

4.2 The Cycles ... 41

4.2.1 Teaching Cycle 1: Diagnostic Phase ... 41

4.2.1.1 Look ... 41

4.2.1.2 Think ... 42

4.2.1.3 Act ... 43

4.2.1.3.1 Building Knowledge of the Field ... 44

4.2.1.3.2 Modelling of the Text ... 44

4.2.1.3.3 Joint Construction of the Text ... 47

4.2.1.3.4 Independent Construction of the Text ... 48

4.2.2 Teaching Cycle 2: Therapeutic Phase ... 50

4.2.2.1 Look ... 50

4.2.2.2 Think ... 51

4.2.2.3 Act ... 52

4.2.2.3.1 Building Knowledge of the Field ... 53

4.2.2.3.2 Modelling of the Text ... 54

4.2.2.3.3 Joint Construction of the Text ... 60

4.2.2.3.4 Independent Construction of the Text ... 63

4.2.3 Teaching Cycle 3: Therapeutic Phase ... 66

4.2.3.1 Look ... 67

4.2.3.2 Think ... 67

4.2.3.3 Act ... 68

4.2.3.3.1 Independent Construction of the Text ... 68

4.3 Conclusion ... 69

CHAPTER V DISCUSSION OF ANALYSES OF STUDENTS’ TEXTS, INTERVIEW AND OBSERVATION ... 71

5.1 Introduction ... 71

5.2 Analyses of the Students’ Report Texts ... 71

5.2.1 Analyses of Texts 5.1-5.3 ... 71

5.2.1.1 The Schematic Structure and the Purpose of Texts 5.1-5.3 ... 72

5.2.1.2 Grammatical Analyses of Texts 5.1-5.3 ... 73

5.2.2 Analyses of Texts 5.4-5.6 ... 78

5.2.2.1 The Schematic Structure and the Purpose of Texts 5.4-5.6 ... 78

5.2.2.2 Grammatical Analyses of Texts 5.4-5.6 ... 80

5.2.3 Analyses of Texts 5.7-5.9 ... 84

5.2.3.1 The Schematic Structure and the Purpose of Texts 5.7-5.9 ... 85

5.2.3.2 Grammatical Analyses of Texts 5.7-5.9 ... 86

5.3 Conclusion of Texts Analyses ... 90

5.4 Discussion of Interview Data ... 91

5.4.1 Application of the GBA in Improving the Students’ Writing Ability ... 92

5.4.2 Students’ Responses toward the Teaching of Writing Using the GBA . 94 5.5 Discussion of Observation ... 97

5.6 Conclusion ... 97

CHAPTER VI CONCLUSION ... 99

6.1 Introduction ... 99

6.2 Conclusions ... 99

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REFERENCES... 102

APPENDIXES ... 105

LIST OF APPENDIXES APPENDIX 1: THEME AND TRANSITIVITY CODING ... 124

APPENDIX 2: THEME ANALYSIS OF THE STUDENTS’ TEXTS ... 125

Appendix 2.1: Theme Analysis of Text 5.1 ... 125

Appendix 2.2: Theme Analysis of Text 5.2 ... 128

Appendix 2.3: Theme Analysis of Text 5.3 ... 130

Appendix 2.4: Theme Analysis of Text 5.4 ... 133

Appendix 2.5: Theme Analysis of Text 5.5 ... 136

Appendix 2.6: Theme Analysis of Text 5.6 ... 138

Appendix 2.7: Theme Analysis of Text 5.7 ... 140

Appendix 2.8: Theme Analysis of Text 5.8 ... 142

Appendix 2.9: Theme Analysis of Text 5.9 ... 144

APPENDIX 3: TRANSITIVITY ANALYSIS OF THE STUDENTS’ TEXTS .. 146

Appendix 3.1: Transitivity Analysis of Text 5.1 ... 146

Appendix 3.2: Process Types of Text 5.1 ... 148

Appendix 3.3: Transitivity Analysis of Text 5.2 ... 149

Appendix 3.4: Process Types of Text 5.2 ... 151

Appendix 3.5: Transitivity Analysis of Text 5.3 ... 152

Appendix 3.6: Process Types of Text 5.3 ... 154

Appendix 3.7: Transitivity Analysis of Text 5.4 ... 155

Appendix 3.8: Process Types of Text 5.4 ... 157

Appendix 3.9: Transitivity Analysis of Text 5.5 ... 158

Appendix 3.10: Process Types of Text 5.5 ... 159

Appendix 3.11: Transitivity Analysis of Text 5.6 ... 160

Appendix 3.12: Process Types of Text 5.6 ... 162

Appendix 3.13: Transitivity Analysis of Text 5.7 ... 163

Appendix 3.14: Process Types of Text 5.7 ... 164

Appendix 3.15: Transitivity Analysis of Text 5.8 ... 165

Appendix 3.16: Process Types of Text 5.8 ... 166

Appendix 3.17: Transitivity Analysis of Text 5.9 ... 167

Appendix 3.18: Process Types of Text 5.9 ... 168

APPENDIX 4: OBSERVATION FIELD-NOTES ... 169

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APPENDIX 6: CONDENSED VERSION OF DATA FROM INDIVIDUAL

INTERVIEW ... 172 APPENDIX 7: A MODEL TEXT OF REPORT GENRE IN THE

DIAGNOSTIC PHASE ... 180 Appendix 7.1: A Model of a Report Text Used at the Stage Building

Knowledge of the Field ... 180 Appendix 7.2: A Model of a Report Text Used at the Stage Modelling

of the Text in Terms of Schematic Structure ... 180 APPENDIX 8: MODEL TEXTS OF REPORT GENRE IN THE DIAGNOSTIC

PHASE... 181 APPENDIX 9: SAMPLE OF PHOTOGRAPHS ... 182 APPENDIX 10: SAMPLE OF REPORT TEXTS IN THE DIAGNOSTIC

PHASE ... 186 APPENDIX 12: A MODEL OF REPORT TEXT IN THE THERAPEUTIC

PHASE 1 ... 189 APPENDIX 13: SAMPLE OF DATA CLASSIFICATION ... 190 APPENDIX 14: SAMPLE OF REPORT TEXTS IN THE THERAPEUTIC

PHASE... 191 APPENDIX 15: SAMPLE OF REPORT TEXTS IN THE THERAPEUTIC

PHASE... 192 APPENDIX 16: SAMPLE OF REPORT TEXTS IN THE THERAPEUTIC

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1 CHAPTER I

INTRODUCTION

This chapter presents the general issues related to the present study. These include the background of the study, research questions, purposes of the study, significance of the study, scope of the study, definition of key terms, and organization of the thesis.

