AN ANALYSIS OF STUDENTS’ ANALYTICAL EXPOSITIONS : A Case Study of a Public Senior High School in Cimahi.

AN ANALYSIS OF STUDENTS’ ANALYTICAL EXPOSITIONS (A Case Study of a Public Senior High School in Cimahi)

A PAPER

Submitted as a partial fulfillment of requirements for Sarjana Pendidikan Degree.

MOHAMMAD FAJAR MEDIYAWAN GINTINGS 1006547

ENGLISH EDUCATION DEPARTMENT

FACULTY OF LANGUAGE AND LITERATURE EDUCATION INDONESIA UNIVERSITY OF EDUCATION

AN ANALYSIS OF

STUDENTS’

ANALYTICAL EXPOSITIONS

Oleh

Mohammad Fajar Mediyawan Gintings

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

© Mohammad Fajar Mediyawan Gintings 2015 Universitas Pendidikan Indonesia

Januari 2015

Hak Cipta dilindungi undang-undang.

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

MOHAMMAD FAJAR MEDIYAWAN GINTINGS

AN ANALYSIS OF STUDENTS’ ANALYTICAL EXPOSITIONS (A Case Study of a Public Senior High School in Cimahi)

APPROVED BY: Main Supervisor

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

Co-Supervisor

Muhammad Handi Gunawan, M.Pd. NIP. 197301132009121002

Head of English Education Department Faculty of Language and Literature Education

Indonesia University of Education

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

STATEMENT OF AUTHORIZATION

I hereby state that this research paper titled An Analysis of Students’ Analytical Expositions (A Case Study of a Public Senior High School in Cimahi) submitted for Sarjana Pendidikan degree is entirely the result of my own work. I am fully aware that I have quoted some statements and ideas from various sources. All quotations are already properly acknowledged.

Bandung, January 2015

Mohammad Fajar Mediyawan Ginting, 2015 An Analysis of students’ analytical expositions

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Abstrak: Fokus utama studi ini adalah menyingkap sampai tingkatan apa tulisan analytical exposition siswa memenuhi kriteria dari teks analytical exposition. Study kasus kualitatif diterapkan sebagai metoda studi ini. Data yang digunakan didapatkan dari mengumpulkan enam teks analytical exposition yang ditulis oleh siswa dari tingkat pencapaian yang berbeda (pencapaian Rendah, Sedang dan Tinggi). Analisis data pada studi ini dilakukan dengan menelaah tulisan analytical exposition siswa dalam hal struktur skematik dan fitur linguistik (terutama pada system Transitivity). Penemuan studi ini menunjukan bahwa: (1) teks dari siswa pencapai-sedang lebih baik dalam memenuhi stuktur skematik dari teks analytical exposition tinggi; (2) teks dari pencapai-tinggi lebih baik secara signifikan dalam hal fitur linguistik umum; (3) semua teks memenuhi kriteria fitur linguistik (system Transitivity) karena menggunakan tipe processes material, relational dan mental secara dominan. Namun, penggunaan tipe processes tersebut masih kurang tepat pada teks pencapai-rendah.

Kata Kunci : Struktur Skematik, Fitur Linguistik, Sistem Transitivity, Tulisan Siswa, Analytical Exposition

Abstract: The prime focus of the study is to reveal to what extent the students’ analytical exposition writings fulfill the analytical exposition text criteria. Qualitative case study is applied as the method of the study. The data were attained by collecting six analytical exposition texts which were written by students from different level of achievements (Low, Middle and High achiever). The data analysis was done by examining students’ exposition writing in terms of schematic structure and linguistic features (mainly Transitivity system). The findings show that: (1) middle achiever texts are better in fulfilling the schematic structure of analytical exposition text; (2) the high achiever texts are significantly better in general linguistic features aspect; (3) all texts employ material, relational and mental processes which indicates the fulfillment of analytical exposition text linguistic features. However, the use of those processes in the low-achiever texts is sometimes inappropriate with the purpose of the elements.

Keywords : Schematic Structure, Linguistic Features, Transitivity System, Students’ Writings, Analytical Exposition

Mohammad Fajar Mediyawan Ginting, 2015 An Analysis of students’ analytical expositions

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu TABLE OF CONTENTS

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2.7.1.2 Linguistic Features of Analytical Exposition Text ... Error! Bookmark not defined.

