Students` perceptions on the use of text modelling in teaching writing to the eight grade students of SMP BPK Penabur Indramayu - USD Repository

  

STUDENTS’ PERCEPTIONS ON THE USE OF TEXT

MODELLING IN TEACHING WRITING TO THE EIGHTH

GRADE STUDENTS OF SMP BPK PENABUR INDRAMAYU

A THESIS

  

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

  

By

Florida Butar Butar

Student Number: 011214099

  

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

  “ I know some people search the world

  To find something like what we have I know people will try

  Try to divide something so real” (No One - Alicia Keys)

  I dedicate this thesis to: My beloved mother and my late father,

  

ABSTRACT

Butar Butar, Florida. 2008. Students’ Perceptions on the Use of Text Modelling in

Teaching Writing to the Eighth Grade Students of SMP BPK Penabur Indramayu .

Yogyakarta: Sanata Dharma University.

  This research investigated the students’ perceptions on the use of text

modelling in teaching writing to the eighth grade students of SMP BPK Penabur

Indramayu. There were two main reasons why the researcher conducted this

research. The first reason was eighth grade students of SMP BPK Penabur found the

difficulties of written communication in English when they would like to master it

well. The second reason was the use of text modelling in teaching writing to the

eighth grade students of SMP BPK Penabur had possibility to affect the students in

motivating to write a composition. The students’ perceptions on the use of text

modelling could influence students’ behavior in learning writing, which then directed

to the students’ achievement in learning writing.

  This research attempted to answer two research questions. The research

questions were (1) What are the students’ perceptions on the use of text modelling in

teaching writing to the eighth grade students of SMP BPK Penabur Indramayu? (2)

What is the class procedure of the use of text modelling in teaching writing to the

eighth grade students of SMP BPK Penabur Indramayu? To answer the research questions above, the researcher used qualitative

method in the form of survey research. The researcher distributed a questionnaire in

the form of 13 close-ended questions. Having gathered the questionnaire, the

researcher analyzed them by putting the data in the table and discussed the students’

responses based on the first research question that the researcher had. Afterwards, the

researcher conducted observations and an interview to the English teacher to obtain

the second research questions and dig out more information.

  From the data analysis, most of the students had positive perceptions on the

use of text modelling in teaching writing to the eighth grade students of SMP BPK

Penabur Indramayu. The first research finding was the students stated that they

needed the teacher’s explanations on text modelling for the success in writing, so

they could understand better how to make a recount composition by using the text

modelling. The use of text modelling helped the processes in learning writing.

Nevertheless, there were some students who considered the use of text modelling in a

negative way. The use of text modelling did not encourage them to make a recount

composition well. However, the use of text modelling helped the students to

comprehend the generic features of the recount well. The second research finding

was there were nine class procedures of the use of text modelling in teaching writing,

especially recount with funny ending text type to the eighth grade students of SMP

BPK Penabur, as follows: 1) The teacher gave a recount with funny ending, 2) the

teacher explained the particular information of the text, 3) the students read the

recount with funny ending text, 4) the teacher explained the purpose and generic

structure of the recount text, 5) the teacher compared the recount text with other

  

8) after getting all answers on the white board, the teacher and students discussed the

correct answers together, and the last 9) the teacher reviewed the lesson about the

recount with funny ending.

  Since this research focused on how to use one stage of the literacy cycle, that

was text modelling stage, it was suggested that future researchers investigated what

the students’ perceptions in teaching writing to the other stages of literacy cycle and

conducted to the other levels of learners.

  

ABSTRAK

Butar Butar, Florida. 2008. Students’ Perceptions on the Use of Text Modelling in

Teaching Writing to the Eighth Grade Students of SMP BPK Penabur Indramayu .

Yogyakarta: Sanata Dharma University.