1.1 Background of the Study

School-Based Curriculum for secondary school in Indonesia which is called the 2006 Curriculum emphasizes that English subject for junior high school focuses on the functional level in which the language is used for daily communication both spoken and written (BSNP, 2006). This Curriculum consists of competences that must be mastered by students, i.e. Standard Competence and Basic Competence covering Listening, Speaking, Reading, and Writing skills. Moreover, according to the 2006 Curriculum students must learn different text types including descriptive, report, recount, procedure and narrative. This study focuses on the teaching of writing of Report text.

Actually, although the School Based Curriculum does not mention explicitly the approach and the concept which has become the basis of the Curriculum, from the steps, the teaching material and the steps of the teaching learning process, it can be seen that this Curriculum is based on the Genre Based Approach, especially the two teaching cycles: spoken and written and Systemic Functional Linguistics (Depdiknas, 2005, 2006; Emilia, Hermawan & Tati, 2008). Meanwhile, in teaching genre at school, the School-Based Curriculum does not equip teachers with a theoretical foundation and a guidance of how to implement it in the classroom. So there are still

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2 many teachers who get difficulties in teaching genre (Emilia, Hermawan & Tati, 2008; Emilia, 2012).

Some studies have been conducted in Indonesian classroom settings to investigate the value of the Genre Based Approach. The studies demonstrate that the Genre Based Approach can be implemented in teaching English and it improves the students’ ability in writing and it also helps the students to learn English not only in writing but also in other subjects (Emilia, Hermawan & Tati,2008).

However, research on the Genre Based Approach in secondary school especially in the research site is still rare. Thus this study aims to identifywhether the Genre Based Approach can improvethe students’ ability in writing and to investigate the students’ responses toward the teaching of writing using the Genre Based Approach.

1.2 Research Questions

This study attempts to answer the following research questions:

In what ways can the Genre Based Approach improve the students’ ability in writing? What are the students’ responses toward the teaching of writing using the Genre

Based Approach? 1.3 Purpose of the Study

As mentioned in the background above, this study has two main purposes: (1) to identify whether the Genre Based Approach can improve the students’ ability

in writing

(2) to investigate the students’ responses toward the teaching of writing using the Genre Based Approach

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3 1.4 Significance of the Study

With regard to the significance of the study, the result of this research is expected to contribute to the development of theory and practice of the teaching of English.

Theoretically, this study is expected to enrich the literature on the theory of the Genre-Based Approach in the context of writing skill which is still likely receives a little attention in Indonesian EFL context.

Practically, this study provides information related to the implementation of Genre-Based Approach in teaching writing which can be very useful for the teacher.

Professionally, this study helps teachers in designing and developing materials and teaching strategies in order to support students’ success in writing report texts.

Socially, the use of classroom action research method in this study - especially practical action research – contributes as a powerful tool that can empower teachers to take control on their own professionalism (Alwasilah, 2011; Nunan & Bailey, 2009) and enlighten teachers to do action research (Alwasilah, 2011, p. 66; Marschall & Rosman, 2006, cited in Emilia, 2009, p. 154).

1.5 Scope of the Study

This study is classroom action research with junior high school students in one state junior high school in Subang district, West Java. This study uses Classroom Action Research and focuses on the classroom activities under the Genre Based Approach and the result of the teaching learning as reflected in students’ texts.

1.6 Definition of Key Terms

Key terms in this study were defined and specified as follows:

Systemic Functional Linguistic Genre Based Approach (SFL GBA): a model of text analysis as a point of reference and theoretical framework for analyzing students’

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4 writing in terms of schematic structure and linguistic features. This model is developed by among others Halliday (1992, 1994), Halliday & Hasan (1986), Martin (1992), Feez and Joyce (1998), and Christie (2000).

Writing ability: an ability to write well in English with the attributes as a successful writer. The attributes of a successful writer as suggested by Hertzberg (2012, p. 109-110) are an understanding of the context of situation and context of culture, a real purpose for writing, an understanding of the structure and grammatical features of the specific text type, an understanding that English language choices can be made to suit the purpose and the audience, an understanding of the difference between the written and spoken modes of communication, a good knowledge of the subject they are writing about (field) and a clear idea of their audience (tenor).

Report Text: a writing genre that describe and classify the phenomena of our world or living and non-living things (Butt et. al., 2000; Derewianka, 2004; Emilia, 2012; Humphrey, Droga & Feez, 2012).

1.7 Organization of the Thesis

This thesis is organized into six chapters. Chapter One gives a general description of the introduction to the topic of the research. Chapter Two discusses the literature used in this study that covers a broad theory relevant to the purpose of the study i.e. Systemic Functional Linguistic Genre Based Approach especially about aspects related to report text. Chapter Three provides the methodology of the study that includes research design, research questions, setting and participants, data collection and data analysis. Chapter Four describes the teaching cycles. Chapter Five shows data presentation and discussion from the observation, text analysis and interview. Chapter Six provides the conclusion and recommendation derived from this research.

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CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the description related to the method of this study. These include the descriptions related to Research Design, Research Site and Participants, Data Collection Techniques and Data Analysis.

3.1 Research Design

This study applied a method commonly associated with qualitative research method. First of all, this research has the characteristics of qualitative research method as stated by Alwasilah (2011); Burns (2009); Creswell (2008); and Croker (2009). They propose that qualitative research often uses multiple data collection methods, including observations, interviews, open-response questionnaires, and diaries. In addition, this research is also characterized by the nature of qualitative research which tries to describe social phenomena as they occur naturally and concerns subjective interpretation of the data into the findings.

Furthermore, this research employed practical action research that involved a small-scale research project, narrowly focused on a specific problem or issue, and was undertaken by individual teacher within a school or school district as indicated by Alwasilah (2011); Burns (2009); Creswell (2008) and Nunan (1992). The action research in this study followed the model suggested by among others Alwasilah (2011); Burns (2009); Creswell (2008, p. 604, cited from Stringer, 1999); Emilia (2008, cited from Kemmis & McTaggart, 1988); Emilia (2010, p. 109, cited from Stringer et al, 2010, p. 8); Depdiknas (2005, cited from McNiff,1988, p. 22); Koshy (2005, p. 4, adapted from Kemmis & McTaggart: 2000, p. 595) and Stringer, Christensen, & Baldwin (2010).

