Identifying Students’ Ability and Difficulties in Writing Hortatory Exposition Text :A case study of eleventh graders in a senior high school in Bandung.
[Type text]
Nurul Isra Fauziah, 2014
Identifying Students’ Ability and Difficulties in Writing Hortatory Exposition Text
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Identifying
Students’ Ability and Difficulties in Writing
Hortatory Exposition Text
(A case study of eleventh graders in a senior high school in Bandung)
A Research Paper
Submitted as a Partial Fulfilment of the Requirements of
Sarjana Pendidikan Degree in English Education Study Program
By
Nurul Isra Fauziah (1006242)
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF LANGUAGE AND ARTS EDUCATION
INDONESIA UNIVERSITY OF EDUCATION 2014
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[Type text]
Nurul Isra Fauziah, 2014
Identifying Students’ Ability and Difficulties in Writing Hortatory Exposition Text
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Identifying Students’
Ability and Difficulties in Writing
Hortatory Exposition Text
(A case study of eleventh graders in a senior high school in Bandung)
Oleh Nurul Isra Fauziah
Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana Pendidikan pada Fakultas Pendidikan Bahasa dan Seni
© Nurul Isra Fauziah 2014 Universitas Pendidikan Indonesia
Oktober 2014
Hak Cipta dilindungi undang-undang.
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[Type text]
Nurul Isra Fauziah, 2014
Identifying Students’ Ability and Difficulties in Writing Hortatory Exposition Text
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
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Nurul Isra Fauziah, 2014
Identifying Students’ Ability and Difficulties in Writing Hortatory Exposition Text
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
IDENTIFYING STUDENTS’ ABILITY AND DIFFICULTIES IN WRITING HORTATORY EXPOSITION TEXT
(A Case Study of Eleventh Graders in a Senior High School in Bandung) ABSTRACT
The background of this study is the need for teachers to know students’ real competence and difficulties in writing. Therefore, this study aims to find out
students’ ability and difficulties in writing Hortatory Exposition text. This study used a qualitative case study design. The main data were six texts written by the
students which represent high, middle and low achievers’ texts. The texts were
analyzed by using Rose’s writing rubric (2007) and SFL frameworks proposed by Gerot & Wignell (1994), Eggins (2004), Halliday & Matthiessen (2004), Martin & Rose (2008) and Emilia (2014). The findings show that in terms of schematic structure, the low and middle achievers encounter problems in elaborating the arguments and writing the Recommendation. However, the students have the ability to write Hortatory Exposition text by using appropriate linguistic features with the exception of the grammatical structure in passive voice and complex clauses. Instead of that, textually, the students are capable to use various types of theme and thematic progression to make the text coherence aside from less
progress of topic in low achievers’ texts. Therefore, considering the findings, it is suggested that the teachers should give more guidance and practice for the students, particularly low and middle achievers in developing the topic and the schematic structure of the text.
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Nurul Isra Fauziah, 2014
Identifying Students’ Ability and Difficulties in Writing Hortatory Exposition Text
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
MENGIDENTIFIKASI KEMAMPUAN DAN KESULITAN SISWA DALAM MENULIS TEKS HORTATORY EXPOSITION
(Studi Kasus pada Siswa kelas XI di salah satu SMA N di Kota Bandung) ABSTRAK
Latar belakang penelitian ini adalah kebutuhan guru untuk mengetahui kemampuan dan kesulitan yang dialami siswa dalam menulis. Penelitian ini bertujuan untuk menganalisis kemampuan dan kesulitan siswa dalam menulis teks Hortatory Exposition. Metode penelitian yang digunakan adalah studi kasus kualitatif. Data utama dalam penelitian ini adalah enam teks yang ditulis oleh siswa-siswa yang mewakili tiga level kemampuan: tinggi, menengah dan rendah. Teks-teks tersebut dianalisis dengan menggunakan rubrik penilaian tulisan Rose (2007) dan teori SFL Gerot & Wignell (1994), Eggins (2004), Halliday & Matthiessen (2004), Martin & Rose (2008) dan Emilia (2014). Hasil penelitian menunjukkan bahwa dalam hal schematic structure, siswa dengan level kemampuan rendah dan menengah kesulitan dalam mengembangkan argumentasi (arguments) dan menulis rekomendasi (Recommendation). Meskipun begitu, para siswa menunjukkan kemampuan untuk menulis teks Hortatory Exposition menggunakan ciri kebahasaan yang tepat, kecuali ketika mereka menggunakan kalimat pasif dan kalimat kompleks. Selain itu, para siswa juga mampu menggunakan berbagai jenis theme dan thematic progression untuk menulis teks yang utuh dan berkesinambungan walaupun siswa-siswa dengan kemampuan rendah masih belum bisa mengembangkan topik tulisan mereka. Berdasarkan hasil penelitian, sangat disarankan bagi para guru untuk memberikan lebih banyak pengarahan dan latihan bagi para siswa terutama siswa dengan kemampuan menegah dan rendah dalam mengembangkan topik dan menulis sesuai struktur teks Hortatory Exposition.
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Nurul Isra Fauziah, 2014
Identifying Students’ Ability and Difficulties in Writing Hortatory Exposition Text
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu TABLE OF CONTENTS
PAGE OF APPROVAL ... Error! Bookmark not defined. STATEMENT OF AUTHORIZATION ... Error! Bookmark not defined. PREFACE ... Error! Bookmark not defined.
ACKNOWLEDGEMENT………..iv
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Nurul Isra Fauziah, 2014
Identifying Students’ Ability and Difficulties in Writing Hortatory Exposition Text
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
2.1.1 The Definition of Writing ... Error! Bookmark not defined. 2.1.2 The Importance of Writing... Error! Bookmark not defined. 2.1.3 Writing Process ... Error! Bookmark not defined. 2.1.4 Teaching Writing in Senior High School ... Error! Bookmark not
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Nurul Isra Fauziah, 2014
Identifying Students’ Ability and Difficulties in Writing Hortatory Exposition Text
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
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Nurul Isra Fauziah, 2014
Identifying Students’ Ability and Difficulties in Writing Hortatory Exposition Text
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
3.6.1 Categorizing the Texts ... Error! Bookmark not defined. 3.6.2 Analyzing the Structure of the Texts ... Error! Bookmark not defined. 3.6.3 Analyzing the Linguistic Features of the Texts . Error! Bookmark not
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Nurul Isra Fauziah, 2014
Identifying Students’ Ability and Difficulties in Writing Hortatory Exposition Text
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
4.2.3.2 The linguistic features of text 16 ... Error! Bookmark not defined. 4.2.3.3 Theme system of text 16 ... Error! Bookmark not defined. 4.2.4. Analysis of a middle achiever’s text (text 6) . Error! Bookmark not
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Nurul Isra Fauziah, 2014
Identifying Students’ Ability and Difficulties in Writing Hortatory Exposition Text
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Nurul Isra Fauziah, 2014
Identifying Students’ Ability and Difficulties in Writing Hortatory Exposition Text
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER I
INTRODUCTION
This chapter describes an introduction to the study. It consists of seven sections: background of the study, research questions, aims of the study, the scope of the study, significance of the study, research methodology, clarification of terms, and organization of the paper.