  Penelitian ini mempelajari persepsi siswa terhadap penggunaan text modelling

pada pengajaran menulis di kelas delapan SMP BPK Penabur Indramayu. Ada dua

alasan utama penelitian ini dilaksanakan. Alasan pertama adalah ketika mereka ingin

menguasai bahasa Inggris dengan baik, siswa kelas delapan SMP BPK Penabur

menemukan kesulitan-kesulitan komunikasi tertulis dalam bahasa Inggris. Alasan

kedua adalah bahwa penggunaan text modelling pada pengajaran menulis di kelas

delapan SMP BPK Penabur dapat mempengaruhi motivasi siswa dalam menulis

karangan. Hal ini terkait dengan persepsi siswa terhadap penggunaan text modelling

yang dapat mempengaruhi belajar siswa yang kemudian berpengaruh terhadap

pencapaian siswa pada pelajaran menulis.

  Dalam skripsi ini ada dua pertanyaan penelitian yang perlu dijawab, yaitu (1)

Bagaimanakah persepsi siswa terhadap penggunaan text modelling pada pengajaran

menulis di kelas delapan SMP BPK Penabur Indramayu? (2) Bagaimanakah prosedur

kelas dengan penggunaan text modelling pada pengajaran menulis di kelas delapan

SMP BPK Penabur Indramayu? Guna menjawab pertanyaan tersebut di atas, peneliti menggunakan metode

kualitatif berbentuk penelitian survey. Peneliti membagikan kuesioner yang

berbentuk 13 close-ended questions. Peneliti menganalisa jawaban kuesioner

tersebut dengan memasukkan data kuesioner ke dalam tabel dan membahasnya

sesuai dengan pertanyaan penelitian yang pertama. Setelah itu, peneliti melakukan

wawancara dengan guru bahasa Inggris dan observasi kelas guna mendapat jawaban

dari pertanyaan kedua dan informasi lebih lanjut.

  Berdasarkan data yang diperoleh, secara umum siswa memiliki persepsi yang

positif terhadap penggunaan text modelling pada pengajaran menulis di kelas delapan

SMP BPK Penabur. Jawaban penelitian yang pertama adalah siswa membutuhkan

penjelasan guru tentang text modelling untuk kesuksesan mereka dalam menulis,

sehingga mereka dapat mengerti bagaimana membuat karangan recount dengan

penggunaan text modelling dengan lebih baik. Penggunaan text modelling membantu

proses dalam pengajaran menulis. Akan tetapi, ada beberapa siswa yang menganggap

negatif pada penggunaan text modelling. Siswa tidak termotivasi untuk menulis

karangan recount dengan baik. Kesimpulannya, penggunaan text modelling

membantu siswa memahami generic features pada teks recount dengan lebih baik.

Jawaban penelitian yang kedua adalah ada sembilan prosedur kelas pada penggunaan

text modelling pada pengajaran menulis, khususnya dalam teks recount with funny

ending di kelas delapan SMP BPK Penabur, sebagai berikut: 1) Guru memberikan

teks recount with funny ending , 2) Guru menjelaskan informasi khusus dalam teks,

3) Para siswa membaca teks recount with funny ending text, 4) Guru menjelaskan

tujuan dan generic structure dalam teks recount, 5) Guru membandingkan teks

  

menulis jawaban di depan kelas, 8) Setelah mendapatkan seluruh jawaban di papan

tulis, guru dan siswa mendiskusikan jawaban yang benar bersama-sama, dan yang

terakhir 9) Guru meninjau kembali pelajaran recount with funny ending.

  Oleh karena penelitian ini hanya terbatas pada satu tahap pada literacy cycle

saja, yaitu tahap text modelling, disarankan untuk peneliti berikutnya meneliti

bagaimana persepsi siswa dalam pengajaran menulis dalam tahap literacy cycle yang

lain dan diadakan pada tingkat yang lain.

  

ACKNOWLEDGEMENTS

I would like to give my greatest gratitude to my dearest Lord, Jesus Christ,

who has given me wonderful moments, health and sickness during the days of my

life.

  I would like to express my gratitude to Yohana Veniranda, S.Pd., M.Hum.,

my sponsor, for her great assistance, suggestions, guidance, and motivation that she

gave to me during the completion of my thesis.