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There are some definitions of action research offered by different authors. Koshy (2005, p. 1-2) describes „action research as an enquiry, undertaken with rigour and understanding so as to constantly refine practice; the emerging evidence-based

outcomes will then contribute to the researching practitioner‟s continuing professional

development‟. Bassey (1998, p. 93, cited in Koshy, 2005, p. 8) maintains that „action

research is an enquiry which is carried out in order to understand, to evaluate and then

to change, in order to improve educational practice‟. Cohen and Manion (1994, p. 192, cited in Koshy: 2005, p. 8) describe action research as

essentially an on-the-spot procedure designed to deal with a concrete problem located in an immediate situation. This means that ideally, the step-by-step process is constantly monitored over varying periods of time and by a variety of mechanisms (questionnaires, diaries, interviews and case studies, for example) so that the ensuing feedback may be translated into modifications, adjustment, directional changes, redefinitions, as necessary, so as to bring about lasting benefit to the ongoing process itself rather than to some future occasion.

Carr and Kemmis (1986, p. 162, cited in Koshy, 2005, p. 25) definition of action research reflects these sentiments:

A form of enquiry undertaken by participants in social situations in order to improve rationality and justice of their own social or educational practices, as well as their own understanding of these practices and situations in which these practices are carried out.

This research was action research with a teacher acted as a researcher and a class (37 students) of junior high school students in one state junior high school in Subang District, West Java. This study used Classroom Action Research focused on the classroom activities especially a written cycle under the SFL Genre Based

Approach and the result of the teaching learning as reflected in students‟ texts identify

the values of the Genre Based Approach. Moreover, the material and topics of English for junior high school for grade 9 in this study focused on the teaching of the Report genre relevant to what is stipulated in the 2006 Curriculum or KTSP.

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The three cycles of action research in this study was cyclical or iterative which means that the process going through several spirals of action and reflection that each built on the previous data the researcher had collected as suggested by Alwasilah (2011, p. 153) as shown in Figure 3.1 below.

CYCLE 1 CYCLE 2 CYCLE 3

Figure 3.1 The ongoing model of action research (adapted from Alwasilah, 2011, p. 153)

In addition, to follow Creswell (2008: 604, cited from Stringer, 1999), the action research process in this study was also called the interacting spiral which conveys that action research is not neat, orderly, and linear, but is a process of repeating and revising procedures and interpretations. Figure 3.2 below illustrates this.

D

KKONKL USI

DIAGNOSIS CONCLUSION

Look Gather Information

Think Analyzing Information Act

Taking Action

Look

Think

Act

Look

Think

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Figure 3.2 The Procedure of Action Research

(adapted from Emilia, 2010, p. 109, cited from Stringer et al, 2010, p. 8; Creswell, 2008, p. 604, cited from Stringer, 1999; Stringer, Christensen, & Baldwin, 2010, p. 1).

This action research used the following phases: a diagnostic phase, in which

students‟ capacities and any problems were identified, and a therapeutic phase, in

which steps were taken to address the problems (Alwasilah, 2011, p. 154; Creswell, 2008, p. 604-607, cited from Stringer, 1999; Emilia, 2010, p. 106-108; Kurt Lewin, 1946, 1952, cited in Emilia, 2010). Each cycle was composed of look, think and act.

 Lookwas the stage when classroom observations were conducted by the researcher to see to what extent the SFL Genre Based Approach had developed, whether it was successful, what aspects could be improved,

whether students‟ learning could be enhanced, and what strategies could be used to enhance students‟ learning.

 Think was the stage when the researcher interpreted the evidence obtained from observation in greater depth and identified priorities for action.

 Act was the stage when the researcher took action to improve the teaching

practice and students‟ learning. This stage also involved monitoring the effects

or evaluation of strategies used.

This study also employed multiple data collection techniques and analytic procedures to increase the validity of the study, i.e. classroom observation,

documentation of students‟ report texts and interview. In addition, this study focused

on analyzing the writing performance from nine participants or students only and the results were not to be generalized as general conditions of the whole students in Subang Regency.

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3.2 Research Site and Participants

This study was carried out with the ninth grade students in one state junior high school in Subang where the researcher works or work-site approach (Alwasilah, 2011). This research site had been chosen for the reason that the researcher is one of the English teachers with more than ten years teaching experience within the school. This helped the researcher to get easy access to the research site.

The participants of this study were thirty seven junior high school students (both male and female) of grade nine (class IX H). The students had been chosen for two reasons. First, the students were regular classroom accessible for the researcher to get the data since they were still active as the fifth and sixth semester students in

the research site as suggested by Van Lier (1988, p. 9) that “Classroom Research

requires that the researcher spends most of the time during the data-gathering phase(s) of the project inside actual, regular, ongoing classrooms that have not been

specially set up for the purpose of research”. Second, their score represents low, mid,

and high achievers, based on their performance in previous writing lessons. This was used as the basis for selection of texts to be analyzed in detail.

3.3 Data Collection Techniques

In this study, the researcher employed three data collection techniques, i.e. classroom observation, the documentation of students‟ report texts and interview. The data gained from this study were categorized, analyzed and interpreted to answer the research questions.

3.3.1 Observation

The first data collection technique was observation. This observation was conducted to follow the suggestion from Alwasilah (2011, p. 98); Burns (2009, in Heigham & Croker, eds, 2009); Cowie (2009, p. 171-174, in Heigham & Croker,

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2009); and Weber (1990, p. 279, in Cooper, ed, 1990). The observation in this study included handwritten brief notes and photographs. The observation was conducted in the classroom, the multi media room and in the library.

The handwritten brief notes aimed to find out more about the place, the people,

students‟ behaviors and interactions that occur during the teaching program. This

handwritten brief notes was made by the researcher by using a notebook while the class was in progress or immediately after each session while the memory of the observation was still fresh as suggested by van Lier (1988, p. 241).

The photographs aimed to find out more about the context of social interaction in the classroom as suggested by van Lier (1988, p. 81). The researcher took photographs by using a handphone as suggested by Burns (2009, in Heigham & Croker, 2009, p. 120) and Richards (2003, p. 175).