1.1 Background of the Study
English is one of subject that must be taught in Senior High School. It is the subject that required fluency in four skills: listening, speaking, reading, and writing. Based on the observation and discussion conducted during PPL program in a senior high school in Bandung, writing is considered as the most challenging skill. The students considered that writing is difficult because they need to take several things into account such as the topic, the vocabularies, the grammatical structure, and the sequence in developing ideas.
From the students’ statement above, it is necessary for the teacher to give more guidance in writing. However, more analysis is necessary to be conducted to know students’ real competence and difficulties in writing. In Indonesia, writing is taught by focusing on a specific genre. Therefore, genre analysis will be employed in the study. As stated by Imtihani (2010), the genre analysis will constantly involved the linguistic social context in the forms of field, tenor, mode, schematic structure and its realization in the text. One of the frameworks that can cover the analysis is SFL framework. So, in this study, SFL framework will be used to reveal students’ ability and difficulties in writing.
One of the genres that should be taught in senior high school is Hortatory Exposition text. Even though the students are expected to have sufficient ability in writing this genre, the students are unfamiliar with this text. It is relatively new for the students compared to other types of texts such as Narrative Text or Descriptive
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Nurul Isra Fauziah, 2014
Identifying Students’ Ability and Difficulties in Writing Hortatory Exposition Text
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Text that has been taught in junior high school. Instead of that, this text is more difficult to comprehend than narrative text because the text contains
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density of technical vocabulary, heavy load of unfamiliar, complex and difficult ideas and concepts in logical connections (Britton & Black, 1985; Mc Neil, 1984; Muth, 1987 as cited in Setiadi & Piyakun, 2012). Therefore, the researcher interested to conduct a study which analyzes students’ ability and difficulties in writing Hortatory Exposition text. As stated by Lee & Tajino (2008), understanding students’ difficulties is claimed as a necessary condition to be an ideal L2 teacher. By knowing students’ ability and difficulties, it is expected that appropriate guidance and feedback can be given to the students for improving their writing, particularly in writing Hortatory Exposition text. It is crucial for the students to be able to write this genre because it is a part of argumentative text which usually appears in scientific books, journals, articles, and academic report which may influence students’ achievement in their academic aspect.
Because of those reasons, it is necessary to identify students’ ability and difficulties in writing Hortatory Exposition. However, the study related to students’ ability and difficulties in specific type of text is still limited in Indonesian context. Therefore, this research is intended to find out students’ ability and difficulties in writing, especially in Hortatory Exposition text.
Students’ writing can be the source to figure out students’ ability and difficulties in writing Hortatory Exposition because writing is the common medium to test the knowledge including the knowledge of language itself (Saville and Troike, 2006). So, the text written by the students can be used as the data in this study.
1.2 Research Questions
In this study, the research questions are formulated into two as below. a. What is the eleventh graders’ level of ability in writing Hortatory
Exposition text?
b. What are the difficulties encountered by eleventh graders in writing Hortatory Exposition text?
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1.3 Aims of the Study
Based on the research questions, the aims of the study are as below.
a. To identify the eleventh graders’ level of ability in writing Hortatory Exposition text.
b. To find out the eleventh graders’ difficulties in writing Hortatory Exposition text.
1.4 The Scope of the Study
This study concerns with the students’ ability and difficulties in writing Hortatory Exposition text. In this study, the text written by the students is used to figure out the meaning choices that made by the students and the function they may serve (Iddings & Oliveira, 2011). The language as a resource for meaning is the principle of SFL. Therefore, the SFL framework will be used as the basis of this study. The analysis involves the process of examining the structures, the linguistic features, transitivity and theme system of the text written by the students.
1.5 Significance of the Study
This study is expected to give contribution in academic field, both for theoretical and practical viewpoint. Theoretically, the outcomes of the research are expected to enrich the literature reference about the analysis of students’ Hortatory Exposition text specifically in EFL context. Practically, the result of the research can be beneficial for both the students and the teachers. Students can be more aware of their ability and be careful not to make the same mistake. Teachers can develop appropriate learning strategies, adjusted to students’ ability and capable to overcome the students’ difficulties in writing Hortatory Exposition text.
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1.6 Clarification of Terms
This section presents the technical terms related to this research to avoid the ambiguity, misunderstanding, and misinterpretation toward the concept presented. Those are:
1.6.1 Students’ ability
In this study, students’ ability refers to the writing ability to organize and translate the idea of the writer to be a readable text (Richards and Renandya, 2002 as cited in Fatemi, 2008). To achieve this, the writer should be able to write a text with relevant content, systematic organization and the appropriate use of language (Djiwandono, 2008, p. 121). This ability of the students was examined by analyzing the texts written by the students.
1.6.2. Students’ difficulties
Writing involves a complex rhetorical and linguistic capability which requires the attention and concentration of the writer (Farooq et al, 2012). In this study, the students’ difficulties refer to the problem faced by the students in writing Hortatory Exposition with the appropriate structure and linguistic features. The difficulties found by the students in elaborating the idea to create a coherence text are also analyzed in this study.
1.6.3. Hortatory exposition text
In this study, Hortatory Exposition text refers to the Hortatory Exposition text written by the eleventh graders of a senior high school in Bandung. The texts are used as the data in this study to analyze students’ ability and difficulties in writing Hortatory Exposition text in terms of schematic structure, linguistic features, transitivity, and theme system.
1.7. Organization of paper.
This paper is organized by using a standardized pattern as follows: Chapter I: Introduction
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This section provides an introduction which discusses background of the study, research questions, aims of the study, the scope of the study, significance of the study, clarification of terms and organization of paper.
Chapter II: Theoretical Foundation
This chapter provides theoretical frameworks, which is served as a basis for investigating the research problem. It includes the theory of writing, Hortatory Exposition text, SFL, transitivity, theme system, students’ difficulties, students’ ability and previous research related to the study.
Chapter III: Research Methodology
This chapter describes the procedures and stages in conducting the research. It consists of formulation of problems, research design, research site, participants, data collection, data analysis, reliability and validity of the research.