2.8 Previous Studies ... Error! Bookmark not defined. 2.9 Concluding Remark ... Error! Bookmark not defined. CHAPTER III ... Error! Bookmark not defined. 3.1 Research Design ... Error! Bookmark not defined. 3.2 Research Site ... Error! Bookmark not defined. 3.2.1 Setting ... Error! Bookmark not defined. 3.2.2 Participants ... Error! Bookmark not defined. 3.3 Data Collection ... Error! Bookmark not defined. 3.3.1 Collecting Students’ Writings ... Error! Bookmark not defined. 3.3.2 Interview ... Error! Bookmark not defined. 3.4 Data Analysis ... Error! Bookmark not defined. 3.4.1 Analysis of Schematic Structure ... Error! Bookmark not defined.

Mohammad Fajar Mediyawan Ginting, 2015 An Analysis of students’ analytical expositions

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3.4.2 Analysis of Linguistic Features ... Error! Bookmark not defined. 3.4.3 Analysis of Data from Interview ... Error! Bookmark not defined. 3.5 Concluding Remark ... Error! Bookmark not defined. CHAPTER IV ... Error! Bookmark not defined.

4.1 Analysis and Discussion of Students’ Analytical Exposition Writings

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Mohammad Fajar Mediyawan Ginting, 2015 An Analysis of students’ analytical expositions

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4.2 Analysis of Interview Data ... Error! Bookmark not defined. 4.3 Concluding Remark ... Error! Bookmark not defined. CHAPTER V ... Error! Bookmark not defined. 5.1 Conclusion ... Error! Bookmark not defined. 5.2 Recommendation ... Error! Bookmark not defined. BIBLIOGRAPHY ... Error! Bookmark not defined. APPENDICES ... Error! Bookmark not defined.

Mohammad Fajar Mediyawan Ginting, 2015 An Analysis of students’ analytical expositions

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu BIBLIOGRAPHY

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Mohammad Fajar Mediyawan Ginting, 2015 An Analysis of students’ analytical expositions

Mohammad Fajar Mediyawan Ginting, 2015 An Analysis of students’ analytical expositions

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER I

INTRODUCTION

This study aimed at analyzing students’ analytical expositions using the Transitivity system of SFL, especially in terms of schematic structure and linguistic features. This chapter presents the background of the study, statement of problem, purpose of the study, scope of the study and significance of the study. This chapter also presents the clarification of terms and organization of the paper.

1.1 Background of the Study

Writing various text types is important, since being proficient in writing certain text types will give advantages in postsecondary education such as university (Departemen Pendidikan Nasional [Depdiknas], 2004, 2006; Beck & Jeffery, 2009). Earlier, Freebody (as cited in Emilia, 2005), argued that writing various text types can measure students’ actual achievement. Depdiknas (2006) further added that writing is one of the realizations of communication ability in English.

English in Indonesian curriculum, from 2004 until 2013, serves as one of the obligatory subjects. Moreover, English subject curriculum uses the model which perceives language as communication or recently known as systemic functional linguistics developed by Halliday (Depdiknas, 2004). Furthermore, the model closely relates to genre-based approach which is developed from the same basis – systemic functional linguistics. Thus, we can see at Indonesian schools that in learning English, students are required to write various text types. One of the texts is analytical exposition which is the focus of the study.

As stated above, the students’ writings may give teachers information regarding students’ actual performances namely weaknesses, strengths and whether or not they achieve the goals of the text they write (Freebody as cited in Emilia, 2005; Fang & Wang, 2011). However, Indonesian teachers tend to

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analyze students’ writings only from its grammar and fulfillment of generic structure. The analysis of grammar among teachers and students refer to dichotomous judgments that will only be expressed in form of “good or bad grammar” or the expressions of “grammatically correct or incorrect” (Bloor & Bloor, 2004; Christie, 2005; Hudson, Carter & McCarthy, Veel as cited in Emilia, 2014). Hyland (2002, p. 10) also found that teacher’s analysis to students’ writing tend to focus on error correction and identification of problems in students’ control of language rather than how meanings are being conveyed. Meanwhile, the analysis of generic structure fulfillment tends to only teach student to acknowledge the structure of certain genre.