  I would like to sincerely thank Hariman Hanugraha, S.Pd., the headmaster of

SMP BPK Penabur Indramayu, for the opportunity to do my research there. I am

greatly indebted to Widyawati Agustien, S.Pd., for giving me the opportunity to

observe her class and the permission to attach her materials. I also thank Grade VIII

students of SMP BPK Penabur Indramayu, for their participation during my

observations.

  I dedicate this thesis to my beloved parents, my late father, Nelson Butar

Butar, my mother, Watini for their everlasting affection, their praying, and their

moral and financial support. I am really thankful to my late grandmother, my

brothers, abang Are and Richard, my sister, de’ Guna, my sister in-law, ka Is, and

my sweet niece, Maretha for their love, supports and their single way of showing

their care.

  My earnest thanks also go to all lecturers of Industrial Engineering Study

Program at Atmajaya University Yogyakarta, and the big family of SMAN 3

Yogyakarta, to Dra. Lanny Anggawati and all of Columbia Edu-Center Klaten

crews. I thank them for inviting and allowing me to teach there.

  My gratitude goes to PBI staff, Mbak Dani and Mbak Tari for their help in

the administration. My deepest thankfulness goes to Niken, Dyah, Rita, Vanny,

Rini, Jati, Harin, Emil, Septi, Widdy, Handy, Yanto, Dewi Tusil, and Lisa for

their friendship. My deep gratitude also goes to my friends in Bugenville 4,

  

Ririn for their supports and friendship, and to my landlady, Mbak Cicil for her

kindness and supports.

  My special gratitude goes to my boyfriend, Eko Kurniawan. I thank him for

giving me support, endless love, affection, encouragement, and all wonderful

moments. He has supported me with his great love and patience.

  Finally, many thanks are addressed to those who helped me during the finishing

process of my thesis in many special ways, whose names I cannot mention here one

by one. May God bless them all.

  Florida Butar Butar

  TABLE OF CONTENTS Page TITLE PAGE ............................................................................................. i APPROVAL PAGES ................................................................................ ii

PAGE OF DEDICATION ......................................................................... iv

STATEMENT OF WORK’S ORIGINALITY ...................................... v ABSTRACT ............................................................................................... vi ABSTRAK ................................................................................................... viii ACKNOWLEDGEMENTS ..................................................................... x TABLE OF CONTENTS ......................................................................... xii LISTS OF TABLES ................................................................................... xv LISTS OF FIGURES ................................................................................ xvi

LIST OF APENDICES .............................................................................. xvii

  CHAPTER I. INTRODUCTION A. Research Background .............................................................................

  1 B. Problem Formulation ..............................................................................

  3 C. Problem Limitation ................................................................................

  3 D. Research Objectives................................................................................

  4 E. Research Benefits....................................................................................

  4 F. Definitions of Terms ..............................................................................

  5 CHAPTER II. REVIEW OF RELATED LITERATURE A. Theoretical Description ..........................................................................

  8

  Page a. Definition of Perception..............................................................

  18 f. Analysis Generic Features of Recount with Funny Ending .......

  26 B. Research Participants .............................................................................

  24 CHAPTER III: METHODOLOGY A. Research Method ...................................................................................

  24 B. Theoretical Framework ..........................................................................

  22 c. Genre-Based Approach ..............................................................

  21 b. Communicative Competence Model ..........................................

  21 a. Language Model ........................................................................

  20 6. Theoretical Bases in Competency-Based Curriculum .....................

  18 5. Competency Based Curriculum .......................................................

  17 e. Example of Recount with Funny Ending Text ...........................

  8 b. Factors Influencing Perception ...................................................

  17 d. Linguistic Features of Recount with Funny Ending ...................

  16 c. Generic Structure of Recount with Funny Ending .....................

  16 b. Purpose of Recount with Funny Ending ....................................

  16 a. Definition of Recounts ...............................................................

  13 4. Recounts Text Type .........................................................................

  11 3. Modelling and Deconstructing the Text............................................

  10 2. The Learning Stages in the Literacy Cycle ......................................