3.3.2 Documentation of Students’ Report Text

Documentation of students‟ report texts was the second data collection

technique. This technique was done by choosing nine Report texts from thirty seven texts. The texts were collected at the end of the teaching program. The texts represented different levels of achievement – three texts from low achievers, three

texts from mid achievers and three texts from high achievers. The students‟ Report

texts then were analyzed based on Systemic Functional Linguistic (SFL GBA) in terms of the schematic structure and linguistic features, to do with the textual, ideational and interpersonal metafunctions.

3.3.3 Interview

The third data collection technique used in this study was individual semi-structured interviews with open-ended questions. These open-ended questions are

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suggested by Silverman (2005) and (Kvale, 1996, p. 5). In this interview, the researcher set up the interview appointments and facilitated a quiet environment (in multimedia room) where interruptions could not occur during the interview.

The interview aimed to find out more about students‟ responses toward the

teaching of writing using the Genre Based Approach and its application in improving

students‟ writing ability. The interview was conducted in the last meeting after the teaching program. The interview was conducted in bahasa Indonesia though the interviewees could also use English in expressing their ideas. The questions were asked to the respondents based on the data gained from the text analysis of their

writing results and some questions about the respondents‟ experiences along the way

process.

The researcher used a handphone (a handheld audio-recorder) to record the

students‟ responses in order to ease the researcher in doing the interview as suggested by Burns (2009, in Heigham & Croker, 2009, p. 120)and Richards (2003, p. 175). The responses were then transcribed. The interview lasted 3 to 5 minutes for each interviewee. Before conducting the interview, the researcher informed the interviewees about points to be discussed, the use of pseudonyms in the research report and the fact that the conversation was tape-recorded and transcribed. All these were done so that the interviewees were willing to disclose a lot of personal information during the conduct of the interview (Alwasilah, 2009).

Nine students were interviewed in this study. Three of them, Adi, Ani and Ela (categorized as high achievers) were respectively the writers of Text 5.1, Text 5.2 and Text 5.3. The three students, Ina, Nur and Anti (categorized as middle achievers) were respectively the writers of Text 5.4, Text 5.5 and Text 5.6. The three other students,

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39

Arul, Hendra and Aji (categorized as low achievers) were respectively the writers of Text 5.7, Text 5.8 and Text 5.9.

3.4 Data analysis

Data analyses in this study were conducted over the course of the teaching cycles and after the teaching cycles. Ongoing data analyses based on data from

observation notes, students‟ texts and interviews provided valuable material for evaluation and modification of the action research.

3.4.1 Observation

The data from observation including handwritten brief notes and photographs were analyzed based on students‟ behaviors and context of social interaction in the classroom that occur during the teaching program.

The handwritten brief notes were analyzed as soon as possible after each session as suggested by Burns (2009, p. 124, in Heigham & Croker, 2009). The handwritten brief notes were analyzed in steps as suggested by Cowie (2009, p. 171-174, in Heigham & Croker, 2009). The first step was to divide the pages in a notebook into three columns. The left-hand column was for details about the time and place, the middle column was for the field notes themselves, the third column was for analytical memos and comments about the field-notes which were made after the observation was over. The second step was to notice particular paradoxes or contradictions that emerge. The next step was to notice analytical comments in the third column of the field notebook to find what to focus on for the next set of observation. A summary of observation field-notes can be seen in Appendix 4. The interpretation of observation will be presented in Chapter 5 Section 5.4.

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40

3.4.2Students’ Report Texts

The data from students‟ report texts were analyzed based on Systemic

Functional Linguistic (SFL GBA) to follow the suggestion of the genre theorists such as Butt et. al. (2000), Christie (2000), Derewianka(2004), Eggins (2004), Emilia (2005, 2008, 2010, 2012), Feez and Joyce (1998), Gerot & Wignell (1994), Halliday (1994), Humphrey, Droga & Feez (2012), Hyland (2004), and Martin (1992). The texts were first analyzed in terms of the schematic structure, organization and purpose. Then the texts were analyzed in terms of linguistic features along with the textual, ideational and interpersonal metafunctions. The analysis was carried out during the data collection as well as after the data had completely collected. The analyses of

students‟ texts will be described in more detail in Chapter 5. 3.4.3 Interview

The data collected from recorded interviews were analyzed in steps to find the key topics that emerge to follow the suggestion of Burns (2009, p. 123, in Heigham & Croker, 2009) and Kvale (1996, p. 189). The first step was to transcribe the recording.

During the transcription stage students‟ names were replaced with pseudonyms. Due

to time constraints the transcription of the interview was not sent back to the participants. Then categorization was conducted through reading and listening to the data several times to arrive at the key categories.

The interview questions that can be seen in Appendix 5 were categorized based on the central themes to answer the research questions.The first central theme was about the identification whether the GBA can improve the students‟ ability in

writing. The second central theme was about the students‟ responses toward the

teaching of writing using the GBA. The data were then classified in line with the central themes and sub theme and presented in a condensed body of information

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(Kvale, 1996, p. 193) as described in Appendix 6. The interpretation of the interview data will be presented in Chapter 5 Section 5.3.1 and Section 5.3.2.

3.5 Reliability and Validity

Triangulation was used to present fact or general statements from the obtained data to come to the conclusion (Alwasilah, 2009, 2011; Croker, 2009; Emilia, 2009; van Lier, 1988) and to strengthen trustworthiness in action research (Burns, 2009, p. 127, in Heigham & Croker, 2009). The triangulation was conducted through triangulation of data and triangulation of theories.

3.6 Conclusion

This chapter has described a detailed methodology of the conduct of study, including the descriptions related to research design, research site and participants, data collection techniques and data analyses employed in the study. The next chapter will discuss the description related to the teaching cycles of this study in the classroom.

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71 CHAPTER V

DISCUSSION OF ANALYSES OF STUDENTS’ TEXTS,

INTERVIEW AND OBSERVATION

5.1 Introduction

This chapter presents three sections of discussions related to the students‟ Report texts, the result of observation and the result of interview with the students. The first section presents the detailed analyses of sample texts collected as part of the teaching program in the three teaching cycles. The second section presents the data from interview with the students. The third section presents the data from observation. In the following discussions of texts, the elements of schematic structure of the texts are shown first. The discussion about linguistic features and grammatical analyses will also be revealed as Emilia (2005, p. 164, cited from Creighton 1997, p. 442) suggests that the objects of the grammatical analyses are among others: (i) to demonstrate the grammatical resources in which the genre is realized, (ii) to reveal the extent to which the text is a successful instance of the genre, and (iii) to evaluate the evidence of any Critical Thinking or “higher level thinking skills” and Critical Literacy capacities. A complete analysis of Theme and Transitivity of all texts mentioned in this chapter can be found in Appendixes 2 and 3.