Chapter IV: Findings and Discussion
This chapter describes the data of the research. It includes collecting, analyzing, interpreting and discussing the data to get the result or finding.
Chapter V: Conclusion and Suggestion
This chapter presents the conclusion of the research based on the analysis that has been done in chapter four. It includes the result, process and data interpretation. It also includes the suggestion for teachers and further researchers.
1.8 Concluding remarks
This chapter has introduced the study in general. The upbringing topic and the problem that become the research background have been described. The purpose and significance of the study in the academic field have been proposed along with the research question, scope of study and some clarification of related terms. The next chapter will mainly discuss the literature frameworks that endorsed the study.
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Nurul Isra Fauziah, 2014
Identifying Students’ Ability and Difficulties in Writing Hortatory Exposition Text
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER III
RESEARCH METHODOLOGY
This chapter explains the methodology used in this study. It covers formulation of problems, research design, research site, participants, data collection, data analysis, the reliability and validity of the research. The research design discusses the method that will be employed in this study, the principles and characteristics. The site and participants describe the place where the study conducted and participant involved in this study. The data collection presents the instrument and the procedures of data collection. The data analysis elaborates the procedure in analyzing the data. The validity and reliability discuss the methods used to make the research valid and reliable.
3.1 Formulation of Problems
As stated in the first chapter, this study addresses the following questions as below.
a. What is the eleventh graders’ level of ability in writing Hortatory Exposition text?
b. What are the difficulties encountered by eleventh graders in writing Hortatory Exposition text?
3.2 Research Design
This research is a case study because the research collected in-depth data about a specific individual, contexts or situations in order to shed light on particular question or phenomenon (Murray, 2012). In this research, the writing product of an eleventh graders’ class were analyzed by using SFL framework. This in-depth analysis was conducted to figure out the quality of students’ writing
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Nurul Isra Fauziah, 2014
Identifying Students’ Ability and Difficulties in Writing Hortatory Exposition Text
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
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and the difficulties they have in writing hortatory exposition text. Therefore, this study meets the criteria of a case study.
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Nurul Isra Fauziah, 2014
Identifying Students’ Ability and Difficulties in Writing Hortatory Exposition Text
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
In general, this research belongs to qualitative study for the reason that the data were collected and interpreted in the form of descriptive data (Fraenkel et al, 2012). Instead of that, the data were collected through documents which indicated that the study used qualitative approach. It is in line with Murray (2012) who stated that a research is considered using the qualitative approach when the data were collected through one or more of the following: documents, questionnaire, interview or focus group transcripts, observations of a person or situation and the field notes they may generate, and audio and video recordings.
However, quantitative approach was applied to determine students’ level of ability. In order to take precise samples of each level of ability, statistical calculation was operated in this study. Then, the result of the calculation was supported qualitatively by describing each criteria of the rubric used to examine
students’ texts.
3.3 Research Site
The research was conducted in one of senior high school in Bandung. There are several reasons why this school was chosen as the research site.
Firstly, it is related to the accessibility of the researcher. This school was the place where the researcher did teaching practicum (PPL) in 2013/2014 academic year. Since the researcher did the teaching practicum in this school, it was possible for the researcher to manage the administrative matters related to the research.
Secondly, it is related to the background of the school. This school is known to be a school with good academic reputation in Bandung. This research
related with students’ ability and difficulties in writing Hortatory Exposition, and
thus the researcher has desire to investigate students’ text in this high achievable school.
Based on the agreement between the teachers and the researcher, the name of the school will not be revealed in this research paper.
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Nurul Isra Fauziah, 2014
Identifying Students’ Ability and Difficulties in Writing Hortatory Exposition Text
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 3.4 Participants
The participants of the research were eleventh graders of a senior high school in Bandung. This class consists of thirty six students, sixteen and twenty females. From thirty six students, six students were chosen as the main participants of this study. Since this study is a qualitative study, the participants chosen are purposive participants to meet several criteria (Russell & Gregory, 2003). The six students were selected based on their performance in writing Hortatory Exposition text. Their writings were assessed by using the rubric suggested by Rose (2007). Then, the texts of these students were used as the main data in this research.
3.5 Data Collection 3.5.1 Instrumentation
The purpose of the study is to figure out students’ ability and difficulties in
writing Hortatory Exposition text. Therefore, the data collection involved document analysis as the instrument in this study. The document analysis was used for several reasons: (Guba & Lincoln, 1981 as cited in Alwasilah, 2002; Appletown & Cowley, 1997 as cited in Ahmed, 2010):
1. it is a sustainable source of information;
2. it is the evidence that can be used to defend the researcher against chargers or error of interpretation;
3. it is the natural source of data;
4. it is an inexpensive and economical form of data; 5. it saves time;
6. It is “non-reactivity”, the records are unbiased by data collection process.
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Nurul Isra Fauziah, 2014
Identifying Students’ Ability and Difficulties in Writing Hortatory Exposition Text
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
The documents used in this study are the text written by the students. The students were asked to write Hortatory Exposition text as a part of their academic task in learning Hortatory Exposition. From thirty six texts, six texts from six students which represented high, middle and low achievers’ texts were chosen.
These writing products are used as the data to analyze the students’ ability and
difficulties in writing Hortatory Exposition text.
3.5.2 Procedures of data collection
Several steps were taken in data collection. Firstly, the students were asked to write a Hortatory Exposition text as their academic task in the form of test. Direct testing was carried out because it gives straightforward assessment and interpretation of students’ performance (Hudges, 2003). Secondly, students’ texts were categorized by using the rubric proposed by Rose (2007) into low, middle and high achievers. This categorization was done to determine the sample in this study. Thirdly, six texts which represent low, middle and high achievers were analyzed by using SFL frameworks. Lastly, the findings were described and interpreted.
3.6 Data Analysis
The data analysis aimed to figure out the students’ ability and difficulties in writing Hortatory Exposition particularly in the schematic structure, language features and the thematic progression of text. In line with the data collection, the
data analysis discusses the analysis of students’ Hortatory Exposition text. There were some steps employed in analyzing students’ text. Those are categorizing the text by using the writing rubric, analyzing the schematic structure, assessing the linguistic features and analyzing the theme system. The steps in analyzing the data are described in detail as below.