Many studies concerning SFL have been conducted. Some studies among them focus to analyze products (e.g. writing, advertisement, textbooks etc.), while some of them focus to analyze the SFL itself as a tool of analysis. Some examples of studies concerning SFL and students’ writings are as follow.

Anderson (2013) conducted a study which aimed to outline the respective contributions of two approaches to multimodality in literacy and writing studies – SFL and situated literacies. Similar study comes from Fang & Wang (2011) which investigates the ability of SFL as a tool in analyzing students’ writings. These two studies are similar with this study where it shows what possible information can be gathered by using SFL as a tool in analyzing students’ writings.

In addition, some studies, as what have been done by Brown (2011) and Zheng, Yang, and Ge (2014), focus on analyzing students’ writing by using SFL. The study conducted by Brown (2011) focus on the analysis of interactions of dialect and register in academic writing practices of African American English-speaking high school students. Meanwhile, Zheng, Yang, and Ge (2014) conducted a study that reports the corpus-based Transitivity analysis on the

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employment of the six processes in realizing the stylistic features of the English-medium research article.

Furthermore, Emilia (2005), Cullip (2009) and Schulze (2011) conducted studies which both report the effectiveness of genre-based approach by analyzing students’ argumentative text using systemic functional grammar. It shows that by using SFL can also be used to identify the effectiveness of particular approach (especially Genre-based approach). In relation with this study, the analysis of students’ analytical expositions can also identify the effectiveness of their learning process, especially in writing text types.

In Indonesian public schools, especially secondary, the analysis of students’ texts is still inaccurate since most teachers did not use SFL as the tool of analysis. In fact, as stated before, that English in Indonesian curriculum since 2004 until 2013 adopted the Genre-Based Approach which is developed from the SFL approach. Teachers tend to analyze students’ texts in terms of its grammar and generic structure fulfilment without paying attention to how their texts have fulfilled the purpose of particular genre or text types. It causes students to assume the writing activity in the class is merely writing which is in concordance with the goal of Genre-Based Approach.

Hence, this study aims to fill the gap by analyzing analytical exposition text of students in a public school in Cimahi by using systemic functional linguistics. The study focuses on the analysis in terms of the schematic structure and linguistic features using SFL, especially, the Transitivity system.

1.2 Statement of Problem

This study addressed the question below:

1. To what extent do the students’ analytical expositions fulfill the schematic structure and linguistic features of analytical exposition text criteria?

Mohammad Fajar Mediyawan Ginting, 2015 An Analysis of students’ analytical expositions

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 1.3 Aim of the Study

The study aims:

1. To reveal to what extent the students’ analytical expositions fulfill the schematic structure and linguistic features of analytical exposition text criteria.

1.4 Scope of the Study

This study focuses on analyzing six analytical exposition texts written by students of a public school in Cimahi. The analysis is done in terms of schematic structure and linguistics features fulfillment by using the Transitivity system of systemic functional linguistics. Some underlying frameworks used in this study have been drawn from Derewianka (1990), Gerot & Wignell (1994), Halliday (1994), Lock (1996), Martin, Matthiessen & Painter (1997), Bloor & Bloor (2005), Eggins (2004), Emilia (2005; 2014), Knapp & Watkins (2005), Martin & Rose (2008).

1.5 Significance of the Study

The study is significant from theoretical and practical perspectives. First, theoretically, this study is expected to enrich the literature of students’ writings (especially analytical exposition) analysis by using Transitivity system of systemic functional linguistics. Second, it is also expected to give teachers practical information of how to analyze students’ writings (especially analytical exposition) in terms of schematic structure and linguistic features by using Transitivity of systemic functional linguistics.