5.2 Analyses of the Students’ Report Texts

5.2.1 Analyses of Texts 5.1-5.3

This section discusses the analysis of Students‟ Report texts. The texts (Text 5.1-5.3) were written by three junior high school students – Adi, Ani and Ela (all pseudonyms) – from the same class. Text 5.1 was written by Adi, a student categorized as a high achiever. Through the text, he describes and classifies about an entire class of Dolphins. Text 5.2 was composed by Ani, a student categorized as a high achiever. She presents information by classifying and describing the

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72 characteristics of African Catfish. Text 5.3 was provided by Ela, a student categorized as a high achiever. Through the text, she talks about a whole class of Lizards by giving generalized information and characteristics of Lizards.

5.2.1.1 The schematic structure and the purpose of Texts 5.1-5.3

Text 5.1, written by a high achiever student, will be presented in Table 5.1. Text 5.2 and Text 5.3 can be seen in Appendix 14.

Table 5.1 A sample of Report text at the stage Independent Construction of the Text (Text 5.1) Schematic Structure

General Classification Description of

behavior

Description of habitat

Description of behavior

Description of physical appearance

Description of food

Title: DOLPHINS

Dolphins are sea mammals.

They breathe air like whales. Some species of dolphins can swim so fast.

They live in colony. Dolphins are (the) smartest animal in the sea, (.)

they (They) usually help some people, if they loose (get lost) their way at sea. Dolphins are so friendly. Dolphins usually jump to water surface or to air for breathing. Dolphin‟s body is so smooth,(.) it (It) has a tail like a whale and a single nostril. They have some little teeth, their mouth is like “Baseball Stick”, and they have a fin on their body like a shark.

Dolphins eat a small fish.

Texts5.1 - 5.3 are examples of Report texts that describe and classify about an entire class of things. The writers introduce the topic and give some general identifying information. The writers then divide the information into categories in order of importance. The five main categories have then been subdivided. From the three texts above, it can be seen that the texts have the obligatory elements of a Report

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73 text as suggested by Butt et al (2000), Callaghan & Rothery (1988), Derewianka (2004), Emilia (2012), Gerot & Wignell (1994, p. 54), Humphrey, Droga & Feez (2012), Joyze and Feez (2004). The obligatory elements of a Report are:

 General classification: In this stage the writers introduce the topic and give some general identifying information to the reader about the characteristics of the animals. The general classification of the texts are among others:

a. Dolphins are sea mammals (Text 5.1).

b. African Catfish can live in fresh water that contain(s) microorganism (plankton) such as river, lake and swamp with a height of 0-500 m above sea level (Text 5.2).

c. Lizards are reptiles (Text 5.3).

 Description: In this stage the writers then divide the information into categories in order of importance. The four main categories have then been subdivided. The four main categories of texts 5.1-5.3 are among others:

a. Description of habitat b. Description of behavior c. Description of food

d. Description of physical appearance

The existence of the elements of the texts can be summed up in the following table.

Table 5.2 Schematic Structure of Texts 5.1-5.3

General Classification Description

Text 5.1  

Text 5.2  

Text 5.3  

The texts above indicate that the writers had a good control of the schematic structure of a Report text which should have General Classification and Description.

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74 5.2.1.2 Grammatical Analyses of Texts 5.1-5.3

As findings in this chapter, there is some evidence that the students did succeed in mastering the target report genre, although as will be shown later, the texts still have grammatical mistakes (the correction to the grammatical mistakes in the texts is provided in brackets). The students‟ successions in mastering the target Report genre are among others:

 Participants, as stated by Humphrey, Droga & Feez (2012), are people or things that involve in the process of doing, sensing, being and saying or carry out the actions and behaviours. Participants can be identified in a clause by first finding the process, and then asking the probe question „who or what?’ in relation to that process. The most common grammatical form of participants is the noun group. As Report text uses generalized participants, the noun group used in Report is also general nouns.In this Report text, the writer of Text 5.1 has chosen Dolphins to refer to all dolphins, the writer of Text 5.2 has chosen African Catfish to refer to allAfrican Catfish, and the writer of Text 5.3 has chosen Lizards to refer to all lizards. The three writers keep using the same general nouns throughout the whole Report. It indicates that the writers have awareness of the importance of using the same general nouns throughout the whole Report as suggested by Joyce and Feez (2004, p. 127).

 Present Tense: The Report texts above tell us things about animals (Dolphins, African Catfish and Lizards) which are always true. Therefore the writer uses the universal or timeless present tense. The writer of Text 5.1 has chosen to refer to all dolphins with the plural noun group, so most of the verbs are plural. Text 5.2 The writer of Text 5.2 has chosen to refer to all African catfish with the singular noun group, so most of the verbs are singular. The writer of Text 5.3 has chosen

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75 plural noun group for all the verbs in her text. The present tense verbs used in the text are among others:

Text 5.1 : Dolphinsare sea mammals; Theybreathe air like whales;Somespecies of dolphinscanswim so fast;Theylive in colony;Dolphinsare (the) smartest animal in the sea;

Text 5.2 :African Catfishcanlive in fresh water that contain(s)

microorganism…; His skinis smooth and ithasscales; Ithas “patil” in the pegtoral (pectoral) fin and (a) wide mouth around it; etc.

Text 5.3 : Lizardsare reptiles; Theylive on land; Theycatch mosquitos by using their long tongue; Theyhave a special identity; etc.

 Linking verbs or Relational process or ‘being’ and ‘having’

processes:Linking verbs or Relational process link different things in clauses or relate one part of the clause to another. In Report, according to Butt et al (2000), Callaghan & Rothery (1988), Derewianka (2004), Emilia (2012), Gerot & Wignell (1994, p. 54), Humphrey, Droga & Feez (2012), relational processes are often found because they are particularly important for building definitions and descriptions and also for classifying and evaluating phenomena. In the three Report texts above, the writers are successful in using many linking verbs or Relational processes because they know that they try to form a link between bits of information. The writers of Texts 5.1 and 5.3 begin the Report by using a single clause with a linking verb to join two noun groups: Dolphins are sea mammals;

Lizards are reptiles. There are some other examples of clauses with linking verbs, among others:

Text 5.1 :Dolphins are (the) smartest animal in the sea; Dolphins are so friendly; Dolphin’ s body is so smooth; It has a tail like a whale and a single nostril; They have some little teeth, their mouth is like “Baseball Stick”, and they have a fin on their body like a shark.