  9 c. Factors Creating Perceptual Difficulty .......................................

  27

  Page D. Data Gathering Technique ......................................................................

  29 E. Data Analysis Technique ........................................................................

  30 F. Research Procedure ................................................................................

  30 CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION

  A. The Students’ Perceptions on the Use of Text Modelling in Teaching Writing to the Eighth Grade of SMP BPK Penabur Indramayu ..............................

  32

  1. The Description of the Students’ Perceptions Based on the Questionnaire 32

  2. The Description of the Students’ Perceptions Based on the Observation

  37 3. The Description of Students’ Perceptions Based on the Interview...

  38

  4. Discussions ....................................................................................... 39 B. Class Procedure of the use of Text Modelling in Teaching Writing .....

  41 CHAPTER V. CONCLUSIONS AND SUGGESTIONS A. Conclusions .........................................................................................

  44 B. Suggestions .........................................................................................

  46 BIBLIOGRAPHY ......................................................................................

  47 APPENDICES ........................................................................................

  49

  

LIST OF TABLES

Page Table 3.1: Summary of Data Gathering Activity .........................................

  29 Table 4.2: Result of the Questionnaire.........................................................

  33

  

LIST OF FIGURES

Page Figure 2.1: The Relationship between Context, Meanings and Wordings ..

  14 Figure 2.2: The Relation between Text and Context ....................................

  21 Figure 2.3: Communicative Competence Model .........................................

  22

  LIST OF APPENDICES Page APPENDIX A: Lembar Kuesioner .......................................................... 50 APPENDIX

  B: Questionnaire Results...................................................... 52 APPENDIX C: The Observation Checklist.............................................. 54 APPENDIX D: Hasil Wawancara ............................................................ 55 APPENDIX E: Interview Result .............................................................. 58

   APPENDIX

  F: Rencana Pembelajaran

  ................................................... 60 APPENDIX G: The Materials of Teaching Recount................................ 68

  

CHAPTER I

INTRODUCTION Chapter 1 presents the research background, the problem formulation, the

  problem limitation, the research objectives, the research benefits, and the definition of terms.

A. Research Background

  Language has an important role in our life. We use it to communicate with each other. In education context, language is used as a communication tool to store and share information. To be able to communicate in a certain language, we have to learn it first. English is one of the foreign languages that is widely used in the world.

  Generally, many students who sit on the Junior High School are afraid of the word English because it is one of the difficult subjects that they meet in their school.

  There were many curriculum changes in Indonesia. One of the curriculum in Indonesian education which is still used is 2004 curriculum, which is called Competency-Based-Curriculum or CBC. It seems to be an ideal curriculum to develop the quality of Indonesian education because every student has an opportunity to build up his or her abilities. The Competency Based Curriculum mentions that the final purpose of English learning is to develop students’ competencies to communicate in spoken and written language. The process of teaching and learning English must follow two cycles: spoken and written cycle (Sofyanda, Djamilah, English subject, this new curriculum is Literacy-Based Curriculum since it has two cycles: oracy and literacy cycles. Departemen Pendidikan Nasional (2004, p. 43) says that literacy means an ability to read and write, but then it is realized that writing ability cannot be developed without speaking ability, so the word literacy now means both oracy and literacy or the ability to speak and write. In view of that, although English curriculum for Junior High School students is designed to build spoken communication, Junior High School students are also introduced to the written communication step by step, especially written language (Alwasilah, 2006).

  Junior High School students find the difficulties of written communication in English when they want to master it well, especially in written language. Davies (2000, p. 96) notes that writing is probably the language skill that is least used by most people in their native language. Walters (1983, p. 17) has the same opinion that writing is the last, and perhaps the most difficult skill. When the students have to make a composition or writing, they have many ideas in their mind that they want to write, but they are not able to put the ideas into a good writing. In other words, the students cannot make a good order composition, for example if they are asked to make a description of people composition, they should start to write the generic structure of describing people in a good order composition, such as the first paragraph is Introduction, Description of physical appearance, Description of personal qualities, Description of hobbies and interests, and Conclusion.