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Nurul Isra Fauziah, 2014
Identifying Students’ Ability and Difficulties in Writing Hortatory Exposition Text
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
The first step was categorizing the text written by the students into low, middle and high achiever by using the rubric proposed by Rose in 2007 (Emilia, 2011, p.151). Then, six texts which represent low, middle and high achievers were chosen as the main data for this study. The rubric is described by the table below:
Table 3.1 Writing Rubric proposed by Rose (Adapted from Emilia, 2011, p.151)
Categories Sub-categories
Description Score
(0-3)
Genre Purpose the genre written is in accordance with the
writer’s purpose for example the Hortatory Exposition is written to persuade the readers
Staging The text consists of appropriate stages (thesis-arguments-recommendation)
Register Field The topic is explained clearly
Tenor The text shows a clear relationship
between the writer and the reader(s)
Mode The text shows the characteristics of
written language
Discourse Phases Phases in the text are related to form a
unity of meaning
Lexis The diction indicates a link between words
or groups of words
Conjunction Logical relationship between each phase in the text and in between clauses or
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Nurul Isra Fauziah, 2014
Identifying Students’ Ability and Difficulties in Writing Hortatory Exposition Text
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Reference The identity of the participants is introduced and it can be tracked clearly through the text
Appraisal There are expressions of attitudes, including the feeling towards a situation, the evaluation towards a person and the appreciation of a thing.
Grammar The text is written using appropriate grammar. Graphic
features
Spelling The text is written using appropriate spelling.
Punctuation The text is written using appropriate punctuation.
Presentation The text presented is interesting. There are illustration and neatness.
3.6.2 Analyzing the Schematic Structure of the Texts
The second step was analyzing the schematic structure of students’ Hortatory Exposition texts. It was conducted to figure out whether the students have the ability to write a successful Hortatory Exposition text because each text has “a
particular structure or overall organization” (Emilia, 2014, p. 86) that differentiate
it from other texts. The six samples of Hortatory Exposition texts written by the students were broken down into clauses, corrected and segmented into the elements of Hortatory Exposition text: Thesis, Arguments and Recommendation, as proposed by Gerot & Wignell (1994), Emilia (2011), Veel (1997), Feez & Joyce (1998), Macken-Horarik (2002) as cited in Emilia (2014). The example of the analysis of the schematic structure of the Hortatory Exposition text written by the students is showed by the excerpt below:
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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu Smoking Should be Banned Thesis
1. Smoking is becoming a hobby for people around the world especially Indonesians.
2. We can find people [[who do that kind of thing]] easily from place to place.
3. If this kind of behaviour keeps continuing, 4. it surely leads to problems and problems.
Arguments:
5. First, as we all know, cigarettes are composed from dangerous medical substances, such as: nycotine(nicotine), ammonia, carbon monoxyde (monoxide) and others.
6. One of the deadliest substance(s) called TAR [[which cause(s) lung cancer]].
Recommendation
7. I definitely oppose smoking,
8. that is [[why we should banned it]].
9. For smokers and chain-smokers I suggest you [[to stop this nasty behaviour thing]] for the better of the world, the ones you love and yourself.
3.6.3 Analyzing the Linguistic Features of the Texts
The third step was assessing the linguistic features of students’ Hortatory Exposition text as proposed by Gerot & Wignell (1994), Martin & Rose (2008), Lirora& Cuevas (2009), Setiadi & Piyakun (2012). Transitivity analysis was applied to analyze the types of processes in the text written by the students. Therefore, the theory of SFL and transitivity system proposed by Gerot & Wignell (1994), Eggins (2004), Halliday (2004), Emilia (2005, 2010, 2014), Imtihani
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(2010), and O’Donnel (2011) were used in this study. The following is the example of transitivity analysis:
Thesis
1. The following arguments Are the reasons
Token Pr: relational Value
2. why We should banned(ban) smoking:
Actor Pr: material goal
Arguments:
3. My third argument is going to be focused on the social impact.
Token Pr: relational Value
4. Research Proofed (proved)
Sayer Pr: verbal
5. that passive
smokers
will gain more negative effect compared to the active smokers.
Actor Pr: material goal
Recommendation
6. You can start by replacing
the cigarettes into something sweet, for instance: sweets, cookie, etc.
Actor Pr: material Goal
3.6.4 Analyzing Theme System of the Texts
The fourth step was analyzing the theme system of the text as proposed by Gerot & Wignell (1994), Eggins (2004), Halliday (2004), Caffin et al (2009), and Emilia (2010, 2011, 2014). The following is the example of theme system analysis in which the word or the group of words printed in bold is the topical
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theme, the word underlined is the textual theme and the arrow ( ) is used to show the thematic progression:
1. Earth is the only place [[where human being can live]].
2. Earth is full of sources
3. thatwe can use for our daily needs.
4. We musn’t(must not) cause more pollution or trouble for global warming
5. Which becoming (becomes) one of the world’s largest problem now
3.7 Reliability and Validity
The term validity and reliability are used to examine the quality of the research. Reliability is defined as the tendency of the research to have a consistent result over time and an accurate representation of the total population under sample (Joppe, 2000 as cited in Golafshani, 2003). So, reliability refers to consistency of the research result whereby if another research is conducted using the same research methodology, the result will be the same. Validity refers to the authenticity of the data (Setiadi, 2006) so the data collected must be real or true.
To make the result of this study valid and reliable, triangulation and interrater were used in this study. The triangulation employed in this study was triangulasi teori (theory triangulation) in which the same data were analyzed by using different theories (Cohen and Manion, 1980 as cited in Setiadi, 2006). In this study, two main frameworks were used to analyze students’ texts: writing rubric proposed by Rose to categorize students’ level of ability in writing hortatory exposition text and SFL framework to identify difficulties encountered by the students in writing the text. Instead of triangulation, interraters also gave
contribution for the validity and reliability in categorizing students’ texts. There
were three raters involved in this study: the researcher, a professional teacher who has been teaching in the school where the data collected and a colleague of the researcher who has undergone teaching practicum.
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By using triangulation and involving interraters, it is expected that the validity and reliability of the research can be achieved.
3.8 Concluding Remarks
This chapter has elaborated the methodology of the study which includes research questions, research design, research site, participants, data collection, data analysis, validity and reliability. This study attempts to find out the students’ ability and difficulties in writing Hortatory Exposition text in terms of text structure, linguistic features, transitivity and theme system of the text. The research used case-study. The Hortatory Exposition texts used as the data in this study were the text written by the eleventh graders of a public senior high school in Bandung. The texts were analyzed by using SFL framework. The further result and discussion from this chapter will be elaborated in chapter VI.
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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER V
CONCLUSION AND RECOMMENDATIONS
This chapter presents the conclusion and recommendations of this study. The conclusion is based on the data presentation and the discussion of the findings from the previous chapter. The recommendations offer some suggestions for the teachers and further researchers who have desire to conduct further study concerning the topic.
5.1 Conclusion
This study is focused on analyzing students’ ability in writing Hortatory Exposition text and finding out the students’ difficulties in writing this genre. The
purpose of this study is to figure out students’ ability and difficulties in writing
Hortatory Exposition text in terms of its schematic structure, linguistic features, transitivity and theme system. It was conducted in a public senior high school in Bandung, West Java. A qualitative case study was employed to answer the research questions.