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76 Text 5.2 : His skin is smooth and it has scales; His food is zooplankton and etc; It has “patil” in the pegtoral (pectoral) fin and (a) wide mouth around it.

Text 5.3 :Lizards are reptiles; And there are some lizards (that) can walk on water; That lizards are well-known as scaly lizards; They have a special identity; Lizards have two bulgy eyes.

 Possessive pronouns : The writer successfully use possessive pronouns in appropriate places, such as:

Text 5.1 : Dolphin’s body is so smooth.

Text 5.2 : His skin is smooth and it has scales;His food is zooplankton and etc.

Text 5.3 : The lizards can still alive although their tail is broken, because they can cut their tail to protect from enemies.

 Lexical cohesion through the use of Reference: This can be seen in some expressions below:

Text 5.1 : Dolphins are sea mammals. They breathe air like whales.

Text 5.2 : African Catfish can live in fresh water.... It has “patil” in the pegtoral (pectoral) fin and a wide mouth around it.

Text 5.3 : Lizards are reptiles. They live on land. They catch mosquitos by using their long tongue.

 Modality: The use of modality, although it does not occur frequently, can be “indicative of acknowledgement of interpersonal relationship and the social structures governing appropriacy of language” (Amstrong, 2009, p. 148, cited in Emilia, 2010, p. 119). The examples of modality can be seen below.

Text 5.1 : Some species of dolphins can swim so fast.

Text 5.2 : African Catfish can live in fresh water…; …that can be used to search food.

Text 5.3 : …that they can walk on the roof…; (that) can walk on water; The lizards can still alive although their tail is broken, because they can cut their tail to protect from enemies.

 Technical vocabularies/participants: The text above includes a number of technical terms in order to make the text as clear and precise as possible and to

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77 refer concisely and unambiguously to some phenomenon (Derewianka, 2004, p. 56; Humphrey, Droga & Feez, 2012). The technical terms found in the text above are among others:

Text 5.1 : dolphins,mammals, species, colony, fin.

Text 5.2 : African Catfish, microorganism (plankton), sea level, scales, pectoral fin, zooplankton.

Text 5.3 : lizards, reptiles, bulgy eyes, scaly lizards.

 Compound sentence: Compound sentence consists of two or more independent clauses, each having equal status. It also usually uses one or more coordinating conjunctions (and, but, or, so) to combine the clauses into compound sentences (Humphrey, Droga & Feez (2012). The sentences are as follows:

Text 5.1 : They have some little teeth, their mouth is like “Baseball Stick”,

andthey have a fin on their body like a shark.

Text 5.2 : His skin is smooth and it has scales.

 Complex sentence: Complex sentence uses one or more subordinating conjunctions (when, after, because, if, although) to combine the clauses. The sentences can be seen below.

Text 5.1 : They usually help some people, if they loose (get lost) their way at sea.

Text 5.3 :…they can walk on the wall or on the roof of a house Because (because) they have a kind of glue on their feet; The lizards can still alive although their tail is broken,because they can cut their tail to protect from enemies.

From the analysis of language features, in general the three writers had already a good control of language features to write a Report text. They showed successful use of different linguistic resources.

Textually, the writers begin the clause by giving information about the topic of the clause. The information in the first element in the clause is called a Theme which

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78 is the point of departure or the starting point of the message: what the clause is going to be about. The writers of Texts 5.1-5.3 uses several unmarked Topical Theme realized in participants. The Topical Theme in the texts is called unmarked Topical Theme if the first topical element of a declarative clause is also the Subject of the clause (Eggins, 2004; Emilia, 2010) such as:

Text 5.1 : Dolphins are sea mammal.

Text 5.2 : African Catfish can live…

Text 5.3 : Lizards are reptiles.

The thematic progression found in the students‟ texts are theme reiteration.

The theme reiteration enters into relation in which the same element occurs regularly as Themes. The theme reiteration of the students‟ texts can be observed as follow: Theme reiteration in Text 5.1:

Dolphins are sea mammals.

They breathe air like whales. Some species of dolphins can swim so fast. They live in colony.

Theme reiteration in Text 5.2:

African Catfish can live in fresh water…

It has “patil” in the pegtoral (pectoral) fin and (a) wide mouth around it. Theme reiteration in Text 5.3:

Lizards are reptiles. They live on land.

They catch mosquitos by using their long tongue.

Experientially, as can be shown in Table 5.5, four types of processes are used in the element: material, mental, existential and relational (this time and henceforth categorized and presented in two columns: Intensive and Circ, Cause, and Possessive). Material processes, to build aspects of the field, can be seen in some species of dolphins can swim so fast (Text 5.1); African catfish swims actively for searching

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79 food at night (Text 5.2); they catch mosquitos by using their long tongue(Text 5.3). Relational processes are realized in attributive processes: dolphins are sea mammals (Text 5.1); his skin is smooth (Text 5.2); lizards are reptiles (Text 5.3). Another relational processes are realized in identifying process: dolphins are the smartest animal (Text 5.1). Another relational processes are realized in possessive processes:

they have some little teeth (Text 5.1); it has scales (Text 5.2); they have special identity (Text 5.3). The element uses behavioural processes, occurring in they breathe air like whales (Text 5.1); African catfish can live in fresh water (Text 5.2); they live on land (Text 5.3). Finally, the existential processes are realized in there are four pairs of long hairs (Text 5.2); and there are some lizards (Text 5.3).

Table 5.3 Process Types Employed in the Texts 5.1-5.3

Process

types Material Mental Verbal Intensive

Circumstance, Cause, and Possessive

Behavioral Existential

Text 5.1 4 6 3 2

Text 5.2 3 2 3 1 1

Text 5.3 5 4 3 3 1

Total 12 12 9 6 2

Interpersonally, the element uses some modality: some species of dolphins can swim so fast(Text 5.1); African catfish can live in fresh water(Text 5.2); because they can cut their tail (Text 5.3).