  The situation above can make students not interest to write English composition. Another reason is students do not have a technique to write a only gives the topics and asks the students to write a composition directly. Therefore, as good English teachers, they always try to find more effective ways of teaching writing (Davies, 2000, p. 185). It means that English teachers should use various interesting materials, topics, types of texts, and techniques to make English teaching- learning easier and expose the process of composing written texts. In composing a written text, the English subject demands the generic structure and language features of the text types. Each purpose of written language has its own characteristics, for example the characteristics of newspaper would be different from those of poems (Nunan, 1999, p. 275). In order to overcome those problems, the researcher attempts to find out what the students’ perceptions on the use of text modelling in teaching writing to the eighth grade students of SMP BPK Penabur Indramayu are.

   Problem Formulation B.

  The problems in this research are formulated as follows:

  1. What are the students’ perceptions on the use of text modelling in teaching writing to the eighth grade students of SMP BPK Penabur Indramayu?

  2. What is the class procedure of the use of text modelling in teaching writing to the eighth grade students of SMP BPK Penabur Indramayu?

   Problem Limitation C.

  The problem presented is the students’ perceptions on the use of text modelling in teaching writing to the eighth grade students of SMP BPK Penabur five stages, they are: building the context, modelling and deconstructing the text, joint construction of the text, independent construction of the text, and linking to the related texts. This study is only applied in writing skill, particularly the teaching recount with funny ending and then focused on one stage of the literacy cycle, namely the text modelling stage.

  This study was done in SMP BPK Penabur Indramayu. The students were eighth grade students of junior high school and they were in the second semester of the 2007/2008 academic year.

D. Research Objectives

  The objectives of the study are to find out what the students’ perceptions on the use of text modelling in teaching writing to the eighth grade students of SMP BPK Penabur Indramayu are and what the class procedure of the use of text modelling in teaching writing to the eighth grade students of SMP BPK Penabur Indramayu is.

   Research Benefits E.

  This research has some benefits that can be useful for the eighth grade students of junior high school students, English teachers, and also other researchers.

  1. The eighth grade students of junior high school It is expected that the result of this research can help the students to know their perceptions on the use of text modelling in teaching writing to the eighth grade students of Junior High School. Hopefully, this study will help the students to explore the generic features of a composition in order they can create a good recount

  2. The English teachers The result of this study may facilitate the English teachers in SMP BPK

  Penabur Indramayu to be able to improve their teaching writing ability, especially related to the text modelling in teaching recount.

  3. Future researchers The researcher expects that the study will suggest some benefits to the other researchers to conduct to the other levels of learners by using this study and give another text-type of writing.

F. Definition of Terms

  1. Perception Robbins (2005, p. 134) notes that perception is a process by which individuals organize and interpret their sensory impressions in order to give meaning to their surroundings. In this research, perception refers to the way or process by which students and the teachers do on the use of text modelling in teaching-learning writing.

  2. Text Modelling Feez and Helen (2002, p. 28) note that text modelling is a stage of the teaching and learning cycle which helps the teacher to decide how much time to apply to particular language features. In this stage, the students investigate the structural pattern and language features of the model and compare the model with other examples of the text-type. Then, the teacher and students discuss the model to

  3. Teaching Writing Tiedt (1989, p. 1) says that teaching writing is a complex effort, for teachers never teach writing in separation. This means that the teaching writing has to involve the other language skills such as listening, speaking, and reading. In this study, teaching recount is emphasized on the use of text modelling stage of the literacy cycle and expected to assist the students to learn English writing skills appropriately.

  4. SMP BPK Penabur Indramayu Junior High School is an intermediate school between Elementary School and

  Senior High School. This school is a unit form of obligatory education since Indonesian government has a program which is called as an obligatory nine-year education. The students studying in this school are between eleven and fifteen years old.