This study found out that in terms of level of ability, the students’ scores range from 1.6 to 2.7 out of 3 with 2.1 as the average score. The scores indicated
that the students’ levels of ability are concentrated in middle level, range from 1.8 to 2.4. In term of the schematic structure of Hortatory Exposition Text, the low and middle achievers encountered problems related to the Thesis statement, well elaborated arguments and the Recommendation. In Thesis part, a low achiever’s text, text 20 did not state the Thesis statement. In arguments part, low achievers stated irrelevant arguments without giving elaboration. Moreover, the middle achievers were competent to elaborate the arguments but those arguments were not written in different paragraph. Instead of giving recommended action, the Recommendation part of low and middle achievers consists of the summary of the text which indicates the characteristic of Analytical Exposition. High achievers
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understood the schematic structure of a Hortatory Exposition Text which consists of thesis, arguments, and recommendation as proposed by Gerot & Wignell (1994) and Emilia (2011, 2014). The high achievers also had the ability to write a mature Hortatory Exposition Text which elaborated and developed each argument to form paragraph as suggested by Martin (1985).
However, all high, middle and low achievers are proficient to apply the linguistic features of Hortatory Exposition Text as proposed by Beach & Appleman (1984 as cited in Setiadi, 2006), Gerot & Wignell (1994), Almasi (2003 as cited in Setiadi, 2006), Martin & Rose (2008), Lirora & Cuevas (2009) and Emilia (2011). The texts were typically written by using simple present tense. The texts used mental verbs, connectives, modal, technical terms, various text structure and evaluative language. One of the characteristics applied in small number and leads to mistake in grammatical structure is the usage of passive voice. Instead of that, several problems in writing, proposed by Silva (1993 as cited in Brown, 2001), Saddler (2006) and Farooq, et al. (2012) were found in
students’ texts. It verified that the students encountered difficulties in spelling specifically when dealing with technical terms, diction, and grammatical structure particularly when writing complex sentences.
Experientially, the students were skilled to express material, mental and relational processes in the text as proposed by Gerot & Wignell (1994). Furthermore, various types of processes were found in middle and high achievers’ texts. The high achievers also accomplished the characteristic of Hortatory Exposition text as suggested by Gerot & Wignell (1994), to use relational processes as the dominant process in the text.
The textual metafunction analysis proved that all texts presented various types of Theme, including topical unmarked Theme, topical marked Theme, textual Theme, interpersonal Theme, and multiple Themes to make a coherent text. In addition, the students employed various thematic progressions in the text. However, the low achievers tended to overuse theme reiteration pattern or the same Topical theme that made the text boring and undeveloped (Eggins, 2004).
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Meanwhile, the middle and high achievers showed the ability to use multiple Themes pattern.
Overall, the findings indicated that the students still need improvements in terms of schematic structures specifically in elaborating arguments to make the idea proposed by the writer more convincing and logically acceptable. The students also need more practice particularly when dealing with complex clauses and passive voice.
5.2 Recommendations
Based on the findings, discussions, and conclusions of research result, there are some recommendations for teachers and further researchers regarding
SFL analysis of students’ text.
Firstly, for teachers, it is suggested to use SFL analysis to analyze
students’ texts because it provides the teacher with detail information. It also may
reveal the quality of students’ language ability. Furthermore, the teacher will be able to give appropriate feedback and guidance for the students.
Secondly, for further researchers, the SFL framework can be used to analyze different genre. Moreover, other system of SFL such as the Mood System can be used to figure out the interaction of the writer and the readers or the characters in the text.
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APPENDICES
APPENDIX A
STUDENTS’ WRITING SCORES
ACCUMULATION SCORES R 1’S SCORE
R 2’S SCORE R 3’S SCORE
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R.1 R.2 R.3 R.1 R.2 R.3 R.1 R.2 R.3 R.1 R.2 R.3 R.1 R.2 R.3 R.1 R.2 R.3 R.1 R.2 R.3 R.1 R.2 R.3 R.1 R.2 R.3 R.1 R.2 R.3 R.1 R.2 R.3 R.1 R.2 R.3 R.1 R.2 R.3 R.1 R.2 R.3 R.1 R.2 R.3 R.1 R.2 R.3 R.1 R.2 R.3 R.1 R.2 R.3 R.1 R.2 R.3 R.1 R.2 R.3 R.1 R.2 R.3 R.1 R.2 R.3 R.1 R.2 R.3 purpose 3 3 3 3 3 2 2 2 1 2 2 1 3 2 2 2 2 3 2 1 2 3 2 3 2 2 1 3 2 3 3 3 3 3 3 2 2 2 2 3 3 2 1 2 1 2 2 2 3 2 2 3 3 3 3 3 3 2 2 2 2 3 2 2 3 2 3 3 3
staging 2 3 3 3 2 3 1 2 1 2 1 2 2 1 2 1 2 3 1 1 1 2 1 2 2 1 1 3 3 3 3 3 3 2 3 2 2 1 1 3 2 3 2 2 2 2 2 3 3 3 3 3 3 3 3 3 2 1 1 1 1 3 2 2 3 1 3 3 2
field 3 3 2 3 2 3 2 2 1 3 2 2 3 2 2 3 2 2 2 2 2 2 2 2 2 2 1 2 2 1 2 2 1 3 3 1 2 2 1 3 2 3 2 2 1 3 2 2 2 2 3 3 2 2 3 2 2 2 2 2 2 2 2 1 2 1 3 3 3