5.2.2 Analyses of Texts 5.4-5.6

This section discusses the analysis of Students‟ Report texts. The texts (Texts 5.4-5.6) are provided by three junior high school students – Ina, Nur and Anti (all pseudonyms) – from the same class. They are all categorized as middle achievers. Text 5.4 written by Ina describes and classifies about an entire class of fish. Text 5.5 was composed by Ani, presenting information by classifying and describing the characteristics of bats. Text 5.6 provided by Ela describes a whole class of rabbits.

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80 5.2.2.1 The schematic structure and the purpose of Texts 5.4-5.6

Text 5.4, written by a middle achiever student, will be presented below in Table 5.4. Text 5.5 and Text 5.6 can be seen in Appendix 15.

Table 5.4 A sample of Report text at the stage Independent Construction of the Text (Text 5.4)

Schematic Structure General Classification

Description of habitat

Description of physical appearance

Description of food Description of behavior

Title: FISH

Fishs (Fish/Fishes) is (are) invertebrates, (.) (Their) body consists of head, body and tail.

They live in the water and swim by using fins.

They have scales to cover their bodies, (.) they (They) also have some fins, (:) fins side (side fins) to balance and rear fins to push in order to swim fast. Their (They have) oval shape and has (have) a tail like a pair of oars. They feed on plankton, algae and bentos.

they (They) like the deep and always be in the dark.

The writers of Texts 5.4-5.6introduce the topic and give some general identifying information about animals. The writers then divide the information into categories in order of importance. The five main categories have then been subdivided. The three texts above suggest that the texts have the essential elements of a Report text as suggested by Butt et al (2000), Callaghan & Rothery (1988), Derewianka (2004), Emilia (2012), Gerot & Wignell (1994, p. 54), Humphrey, Droga & Feez (2012), Joyze and Feez (2004). The essential elements of a Report are:

 General classification: In this stage the writers introduce the topic and give some general identifying information to the reader about the characteristics of the animals. The general classification of the texts are among others:

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81 a. Fishs (Fish/Fishes) is (are) invertebrates (Text 5.4).

b. Bats are mammals that can fly (Text 5.5). c. Rabbits are small mammals (Text 5.3).

 Description: the information is divided into categories in order of importance. The four main categories have then been subdivided. The four main categories of texts 5.4-5.6 are among others:

a. Description of habitat b. Description of behavior

c. Description of food

d. Description of physical appearance

The existence of the elements of the texts can be summed up in the following table.

Table 5.5 Schematic Structure of Texts 5.4-5.6

General Classification Description

Text 5.4  

Text 5.5  

Text 5.6  

The table above shows that the writers had a good control of the schematic structure of a Report text which should have General Classification and Description. Meanwhile, in the next session the linguistic features of Texts 5.4-5.6 will be analyzed to show how the writers effectively use the linguistic features of Report text. The three metafunctions then will be analyzed to see how the writers successfully convey their message.

5.2.1.2 Grammatical Analyses of Texts 5.4-5.6

In terms of language features, there are still some grammatical mistakes in the texts (the correction to the grammatical mistakes in the texts is provided in brackets).

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82 However, as findings in this chapter, there is some evidence that the students did succeed in mastering the target report genre. These are among others:

 Participants:In Report text, participants that involve in the process of doing, sensing, being and saying or carry out the actions and behaviours are generalized participants. Generalized participants refer to a whole class of things rather than specific participants. The writer of Text 5.4 has chosen Fishes to refer to all fishes, the writer of Text 5.5 has chosen Bats to refer to allbats, and the writer of Text 5.6 has chosen Rabbits to refer to all rabbits. The three writers keep using the same general nouns throughout the whole Report text. It indicates that the writers have successfully used generalized participants in their text as suggested by Joyce and Feez (2004: 127).

 Present Tense: The writers use the universal or timeless present tense to tell us about animals (Fishes, Bats, Rabbits) which are always true. The writers of Texts 5.4-5.6 have chosen plural noun group, so most of the verbs are plural. The writers have successfully used present tense as well as subject-verb agreement. The present tense verbs used in the text are among others:

Text 5.4 : Fishs(Fish/Fishes) is (are) invertebartes; Their bodyconsists of head, body and tail; They live in water and swim by using fins; etc.

Text 5.5 :Batsare mammals that can fly; Batsbelong to hot blooded animals; Batsare used to sleep during the day.

Text 5.6 : Rabbitsare small mammals; Theyare herbivores; Theyeat grass, leaves and carrots; Theyhave two long ears; etc.

 Linking verbs/Relational process/‘being’ and ‘having’ processes:

In Report, according to Butt et al (2000), Callaghan & Rothery (1988), Derewianka (2004), Emilia (2012), Gerot & Wignell (1994, p. 54), Humphrey, Droga & Feez (2012), relational processes are often found because they are

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83 particularly important for building definitions and descriptions and also for classifying and evaluating phenomena. In the three Report texts above, the writers are successful in using many linking verbs or Relational processes because they know that they try to form a link between bits of information. The writers of Texts 5.4-5.6 begin the Report by using a single clause with a linking verb to join two noun groups: There are some other examples of clauses with linking verbs, among others:

Text 5.4 :Fishs (Fish/Fishes) is (are) invertebrates; They have scales to cover their bodies.

Text 5.5 : Bats are mammals that can fly.

Text 5.6 : Rabbits are small mammals; They are herbivores; Most of them have two red eyes; They have two long ears; Rabbits have a variety of color (colors).  Possessive pronouns : The writer unsuccessfully use possessive pronouns in

appropriate places, such as:

Text 5.4 : (Their) body consists of head, body and tail.

Text 5.6 : They have a habit (Their habits are) jumping and running.

 Lexical cohesion through the use of Reference: This can be seen in some expressions below:

Text 5.4 : Fishs (Fish/Fishes) is (are) invertebrates,(.) They live in the water and swim by using fins.

Text 5.5 : Bats are mammals that can fly.Batsbelong to hot blooded animals.

Text 5.6 : Rabbits are small mammals. They are herbivores.

 Modality: The use of modality, although it only occurs in Text 5.5, can be “indicative of acknowledgement of interpersonal relationship and the social structures governing appropriacy of language” (Amstrong, 2009: 148, cited in Emilia, 2010, p. 119). The examples of modality can be seen below.