  SMP BPK Penabur Indramayu is located at Jalan Veteran No.73/V, Indramayu. There are three grades there; ninth grade consists of two classes, hence there are four classes in SMP BPK Penabur Indramayu. To make the students feel comfortable during their learning process, all of the classrooms have many types of equipment: two big whiteboards, one small whiteboard for writing several information about the students’ absence or the tests for the following days, and a loud speaker which is connected to teachers’ office. For helping the students in increasing their language ability, this school has one language laboratory. There are eleven teachers in this school. Then, the total students of SMP BPK Penabur are 83 students.

  5. The Eighth Grade Students of SMP BPK Penabur Indramayu

  The number of eighth grade students is 20 students, 13 males and 7 females. They are between twelve and fourteen years old. The eighth grade students have many characteristics, such as active, interactive, and talkative. Since they have studied English from the first grade of elementary school, their English background is quite good. The daily languages of the majority of the students are mostly Javanese (Indramayu language) and Indonesian.

CHAPTER II REVIEW OF RELATED LITERATURE This chapter is dedicated to present a theoretical description which shows the

  areas of this study which consist of many theories from the experts and theoretical framework.

   Theoretical Description A.

  In the theoretical description, the researcher will provide the basic theories of perception, the learning stages in the literacy cycle, modelling and deconstructing the text, recount text type, curriculum based competency, and theoretical bases in competency based curriculum.

1. Theory of Perception

a. Definition of Perception

  Robbins (2005, p. 134) defines perception as a process by which individuals organize and interpret their sensory impressions in order to give meaning to their environment. Kreitner and Kinicki (2007, p. 207) have the same opinion that perception is a cognitive process that enables people to interpret and understand the surroundings.

  From those definitions, perception is viewed as the responses to a stimulus or to the surroundings. Those responses occur in people’s awareness to the stimuli for people get the incoming data from the stimuli through their sensory receptors. Then, these responses will be interpreted as meaningful information about the stimuli and

   Factors Influencing Perception b.

  Altman, Valenzi, and Hodgetts (1985, p. 90) reveal that there are a number of factors influence a person’s perception. Four of the most important are: 1) Selection of stimuli

  Selection is the process of focusing only on a small number of the stimuli. This is one reason why people perceive things differently, each person selects specific cues and filters or screens, out of others. For example, a student may be so intently doing a writing test that he or she is obvious to the noises caused by environment around. The distractions are screened out of his or her awareness and do not interfere with the students’ focusing. People have thresholds, which are different in the levels. A student can write or read and still be able to follow the plot of a television program, while the other student cannot.

  2) Organization of stimuli After information has undergone the screening process, it must be arranged to become meaningful. The mind tries to bring order out of the disorganized onslaught of sensory data by selecting particular items and putting the together in a meaningful way that is based on experiences.

  3) The situation A situation, as well as, his or her past experiences, affects what one person perceives. Perceiving a situation accurately is also related to how well a person organizes his or her behavior to situations. 4) Self-concept

  Self-concept is the way we feel about and perceive ourselves. Students might see themselves as clever, honest, patient, or intelligent, or as all of the foregoing.

  This self concept is important because students’ mental pictures of themselves determine most of what we perceive and do.

   Factors Creating Perceptual Difficulty c.

  Altman (1985, p. 91-93) note that there are some factors which create students’ perceptual difficulties. They are as follows: 1) Hallo Effect

  The Hallo Effect refers to the use of a known particular characteristic as the basis for an overall evaluation. For example, a student who attends a writing class and finds some interesting activity may decide that writing class is interesting. 2) Projection

  Projection is the attribution of our own undesirable characteristics to others. It means that projection happens when we attribute our own feelings to others. Our perceptions may be distorted by emotions we are experiencing or by personality traits we may possess.

  3) Stereotyping Stereotyping is the process of categorizing people or things based on a limited amount of information. The bases for such stereotyping may be obtained from mass media or schoolbooks or from past experience. Stereotyping helps the decision maker simplify the situation and since most people lack either the ability or desire to deal with complex facts and alternatives, it is common to find

  4) Perceptual Defense Perceptual Defense refers to the screening out or distorting of information that is personally disturbing or that we do not care to acknowledge. People have a tendency to choose or attend to information that supports their perspective, and at the same time as, to ignore or fail to perceive information that is opposite to their opinions. Luthans (1992, p. 147) says “motivation is a process that starts with a physiological or psychological deficiency or need that activates behavior”.

