Efrita Marthalena BR. Saragih Sumbayak, 2014 Implementation Of Genre-Based Approach In The Teaching Of Descriptive Text Writing
Universitas Pendidikan Indonesia
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function of the text as proposed by Gerot and Wignell 1995, Derewianka 2004, and Knapp and Watkin 2005.
In terms of schematic structure, a descriptive text , as have been explained in Chapter II, should consist of two main elements, i.e. identification and
description. Furthermore, the linguistic features which are typically used in the descriptive texts, i.e. present tense, action verb, linking verb, etc Derewianka,
1990; Gerot and Wignell, 1995; Knapp and Watkin, 2005. The social function of discussion text is to give information about a particular person, place or thing
Derewianka, 1990; Gerot and Wignell, 1995; Knapp and Watkin, 2005. The analysis of the
three student‟ texts gained through the pre-test are displayed in the following sub-sections. Pseudonyms are assigned to protect the
identity of the students. Yogi represents low achievers, Fira represents middle achievers and Nadia represents high achievers. The results of the analysis are
closely described below.
5.1.2.1 Low Achiever Group 1
The first text to be anlyzed is Yogi‟s text gained through the pre-test as the representative of low achievers Group 1. The text, as can be seen in Table 5.3,
was written in one paragraph. This suggests that the writer at this stage did not yet meet the schematic structure of a descriptive text which should have the
Identification and Description Derewianka, 1990; Gerot and Wignell, 1995; Knapp and Watkin, 2005. In his text, Yogi did not include the Identification. He
only included the description. Additionally, the text that Yogi produced during the pre-test was minimal and commented only on the things in the clasroom. It
suggests that the student tried to describe the things in the classroom but he was not able to describe them in a complete sentence. It may be that, the writer has
limited understanding of writing and its purpose, as John 2002 reports. Similar to this student, the texts of students in Group 1 were short and underdeveloped.
Efrita Marthalena BR. Saragih Sumbayak, 2014 Implementation Of Genre-Based Approach In The Teaching Of Descriptive Text Writing
Universitas Pendidikan Indonesia
| repository.upi.edu
| perpustakaan.upi.edu
Table 5.3 Analysis of Text 1 Written by Low Achiever
Schematic Structure
My Classroom Linguistic Features
Identification Description
My class is floor, door, wall, book, frame, vase, window, table, pail,
eraser, blackboard, chalk, bench, pencil,
ruler, waste
basket, calender, lamp, days, week, ordinal
number, picture, bag, student. Specific participant: my
class Linking verb: is
In terms of linguistic features, Yogi shows his struggle to write a successful
descriptive text as he made grammatical mistake My class is floor, door, wall … and misspell word calender in the text. In addition, this text has not achieved
the social function of the descriptive text that is to describe the classroom to the readers. Indeed, Yogi has shown his understanding of descriptive text since he
wrote the words “ My class …” and the things in the classroom that actually he
can used to describe his classroom. Overall, the pre-test results of Group 1 writers did not acquire the necessary
knowledge of the genre to describe the classroom. Some of the students in this category could not even write complete sentences in English. Furthermore, the
results of the analysis above suggest that the students in this group really needed scaffolding from the teacher in terms of grammar and control of the schematic
structure of a Descriptive text. For this reason, in the action phase, writing should be taught as a process Gibbons, 2002. The students should be given time to
revise, to edit and to proofread their writing Gibbons, 2002 .
5.1.2.2 Middle Achiever Group 2