tenor 3 3 3 3 2 2 2 2 1 3 2 2 2 2 3 2 2 2 2 2 1 2 2 3 2 2 2 2 2 1 2 2 1 2 3 1 2 2 1 3 2 3 2 2 2 2 2 1 3 2 3 2 2 2 2 2 2 2 2 2 2 2 1 2 2 2 2 3 3
mode 2 3 2 3 2 3 2 2 3 2 2 2 1 2 2 2 2 3 2 2 3 1 2 1 1 2 1 2 2 3 1 2 3 2 3 2 2 2 2 2 2 2 1 2 1 2 2 1 2 2 3 2 2 2 2 2 2 2 2 1 1 2 2 1 2 2 2 3 2
phases 2 2 2 2 2 2 1 2 1 2 2 1 1 2 1 2 2 3 2 2 1 2 2 3 2 2 1 3 2 3 3 2 3 2 3 1 2 2 1 2 2 2 1 2 1 2 2 2 2 2 3 3 2 3 2 2 3 2 2 1 1 2 1 2 2 1 2 3 3
lexis 3 2 3 2 2 2 2 2 1 2 2 2 2 2 2 3 2 2 3 2 2 2 2 1 2 2 2 2 2 2 2 2 2 3 3 1 2 2 2 2 2 2 2 2 2 3 2 2 3 2 2 3 2 2 3 2 2 2 2 2 2 2 2 2 2 1 3 3 2
conjunction 3 3 1 2 2 2 1 2 1 1 1 1 2 1 1 3 1 2 2 2 2 2 1 2 1 1 1 3 3 3 2 3 3 2 3 1 2 1 1 2 2 2 2 2 2 2 2 2 3 3 3 2 3 2 2 3 2 1 1 1 1 2 1 1 2 1 3 3 2
reference 3 2 3 2 2 3 2 2 2 2 2 3 2 2 3 2 2 2 2 2 2 2 2 3 2 2 2 1 2 2 1 2 2 2 2 2 1 2 2 2 2 2 2 2 1 2 2 1 3 2 3 2 2 2 3 2 2 2 2 3 2 2 1 1 2 1 3 2 3
appraisal 3 2 3 2 2 2 2 2 1 1 2 1 2 2 3 2 2 2 2 2 1 2 2 2 3 2 2 2 2 1 1 2 1 3 2 2 2 2 1 2 2 2 2 2 1 2 2 2 3 2 2 2 2 1 2 2 1 2 2 1 2 2 2 2 2 2 2 2 3 2 2 3 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 1 1 2 1 1 2 2 1 2 2 2 3 1 2 2 2 2 2 2 2 2 2 2 2 2 2 2 3 2 2 2 2 2 2 1 2 2 1 3 2 1 2 1 2 3 2
spelling 3 2 3 2 2 3 2 2 3 2 2 2 2 2 3 3 2 3 3 2 3 3 2 2 2 2 2 3 2 2 1 2 2 3 3 2 2 2 2 3 2 2 2 2 2 3 2 3 2 2 2 2 2 2 2 2 2 1 2 2 1 2 2 2 2 2 2 3 3
punctuation 3 3 2 2 2 2 2 2 2 2 2 1 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 3 2 2 2 2 2 3 3 1 2 2 1 3 2 2 2 2 1 3 2 2 3 2 3 2 2 1 2 2 1 1 2 1 2 2 2 1 2 2 3 3 3
presentation 3 3 2 3 2 3 2 2 1 2 2 2 2 2 2 2 2 3 2 2 2 3 2 2 2 2 1 2 2 1 2 2 1 3 3 2 2 2 2 2 2 2 1 2 1 2 2 3 3 2 3 2 2 2 1 2 1 1 1 1 3 2 3 2 2 2 2 3 3 38 36 35 34 29 34 25 28 21 28 26 24 28 26 30 31 27 34 29 26 26 30 26 29 26 26 20 32 30 29 26 31 29 35 40 21 27 26 21 34 29 31 24 28 20 32 28 28 37 30 38 33 31 29 32 31 27 22 25 22 23 31 25 22 30 21 35 40 37 2.7 2.6 2.5 2.4 2.1 2.4 1.8 2.0 1.5 2.0 1.9 1.7 2.0 1.9 2.1 2.2 1.9 2.4 2.1 1.9 1.9 2.1 1.9 2.1 1.9 1.9 1.4 2.3 2.1 2.1 1.9 2.2 2.1 2.5 2.9 1.5 1.9 1.9 1.5 2.4 2.1 2.2 1.7 2.0 1.4 2.3 2.0 2.0 2.6 2.1 2.7 2.4 2.2 2.1 2.3 2.2 1.9 1.6 1.8 1.6 1.6 2.2 1.8 1.6 2.1 1.5 2.5 2.9 2.6
grammar
graphic fe
criteria/text Text 1
Average score average sum 2.6
genre
register
discourse
Text 2 2.3Text 3 Text 4
1.8 1.9
Text 5
2.0
Text 6 Text 7
2.2 1.9
Text 8
2.0
Text 9 Text 10
1.7 2.2
Text 11 Text 12 Text 13
2.0 2.3 1.8
Text 15 Text 16 Text 17
2.2 1.7 2.1 2.5 2.7
Text 18 Text 19 Text 20 Text 21 Text 22 Text 23
2.2 2.1 1.6 1.9 1.7
Text 14
Students’ Writing Scores based on Writing Rubric proposed by Rose (2007)
Students‟ texts were rated by three raters: the researcher (R1); an English teacher (R2) and a colleague of the researcher who has passed teaching practicum (R3).
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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu APPENDIX B
STUDENTS’ TEXTS
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Identifying Students’ Ability and Difficulties in Writing Hortatory Exposition Text
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu TEXT 17
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Nurul Isra Fauziah, 2014
Identifying Students’ Ability and Difficulties in Writing Hortatory Exposition Text
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu TEXT 1
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Nurul Isra Fauziah, 2014
Identifying Students’ Ability and Difficulties in Writing Hortatory Exposition Text
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu APPENDIX C
LINGUISTIC FEATURES ANALYSIS, TRANSITIVITY ANALYSIS AND THEME SYSTEM ANALYSIS
TEXT 20 TEXT 22 TEXT 16 TEXT 6 TEXT 17 TEXT 1
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Nurul Isra Fauziah, 2014
Identifying Students’ Ability and Difficulties in Writing Hortatory Exposition Text
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
A Low Achiever’s Hortatory Exposition Text: Text 20 Corruption should be banned in Indonesia
Thesis
1. Do you know [[what the meaning of corruption is]]? 2. What is the relation between money an(and) corruption?
3. Well, corruption is common everywhere in the world, even in the United States,
4. Do you know [[what the meaning of corruption is]]? 5. What is the relation between money an(and) corruption?
6. Well, corruption is common everywhere in the world, even in the United States,
7. In our country corruption is common place (commonplace) 8. that often we (often) met,
9. many people [[that does (do) corruption]] (are) not complete(ly) handling (handled),
10.that coming about (makes) corruption round into the habit.
Arguments
11.Corruption belong to egoist actin (action) 12.Why (is it so)?
13.Because corruption just accentuate (your)thyself 14.that(it) injures many people.
15.[[As we know]], corruption can make negative impact 16.that having (haves) an effects on many people. 17.What kind of impact?
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Nurul Isra Fauziah, 2014
Identifying Students’ Ability and Difficulties in Writing Hortatory Exposition Text
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
19.Corruptor (is) one of greedy and (poor) behaviour, poor, 20.(It was done by) lier (liar) and lazy people.
21.I think
22.the measures [[taken so far [[to overcome the problem]] by punishing the corruptors]] is still not far enough.