  Motivation can also affect students’ perception. Motivation and perception affect each other (Luthans, 1992, p. 67). It means that a good perception will direct to high motivation, and high motivation will also direct to a good perception.

   The Learning Stages in the Literacy Cycle 2.

  According to Feez and Helen (2002, p. 27) the teaching and learning cycle activities in the text-type approach consists of a number of stages which the teacher and students go through so that students achieve independent control of a particular text-type progressively, the stages are building the context which is the students are introduced to the social context of an authentic model of the text-type; modelling and deconstructing the text, joint construction of the text, independent construction of the text, and linking to the related texts. Feez and Helen (2002, p. 28) reveal that it is possible to enter each stage of the cycle at any time during a lesson. For example, the students may previously be familiar with the context, thus the first stage can be Furthermore, it is also possible to return to activities from earlier stages of the cycle at any point. For instance, the students may face difficulties in the independent construction stage, thus the joint construction stage may be reentered.

  Feez and Helen (2002, p. 28) st at e t hat in t he st age of building t he cont ext , t he st udent s are int roduced t o t he social cont ext of an aut hent i c model of t he t ext -t ype, t he st udent s discover f eat ures of t he general cult ural cont ext where t he t ext -t ype is used and t he social purposes t he t ext -t ype achieves, and t he last , t he st udent s have t o explore t he immediat e sit uat ional cont ext by examining t he regist er of a model t ext on t he basis of t he course obj ect ives.

  In the modelling and deconstructing the text stage, students explore the structural pattern and language features of the model (Feez & Helen, 2002, p. 29).

  The explanation of text modelling will be presented in the next sub-topic.

  Feez and Helen (2002, p. 30) note that in joint construction of the text stage, the students begin to contribute to the structure of whole examples of the text-type, as the teacher gradually decreases the contribution to the text construction, while the students move closer to being able to manage the text-type independently. Joint construction activities consist of teacher questioning and discussing.

  In the independent construction of the text stage, students work independently with the text. Independent construction activities include writing tasks which demand that students draft and present whole texts (Feez & Helen, 2002, p. 31).

  According to Feez and Helen (2002, p. 31) in linking to related texts stage same contexts and future or past cycles of teaching and learning. Activities which connect the text-type to related texts consist of evaluating the use of the text-type in different fields, investigating other text-types in the same field.

  Since this study discussed about students’ perceptions on the use of text modelling in teaching writing, the stage of the teaching and learning cycle which is discussed is only the text modelling stage.

   Modelling and Deconstructing the Text 3.

  Feez and Helen (2002, p. 29) reveal that text modelling is a stage of the teaching and learning cycle which helps the teacher to decide how much time to apply to particular language features. There are two major activities in the text modelling stage. First, the teacher gives information about the concept and types of literary text. This activity is the students explore the structural pattern and language features of the model. Then, the teacher distributes the models to the students and they discuss the purpose of the model, its generic structures and linguistic or generic features of the text type together. Second, the students compare the model with other examples of the text type.

  Sofyanda et al. (2006, p. 6) also suggest that there are three teaching learning activities in the modelling of the text stage, namely the teacher presents exercises which ask students to identify particular information in the text (factual and ideational meanings), the teacher presents exercises which direct students to the awareness of features and text structures and also asks students to identify language elements (conjunctions, substitutions, etc) which direct students to the knowledge of Context Text Semantics Lexicogrammar (meaning) (wordings) Field Ideational Transitivity

  (what’s going on) (Processes, Participants, Circumstances) Tenor Interpersonal Mood and Modality

(social (speech roles, attitudes)

relations) Mode Textual Theme, Cohesion (contextual coherence)

  cohesion and coherence in a text, and the teacher presents exercises which compare text structure and other features of the model with other examples of the text type.