Mohammad Fajar Mediyawan Ginting, 2015 An Analysis of students’ analytical expositions

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 1.6 Clarification of Terms

This part presents the technical explanation of related terms that are used in this study to prevent ambiguity, misinterpretation and misunderstanding towards the concepts presented and the meaning constructed.

a. Systemic Functional Linguistics (SFL) is a theory in linguistics which perceive language not as a set of rules, but resources in making meaning system (Halliday, 1994 p.15; Lock, 1996 p.2; Eggins, 2004 p.2; Emilia, 2005 p.87).

b. Transitivity System is used to express experiential meaning in writing which is done by selection of processes that is related to participant roles and configurations (Eggins, 2004 p.206). In this study, transitivity system will be referred as the system of participants, processes, and circumstances within students’ analytical expositions.

c. Genre in systemic functional linguistics is explained as the recurrent configuration of meanings that occurs and represents the social practices of a culture (Martin & Rose, 2008 p.6).

d. Analytical Exposition is one of the genres in genre-based approach which content has purpose explain, analyze, interpret, speculate, evaluate, persuade, or reflect (Olson, 2003 p.161). In the study, the term refers to analytical exposition writing that is written by second year students of a public senior high school in Cimahi.

1.7Organization of the Paper The paper is organized as follows:

Chapter I Introduction : This chapter elaborates the background of the study. The chapter discusses that the focus of this study is students’ writings analysis. The chapter also contains the statement of problem, aim of the study, scope of the

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study, significance of the study, research method, clarification of related terms, and paper organization.

Chapter II Literature Review : This chapter discusses the underlying theories of this study. The discussion will go through the related literature of systemic functional linguistics, genre, register, analytical exposition text and Transitivity system.

Chapter III Research Methodology : This chapter gives a clear exposure about how the study is carried. It clarifies why the study needs certain number of participant. The data collection and analysis will also be briefly explained.

Chapter VI Findings and Discussions : This chapter presents the findings and discussions of data analysis results. The discussion will be presented in terms of schematic structure and linguistic features.

Chapter V Conclusion and Suggestion : This chapter presents the conclusion and several suggestions of the study based on the analysis in chapter four. The conclusion states the answer to the research questions about the Transitivity System in students’ analytical exposition text. There are also several suggestions for further research related to the Transitivity System analysis.

Mohammad Fajar Mediyawan Ginting, 2015 An Analysis of students’ analytical expositions

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER III

RESEARCH METHODOLOGY

Chapter III elaborates the methodology employed in this study. The chapter covers the research design, site and participants of the study, data collection, and data analysis techniques. The research design discusses the design and approach used in this study. The research site exposes about where the study was conducted and the participants involved. The data collection presents the data type and the data collection technique. The data analysis elaborates the procedure of analyzing the data.

3.1 Research Design

The study used a descriptive qualitative method which help the writer to collect, examine, analyze, describe and categorize textual data using interpretative analysis in order to identify how the schematic structure, purpose and linguistic features within students’ expositions (Heigham & Crocker, 2009; Creswell, 2012). In addition, the employment of qualitative method allows the writer to conduct the study with a small number of participants as the issues of generalization are less concerned (Mackey & Gass, 2005). Furthermore, the research was conducted in a case-study design which tends to provide detailed description of a defined individual or entity such as student, program, school or institution (Mackey & Gass, 2005; Merriam in Heigham & Crocker, 2009).

In the analysis of schematic structure, SFL can describe the specialized nature of the genre in terms of the way texts are organized and the way grammatical and lexical pattern distinguish it from other genre (Coffin, 2006, p.14; Martin & Rose, 2008). Moreover, the schematic structure analysis is used to

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reveal to what extent students’ writing fulfilled the steps to reach the social purpose of analytical exposition text (Christie, 2005; Martin & Rose, 2008). Meanwhile, the Transitivity System analysis is used to reveal the overall grammatical resources for construing goings on in students’ texts (Martin, Matthiessen & Painter, 1997; Emilia, 2005, p.94; Eggins, 2004, p.249; Emilia, 2014, p.149). The analysis of schematic structure and linguistic features (especially Transitivity system) are derived from the aspect of context (Register and Genre) as one of SFL notions which have been elaborated in Chapter 2. To sum up, SFL allows us to investigate the schematic structures and linguistic features of students’ writing of analytical exposition text.