Text 5.5 : Bats wings consist of thin membranes that can expand; Bats are mammals that can fly.

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84  Technical vocabularies/participants: The text above includes a number of technical terms in order to make the text as clear and precise as possible and to refer concisely and unambiguously to some phenomenon (Derewianka, 2004, p. 56; Humphrey, Droga & Feez, 2012). The technical terms found in the text above are among others:

Text 5.4 : fish/fishes, invertebrates, fins, oars, plankton, algae, bentos.

Text 5.5 : bats, mammals, hot blooded animals, thin membranes, expand.

Text 5.6 : rabbits, mammals, herbivores.

 Compound sentence: Compound sentence consists of two or more independent clauses, each having equal status. It also usually uses one or more coordinating conjunctions (and, but, or, so) to combine the clauses into compound sentences (Humphrey, Droga & Feez (2012). The sentences are as follows:

Text 5.4 : They live in the water and swim by using fins.

In general the three writers demonstrated a good control of language features to write a Report text even though the texts only consisted of one paragraph. From the analysis of language features, the texts still have some grammatical mistakes, but if the writers had been given more time to write, to revise, to edit and to proofread the text, these mistakes could probably have been corrected as suggested by Emilia (2010, p. 122). All these suggest that explicit teaching is still needed by the students in terms of grammar and linguistic features relevant to the text in focus.

To show how the writers effectively convey their message and to what extent they are successful in conveying it,the texts will be analyzed by taking into account the three metafunctions of the text: textual, experiential and interpersonal (Eggins, 2004; Emilia, 2010; Halliday, 1994).

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85 Textually, the writers use unmarked topical Theme to help identify the field under discussion, as in:

Text 5.4 :Fishs (Fish/Fishes) is (are) invertebrates; They have scales to cover their bodies.

Text 5.5 : Bats are mammals that can fly.

Text 5.6 : Rabbits are small mammals; They are herbivores

A reference They in Text 5.4 and Text 5.6 are then assigned as unmarked topical Theme, to carry the discourse forward and “to build cohesion of the text” (Eggins, 2004)

The thematic progression found in the students‟ texts are theme reiteration.

The theme reiteration enters into relation in which the same element occurs regularly as Themes. The theme reiteration of the students‟ texts can be observed as follow: Theme reiteration in Text 5.4:

Fishs (Fish/Fishes) is (are) invertebrates. (Their) body consists of head, body and tail. They live in the water and swim by using fins. They have scales to cover their bodies.

Theme reiteration in Text 5.6:

Rabbits are small mammals. They are herbivores.

They eat grass, leaves and carrots.

Experientially, four types of processes are used in the element: material, mental, existential and relational (this time and henceforth categorized and presented

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86 in two columns: Intensive and Circ, Cause, and Possessive). The types of processes used in the text can be seen in Table 5.9 below.

Table 5.6 Process Types Employed in the Texts 5.4-5.6

Process

types Material Mental Verbal Intensive

Circumstance, Cause, and Possessive

Behavioral Existential

Text 5.4 6 1 2 5 1

Text 5.5 3 3 1

Text 5.6 1 2 4 2 1

Total 10 1 7 9 4 1

Material processes, to build aspects of the field, can be seen in swim by using fins (Text 5.4); bats are actively looking for food at night (Text 5.5); they eat grass, leaves and carrots (Text 5.6). Relational processes are realized in attributive processes: fishes are invertebrates (Text 5.4); bats are mammals (Text 5.5); Rabbits are small mammals (Text 5.6). Another relational processes are realized in possessive processes: they have scales (Text 5.4); they hav two red eyes (Text 5.6) The element uses behavioural processes, occurring in they live in the water (Text 5.4); bats are used to sleep during the day (Text 5.5); they live in the forest (Text 5.6). Finally, the existential processes are realized in there are brown, black and white (Text 5.6).

Interpersonally, the element uses only one modality:thin membranes that can expand(Text 5.4).

5.2.3 Analyses of Texts 5.7-5.9

This section discusses the analysis of Students‟ Report texts (Texts 5.7-5.9) which are provided by three junior high school students – Arul, Hendra, Aji (all pseudonyms) – from the same class. They are all categorized as low achievers. Text 5.7 written by Arul describes about an entire class of goat. Text 5.8 composed by Hendra presents information by classifying and describing the characteristics of rabbits. Text 5.9 written by Aji describes about a whole class of rabbits.

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87 5.2.3.1 The schematic structure and the purpose of Text 5.7-5.9

Text 5.7, written by a low achiever student, will be presented below in Table 5.7. Text 5.8 and Text 5.9 can be seen in Appendix 16.

Table 5.7 A sample of Report text at the stage Independent Construction of the Text (Text 5.7)

Schematic Structure General Classification Description of food Description of habitat Description of

physical appearance Description of behavior Description of physical appearance

Title: GOAT

Goat is a mamal (mammal). It likes to eat grass.

It can live on land.

It (Its) colour is white and it‟s (its) body is big.

It can make bleating noise.

It has four legs and two small eyes.

The writers of Texts 5.7-5.9introduce the topic and give some general identifying information about animals. The three texts above suggest that the texts have the essential elements of a Report text as suggested by Butt et al (2000), Callaghan & Rothery (1988), Derewianka (2004), Emilia (2012), Gerot & Wignell (1994, p. 54), Humphrey, Droga & Feez (2012), Joyze and Feez (2004). The essential elements of a Report are:

 General classification: In this stage the writers introduce the topic and give some general identifying information to the reader about the characteristics of the animals. The general classification of the texts are among others:

a. Goat is a mamal (mammal) (Text 5.7).

b. Rabbit is (a) mammal (Text 5.8).

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101

- Motivator: motivating students, creating the right conditions for the generations of ideas, persuading them of the usefulness of the activity, and encouraging them to make as much effort as possible for maximum benefit.

- Resources: teachers should be ready to supply information and language where necessary. Teachers need to tell students that teachers are available and be prepared to look at their work as it progresses, offering advice and suggestions in a constructive and tactful way.

- Feedback provider: teachers should respond positively and encouragingly to the content of what the students have written.

The last recommendation is that in order to test its effectiveness in helping students to promote their English capacity, the program implemented in this study should be tried out in primary and secondary education in Indonesia. It is also recommended that the next related research should be conducted with a big number of participants within different context to get richer and more reliable data.

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