  In deconstructing the text, the students should understand the text which is affected by a number of things as it is shown in Figure 2.1

  Figure 2.1: The Relationship between Context, Meanings, and wording (from Gerot and Wignell, 1995, p. 15)

  Gerot and Wignell (1995, p. 2) reveal that grammar is a theory of language, of how language is composed and how it works. More essentially, it is the learning of wordings. In several theories of grammar, lexicogrammar is called as syntax which is studied separately from semantics. A theory of grammar or language is required to recognize how text works. Teachers need to know how texts work so they are able to unambiguously help students to comprehend and create written texts in various

  One is able to reconstruct the context of situation because there is a systematic connection between context and text. The wordings of texts simultaneously encode three sorts of meaning: ideational, personal, and textual (Gerot & Wignell, 1995, p. 12). Ideational meanings are sense about phenomena - about objects, people, events, what goings on and the circumstances. These meanings are comprehended in wordings throughout participants, processes and conditions; they are also influenced by the field of discourse; Interpersonal meanings are meanings which express a speaker’s manner and judgments. These are meanings for performing ahead and among others. Meanings are understood in wordings throughout mood and modality, they are also influenced by tenor at discourse; and Textual meanings state the relation of language to its surroundings, including both the verbal situation - what has been said or written before and the non-verbal, situational setting (context). These meanings are understood through patterns of theme and cohesion. Textual meanings are most influenced by mode of discourse.

  According to Gerot and Wignell (1995, p. 103) in English, the theme can be recognized as those elements which appear first in the clause, while cohesion Halliday (1976, p. 6) is the grammatical and lexical relationship inside a text or sentence. Cohesion can be defined as the links that hold a text together and give it meaning. Gerot and Wignell (1995, p. 170) have expressed a similar view that refers to the resources inside language that present continuity in a text. It consists of references, lexical cohesion and conjunction.

  Gerot and Wignell (1995, p. 170) say that reference refers to systems which distinctions: whether the participant is being stated for the first time in the text or whether it is a following mention, reference is to a general group or to a specific character and reference is comparative or not.

  Gerot and Wignell (1995, p. 177) point out lexical cohesion refers to interaction between and among words in a text, while conjunction is the semantic organization where speakers tell clauses in terms of chronological order, comparison, and addition. It means that a word that connects parts of a sentence, for example little conjunction or coordinating conjunction, such as the acronyms FANBOYS: For- And-Nor-But-Or-Yet-So. Thus, the whole text also needs to be coherent, that is, various parts of the text have to work together conceptually in the particular rhetorical context (Schmitt, 2002, p. 257).

4. Recounts Text Type Definition of Recounts Text Type a.

  According to Doyle (2004, p. 57), recount is a text type which is spoken or written relating of events that happened in the past. There are two main kinds of recount, namely Personal recount which describes events that the writer was personally involved in, personal recount with funny ending is kind of personal recount usually retells an experience in which the writer was personally involved in; and Factual recount which records particular event that the writer might or might not have been involved, historical recount is a variant of the factual recount (biography).

b. Purpose of Recount with Funny Ending

  Gerot and Wignell (1995, p. 194) and Mukarto, Sujatmiko, Josephine, and

• Orientation : sets the recounts in time and place
• Series of events:
• Re-orientation

  Contextual factors • Subject matter (Field) – focus on individual, event/s, place/s.

  Language functions Signal/features

   Mental – to do with thinking, feeling. Verb form (tense): The tense of the verb that is past tense.

  or doing verbs; Verbal or saying verbs,

  Verb type: Action

  Orientation Series of events Re-orientation – consist of humorous activity or situation

  Textual Features

  Personal Recount Text Type • The title of the text.

  d. Linguistic or Generic Features of Recount with Funny Ending

  : closure of writer’s opinion regarding events described

  : It presents events chronologically

  Mukarto et al. (2007, p. 203) and Gerot and Wignell (1995, p. 194) note that the generic structure of Recount with Funny Ending is

  c. Generic Structure of Recount with Funny Ending

  or experiences for the purpose of informing and mainly to entertain the audience or readers.