3.2 Research Site 3.2.1 Setting

The study was conducted in a public senior high school in Cimahi, West Java. The school was chosen for several reasons. First, the school was chosen for its ease of access from the aspect of distance and bureaucracy. Second, the study chose senior high school because the Indonesian senior high school curriculum, since 2004 until 2013, contains the learning of analytical exposition text which is the focus of the study. The school that is involved in the study still uses 2006 curriculum for the eleventh grader. In addition, as stated in the Standard Competence and Basic Competence of 2006 senior high school curriculum, students are expected to be able to write analytical exposition text in order to be successful in academic and social (Depdiknas, 2006).

3.2.2 Participants

The study involved 30 eleventh-graders from one class. However, there are only six students’ texts were analyzed in detail. Those participants were chosen by

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purposeful sampling based on some particular criteria to help the researcher understands the central phenomenon which is to what extent students’ analytical expositions of a public school in Cimahi fulfill the criteria of analytical exposition text (Creswell, 2012). Furthermore, the type of purposeful sampling employed was maximum variation sampling, since the writer was trying to present multiple perspectives to represent complexity.

The researcher further classified the students into three levels of achievement which are: low, middle and high achievers. The classification was based on their average grade from two daily tests which are in form of multiple choices and writing a description text. In detail, low achievers students were those with the score from 77 - 80, middle achievers students were those with score from 80 - 90, and high achievers students were those with the score above 90. The range of low achievers’ score was based on the minimum passing grade of English subject of the school.

3.3 Data Collection

The data collection of this study was conducted in two steps; the collection of students’ analytical expositions and interview with students to validate the evidence or data. The detail procedure of data collection will be elaborated below.

3.3.1 Collecting Students’ Writings

The data used in this study were first draft of analytical exposition texts written by eleven grader students. Actually, the students learned analytical exposition texts in the previous semester, thus the researcher gave a brief review of exposition text. The review covers generic structure, linguistic features and exposure to examples of exposition text.

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Afterwards, the students were assigned to write and they were free to choose any topic. The freedom in the choice of topic is intended to attain students’ optimal language production according to the effort they gave to the subject they are excited with (Harmer, 2011, p.252). Moreover, they were assigned only to write the first draft. The students were given one day to write the exposition text. The results of students’ writing were collected as the main data of the study. Furthermore, six students’ analytical expositions were chosen to be analyzed in detail in terms of schematic structure and linguistic features.

However, the data collection process is one of the limitation of the study because students should have been given more time to develop their writing by writing several drafts of analytical exposition texts. Moreover, feedback is also essential in the process of writing. Thus, the results of students’ texts analysis presented in Chapter 4 were affected by the limitation of data collection.

3.3.2 Interview

The students were also interviewed as additional data source. The data from interview was used as a tool for validation to the main data being analyzed – students’ texts (Creswell, 2012). Yin (2003) added that using multiple sources of data and maintain the chain among them will reinforce and increase quality of the study. The study also requires the information regarding students’ knowledge of analytical exposition writing which can be observed when they write.

This study used an one-on-one interview to gather detailed answer from each participant. The interview contains several questions related to students’ knowledge on the analytical exposition text which are: (1) general information; (2) grasp on schematic structure and linguistic features; (3) further understanding which seen from the perspective toward difficulty(s) and benefit(s) from learning and writing analytical exposition text.

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The interview was done to six students who wrote the texts being analyzed. The interview was conducted in Bahasa Indonesia to attain the comfort zone and avoid misunderstanding from both writer and participant. The interview session was recorded so it can be transcribed to achieve detail information.

3.4 Data Analysis

The data analysis in this study was divided into two category: analysis of students’ texts and analysis of data from interview. The analysis of students’ texts covers the schematic structure and linguistic features of students’ analytical expositions. Moreover, the analysis of linguistic features also includes the Transitivity system analysis. The detail procedure of data analysis will be elaborated below.

3.4.1 Analysis of Schematic Structure

In this step, the analysis focuses on overall meaning construed and schematic structure found in the students’ exposition writing in order to check the fulfillment of social purpose. Students’ exposition texts were analyzed into clauses and segmented into structure of exposition text; Thesis, Arguments and Conclusion or Reiteration as can be seen in Table 2 below.