23. We have to prevent the younger generations from getting a bad mentality [[caused by corruption]].
Recommendation
24.I believe
25.we should start at the earliest stages in school 26.and I think
27.every one should be involved in the effort [[to eradicate corruption]], 28.we mus (must) not make any distinction.
29.As the rising generation, we shall avoid corruption character 30.because (it) can be injure thy (your)self and others. )
Linguistic Features Analysis of Text 20
a. focus on a certain topic : corruption in Indonesia
b. use present tense: ..corruption is common everywhere in the world…. c. use connectives : However, it is quite shocking when one reliable survey
claims Jakarta as the most corrupt place in Indonesia (comparative connective).
d. use varying degree of modal: As the rising generation, we shall avoid
corruption character…, …we should start at the earliest stages in school... e. use technical terms: corruption, democracy, States common welfare
f. use evaluative language : Corruption can make negative impact that having an effect on many people.
g. use passive voice: I think every one should be involved in the effort to eradicate corruption.
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Nurul Isra Fauziah, 2014
Identifying Students’ Ability and Difficulties in Writing Hortatory Exposition Text
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
h. use mental processes : I believe we should start at the earliest stages in
school…
i. use material processes: We have to prevent the younger generations from getting a bad mentality caused by corruption.
j. use relational processes: it is quite shocking when one reliable survey claims Jakarta as the most corrupt place in Indonesia.
Transitivity analysis of text 20 Thesis
1 Do you know what the meaning of
corruption is?
senser Pr:
mental
phenomenon
2 What is the relation between money an(and)
corruption?
Value Pr:
relational
Token
3 Well, corruption is common everywhere in the
world, even in the United States,
Carrier Pr: relational Attribute
4 It ‟s just a matter of intensity.
Carrier Pr: relational Attribute
5 However, it is quite shocking
carrier Pr: relational attribute
6 When one reliable survey
claims Jakarta as the most corrupt place in Indonesia.
Sayer Pr: verbal Verbiage
7 In our country corruption is common place
(commonplace)
Circ: Location Carrier Pr: relational attribute
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Nurul Isra Fauziah, 2014
Identifying Students’ Ability and Difficulties in Writing Hortatory Exposition Text
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
actor Circ: extend Pr: material
9 many people [[that does (do) corruption]] Pr: material
(are) not complete(ly) handling
(handled),
Carrier Pr: relational attribute
10 that coming about
(makes)
corruption round into the habit.
Agent Pr: relational Carrier attribute
Arguments
11 Corruption belong to egoist actin (action)
Carrier Pr: relational attribute
12 Why (is) (it) (so)?
Pr: relational Carrier attribute
13 Because corruption just
accentuate
(your)thyself
Actor Pr: material Goal
14 that(it) Injures many people.
Actor Pr: material Goal
15 [[As we know]], Pr: mental
corruption can make negative impact
Actor Pr: material Goal
16 that having (haves) an effects on many people.
Possessor Pr: relational Possessed
17 What kind of impact?
Pr: relational Token
18 (those) (are) Democracy, Economy, States
common welfare
Value Pr: relational Token
19 Corruptor (Corruption)
(is) one of greedy and (poor)
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Nurul Isra Fauziah, 2014
Identifying Students’ Ability and Difficulties in Writing Hortatory Exposition Text
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Token Pr:
relational
value
20 (It) (was done by) lier (liar) and lazy people.
Goal Pr: material Actor
21 I Think
Senser Pr: mental
22 the measures [[taken so far [[to overcome the problem]] by punishing the corruptors]] Pr: material
Pr: material
is still not far
enough.
Carrier Pr: relational Attribute
23 We have to
prevent
the younger generations
from getting a bad mentality [[caused by corruption]]. Pr: relational
Actor Pr: material beneficiary goal
Recommendation
24 I Believe
Senser Pr: mental
25 we should start at the earliest stages in
school.
Actor Pr: material Circumstances
26 And I think
Senser Pr: mental
27 every one should be involved in the effort [[to eradicate
corruption]] Pr: material
Beneficiary Pr: material Actor
28 we mus (must) not make any distinction.
Actor Pr: material Range
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Nurul Isra Fauziah, 2014
Identifying Students’ Ability and Difficulties in Writing Hortatory Exposition Text
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
generation,
Actor Pr: material goal
30 because (it) can be injure thy (your)self and
others.
Actor Pr: material beneficiary
Number of processes
Material Mental Relational Behavioral Verbal Existential
15 5 15 0 1 0
Theme Analysis of Text 20
(Bold=Topical Theme, Underline=Textual Theme, Italic=Interpersonal Theme) Corruption should be banned in Indonesia
Thesis
1. Do you know what the meaning of corruption is?
2. What is the relation between money an (and) corruption?
3. Well, corruption is common everywhere in the world, even in the United States,
4. It‟s just a matter of intensity.
5. However, it is quite shocking
6. When one reliable survey claims Jakarta as the most corrupt place in
Indonesia.
7. In our country, corruption is common place (commonplace) that often we
(often) met,
8. many people [[that does corruption]] (are) not complete(ly) handling
(handled),
9. that coming about (makes) corruption round into the habit. Arguments
10.Corruption belong to egoist actin (action)
11.Why (is it so)?
12.Because corruption just accentuate (your)thyself 13.that (it) injures many people.
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Nurul Isra Fauziah, 2014
Identifying Students’ Ability and Difficulties in Writing Hortatory Exposition Text
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
14.As we know, corruption can make negative impact that having (haves) an effects on many people.
15.What kind of impact?
16.(those are) Democracy, Economy, States common welfare
17.Corruptor (Corruption) (is) one of greedy and (poor) behaviour, poor, 18.(It was done by) lier (liar) and lazy people.
19.I think the measures [[taken so far [[to overcome the problem]] by
punishing the corruptors]] is still not far enough.
20.We have to prevent the younger generations from getting a bad mentality
[[caused by corruption]].
Recommendation
21.I believe we should start at the earliest stages in school
22.and I think every one should be involved in the effort [[to eradicate corruption]],
23.we mus (must) not make any distinction.
24.As the rising generation, we shall avoid corruption character
25.because (it) can be injure thy (your)self and others.
Number of Thematic Progression:
Theme Reiteration : 9
Zig-zag Pattern : 2
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Nurul Isra Fauziah, 2014
Identifying Students’ Ability and Difficulties in Writing Hortatory Exposition Text
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
A Low Achiever’s Hortatory Exposition Text: Text 22 Social Media make(s) people populer (popular) Thesis
1. In this era, social media a lot of people have social media. 2. Many people have many friend(s) in social media.
3. In social media, you can get a lot of friend(s). 4. Social media is very have fun for young (people) 5. but old people make social media (too).