Afterwards, the texts were further analyzed in terms of schematic struture by referring to the frameworks proposed by several linguists such as Derewianka (1990), Gerot & Wignell (1994), Anderson & Anderson (1997), Emilia (2005), Knapp & Watkins (2005), Martin & Rose (2008), Christie & Derewianka (2008), and Emilia (2012). Table 2 below shows the example of schematic structure analysis of Text 3 written by a middle-achiever student.

Mohammad Fajar Mediyawan Ginting, 2015 An Analysis of students’ analytical expositions

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu Table 1

Schematic Structure Analysis on Text 3 Internet Thesis

1. Who don’t(doesn’t) know internet?

2. People today always use internet for they work, task and even for refreshing. Arguments

3. Firstly, we know that Internet [[is very usefull(useful)]]a [[like doing homework for a student.]]b

4. As a student, we need more information for our task 5. and we like [[to get it fast.]]a

6. So, internet is the best way for student [[to get information for task.]]a 7. Next, for businessman, they can sell their product online.

8. With this application, consumens(consumers) doesn’t need [[to go to market anymore,]]a

9. they can buy anything on the internet now. 10.Last, we are all connected [[because of internet.]] 11.For example Facebook and Twitter.

12.It makes people all around the world connected.

13.If you want [[to meet your old friend,]]a maybe you [[meet them here.]]b Conclusion or Reiteration

14.So, internet is very usefull(useful) for our daily activities.

3.4.2 Analysis of Linguistic Features

After the analysis of schematic structure on students’ exposition writing, the analysis moves to the analysis of the linguistic features by identifying the Transitivity system within the text. Transitivity system analysis is used to investigate the interpretation of meaning from the processes, participants and circumstances within students’ exposition writing (Christie, 2005). The result of the analysis were then related to the criteria of analytical exposition linguistic features which is derived from Derewianka (1990), Halliday (1994), Lock (1996), Martin, Matthiessen and Painter (1997), Halliday and Matthiessen (2004), Bloor

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and Bloor (2004), Eggins (2004), Knapp and Watkins (2005) and Emilia (2005; 2014). The following is an example of Transitivity system analysis on Text 4. Thesis

1. Science is developing from year to year. Actor Pr : Mat Extent

2. Science makes technology develops. Agent Pr : Attr : caus Carr Attribute

3. Science has made us [[to be in the modern era.]]a Agent Pr : Attr : caus Carr Pr : Attr : Int Attribute

4.

And with science too,

people can harm other people or their world

by killing,

contaminating, etc. Circ : Manner Actor Pr : Mat G Circ : Manner

5. So, is science a threat to(for) human? Pr : Attr : int Carr Attribute Circ : Cause

6. No of course.

7. But human can be that threat Carr Pr : Attr : Int Attribute Arguments

8. First, science is not good and not evil. Carr Pr : Attr : Int Attribute

9. But science is neutral Carr Pr : Attr : Int Attribute

10. But we humans are not neutral Carr Pr : Attr : Int Attribute

Mohammad Fajar Mediyawan Ginting, 2015 An Analysis of students’ analytical expositions

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 11. We can be good,

Carr Pr : Attr : Int Attribute

12. and we can be bad. Carr Pr : Attr : Int Attribute

13.

Even [[the bombing

in Hiroshima and Nagasaki]]a

would not

happen(happened)

if people did not do it. Pr : Mat Circ : Loc Pr : Mat Circ : Cont

G Pr : Mat

14.

Or Saddam Hussein

which(who) killed

many people in Kurdistan by chemical bombs in 1988. Actor Pr : Mat G Circ : Loc Circ : Manner

15. Because weapon do not kill people.

Actor Pr : Mat G

16. Science, do not kill people. Actor Pr : Mat G

17. But people kill people.

Actor Pr : Mat G

18. So which one is the real threat? Carr Pr : Attr : Int Attribute

19. Second, science is(is) also help human.

Actor Pr : Mat G

20.

Because it is how we [[keep our food fresh,]] Carr Pr : Attr

: Int

Actor Pr : Mat G Circ: Manner Attribute

even solution for things like global warming. Circ : Cause

Mohammad Fajar Mediyawan Ginting, 2015 An Analysis of students’ analytical expositions

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 21. Because science don’t make pollution.