6. Social media can help you about (with) home work, works, activity, destination place, holiday
7. and can help you about searching some body [[you know]]. 8. You can searching (search) anything in social media, 9. (It is) easy for you.
10.(You can) take some information
11.or your many (have) friend from social media. 12.Many people [[in eart (earth)]] know of social media.
13.Many people (become) popular from in social media because their photos, videos, and anything else.
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Nurul Isra Fauziah, 2014
Identifying Students’ Ability and Difficulties in Writing Hortatory Exposition Text
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu Arguments
14.My argument (is) social media is so important for many people,
15.because many people have information from social media for homework, works, holiday information, invitations, talk to many friend, informasi (information) about school.
16.Social media ismake(s) many people (have) fun and forgeting (forget) their problem
17.because social media [[in this area (era)]] have many games 18.and many people can playing (play) it.
19.Social media is very easy to (for) child(ren) or young (teenagers)
20.because social media have application for child(ren) or young (teenagers). 21.Social mediayou can meet it in all of area such as in park, yard, mall, school,
office.
22.In school social media (is) very use full (useful) for student in school.
Recommendation
23.So social media is very use full (useful) for people(„s) life, 24.because everything you can take in social media.
25.Social media can make you populer (popular),
26.because your photos, videos, information and anything else can see(be seen) by a lot of people [[you know or not]].
27.(There are )Many information (that) can you (can) take from social media. 28.For(from) child(ren) to older people can make social media.
29.Social media can you take to(is)very cheap in handphone, laptop, tablet, computer
30.but social media need(s) internet connection.
31.Social media is very easy (to) formake you (popular) populer, 32.but social media have a little (negative) negatif thing
33.but positif (positive) thing can make negative thing gone from social media.
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Nurul Isra Fauziah, 2014
Identifying Students’ Ability and Difficulties in Writing Hortatory Exposition Text
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
a. focus on a certain topic : social media
b. use present tense: ....social media is very use full...
c. use connectives : So, social media is very use full for people life, because everything you can take in social media, Social media is very easy for make you populer, but social media have a little negatif thing. (Connectives in concluding statement, causal connective and comparative connectives). d. use varying degree of modal: only use “can”
e. use technical terms: - (use everyday terms)
f. use evaluative language : Social media is very easy to child or young….. g. use passive voice: -.
h. use mental processes : Many people in eart know of social media.… i. use material processes: Social media can help you…
j. use relational processes: Many people have many friend...
Transitivity analysis of text 22
1 In this era, social media a lot of people
have social media.
Possessor Pr: relational Possessed
2 Many people have many friend(s) in social media.
Possessor Pr: relational Possessed
3 In social media, you can get a lot of
friend(s).
Actor Pr: material Goal
4 Social media is very have fun for young (people)
Carrier Pr: relational Attribute
5 but old people make social media
(too).
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Nurul Isra Fauziah, 2014
Identifying Students’ Ability and Difficulties in Writing Hortatory Exposition Text
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
6 Social media can help You about (with) home work,
works, activity,
destination place, holiday
Actor Pr: material beneficiary Range
7 and can help You about searching some
body [[you know]] Pr: mental
Pr: material beneficiary Range
8 You can searching
(search)
anything in social media,
Actor Pr: material Goal
9 (It) (is) easy for you.
Carrier Pr: relational Attribute
10 (You) (can) take some information
Actor Pr: material Goal
11 Or your many (have) Friend from social media.
Pr: relational Possessed
12 Many people in eart (earth) know of social media.
Senser Pr: mental Phenomenon
13 Many people
(become) popular from in social media
because (of) their photos, videos, and anything else.
Carrier Pr:
relational
Attribute Agent
Arguments
14 My argument (is) social media is so important for many
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Nurul Isra Fauziah, 2014
Identifying Students’ Ability and Difficulties in Writing Hortatory Exposition Text
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Theme Analysis of Text 1
(Bold=Topical Theme, Underline=Textual Theme, Italic=Interpersonal Theme)
Smoking Should be Banned Thesis
1. Smoking is becoming a hobby for people around the world especially
Indonesians.
2. We can find people [[who do that kind of thing]] easily from place to place.
3. If this kind of behaviour keeps continuing, it surely leads to problems and
problems.
4. (The problems are) not only for the environment
5. but (The problems are) also for the smoker [[him/herself]]. 6. The following arguments are the reasons
7. why we should banned (ban) smoking:
Arguments:
8. First, as we all know cigarettes are composed from dangerous medical substances, such as: nycotine(nicotine), ammonia, carbon monoxyde (monoxide) and others.
9. One of the deadliest substance(s) called TAR [[which cause(s) lung cancer]].
10.The smokers may not feel the effect at the present
11.but they will face the consequences later even through generations.
12.Second, the smoke [[which the cigarettes produced]], share a pollution for the country more precisely the earth.
13.Earth is the only place [[where human being can live]].
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Nurul Isra Fauziah, 2014
Identifying Students’ Ability and Difficulties in Writing Hortatory Exposition Text
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 15.that we can use for our daily needs.
16.We musn‟t (must not) cause more pollution or trouble for global warming
17.which becoming (becomes) one of the world‟s largest problem now.
18.My third argument is going to be focused on the social impact.
19.Research proofed (proved) that passive smokers will gain more negative
effect compared to the active smokers. 20.How?
21.Active smokers do have a filter from the cigarettes [[they consume]],
22.but passive smokers don‟t (have it). 23.it means
24.the smoke [[they inhale]] goes through the inner organ without any filtration.
Recommendation
25.I definitely oppose smoking,
26.that is [[why we should banned it]].
27.For smokers and chain-smokers I suggest you [[to stop this nasty behaviour
thing]] for the better of the world, the ones you love and yourself.
28.You can start by replacing the cigarettes into something sweet, for instance:
sweets, cookie, etc.
29.for the ones [[who doesn‟t taste smoke]], keep going,
30.you‟re on the right track.
Number of Thematic Progression:
Theme Reiteration : 5 Zig-zag Pattern : 9 Multiple Themes : 1
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Nurul Isra Fauziah, 2014
Identifying Students’ Ability and Difficulties in Writing Hortatory Exposition Text
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
APPENDIX D
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Nurul Isra Fauziah, 2014
Identifying Students’ Ability and Difficulties in Writing Hortatory Exposition Text
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
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Nurul Isra Fauziah, 2014
Identifying Students’ Ability and Difficulties in Writing Hortatory Exposition Text
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Nurul Isra Fauziah, 2014
Identifying Students’ Ability and Difficulties in Writing Hortatory Exposition Text