Actor Pr : Mat G

22. And now,

there are many disease

that curable because of the develops of health science. Circ :

Loc

Pr : Exist Existent Circ : Manner Circ : Cause

23.

And third,

if we say science [[is a threat,]]a Sayer Pr : Vb Carr Pr : Attr : Int Attribute

Vg

24.

So that Everyone who [[learn Science]]a will be a threat. Senser Pr : Ment : Cog Ph Pr : Attr:

Int

attribute Carr

25. There are billions of schools in this world. Pr : Exist Existent Circ : Loc

26.

And if we say science [[is a threat.]]a Sayer Pr : Verb Carr Pr : attr: Int attribute

Vg

27. so all the student will be a threat. Carr Pr : Attr : Int Attribute Conclusion or Reiteration

28.

So from all of that,

we know that

science

[[never harm

Human]]a But

[[helping]]b Circ : Cont Senser Pr : Ment :

Cog

Actor Pr : Mat G Pr : Mat Ph

29. Science is not a threat to human, Carr Pr : Attr : Int Attribute Circ : Cause

Mohammad Fajar Mediyawan Ginting, 2015 An Analysis of students’ analytical expositions

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu Carr Pr : Attr : Int Attribute Circ : Cause 3.4.3 Analysis of Data from Interview

The study, as stated in previous section, also use data from interview to reinforce and increase quality of the findings (Yin, 2003). The data from interview is gathered by transcribing the recording of the interview. Afterwards, the transcriptions were categorized into the theme to answer the designed research question. Finally, the data were presented in a condensed form based on the three categories of tables. The analysis of data from interview is presented in Chapter 4. 3.5 Concluding Remark

This chapter has discussed the methodological aspects applied in this study covering the research design, research site and participants, data collection, and data analysis. In the next chapter, the findings and discussions of the study will be discussed.

Mohammad Fajar Mediyawan Ginting, 2015 An Analysis of students’ analytical expositions

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER V

CONCLUSION AND RECOMMENDATION

This chapter provides the conclusion of the study derived from the findings and discussion and offers some recommendations which may give some inputs for future studies with theme related to the analysis of students’ writings by using systemic functional linguistics.

5.1 Conclusion

As stated in Chapter I, the focus of the study is analyzing students’ analytical exposition writing in order to reveal to what extent their writings fulfill the schematic structure and linguistic features (in terms of Transitivity system) of analytical exposition text criteria. The students are divided to three levels of achievements, which are: low, middle and high achiever students. Moreover, the study was conducted in a qualitative design with a case study approach in one public school in Cimahi.

The findings show that the schematic structure of all texts fulfill the criteria of analytical exposition text. All the texts have all elements of analytical exposition structure namely thesis, arguments, reiteration. Moreover, in terms of linguistic features, all the texts use generalization of participant, simple present tense, connectives and impersonal voice. Experientially, all the texts also dominantly use relational, material and mental processes which are the characteristics of analytical exposition text. Moreover, all the texts also use circumstances to strengthen the stance being upheld.

However, the fulfillment is still inadequate to some extent. It is identified from some incomplete fulfillments which will be elaborated in detail conclusion of the study below.

Mohammad Fajar Mediyawan Ginting, 2015 An Analysis of students’ analytical expositions

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First, regarding the fulfillment of schematic structure of analytical exposition text. The findings of the study show that low achiever texts fulfill the schematic structure criteria of analytical exposition text to the extent of announcing the issue although not including the writer’s stance and present factual information as arguments to motivate the thesis in a form of paragraph. Meanwhile, the middle achiever texts complete the same criteria to the low achiever texts. However, they are better with two additional criteria of present background information though not very relevant and specific to the issue and present thesis reiteration and conclude the issue being upheld. The last is high achiever texts which fulfill the criteria to the same extent attained by low achiever texts. High achiever texts also have two criteria that are similar to the middle achiever texts which are present thesis reiteration and conclusion of the issue.

Second, in terms of general linguistic features, the low achiever texts attain the general linguistic features of analytical exposition text by using generalized participants, several connectives, impersonal voice and nominalizations (although poor). Meanwhile, the middle achiever texts are better to some extent that it uses better nominalizations as participant. In the high achiever texts, the linguistic features fulfillment is far better to the extent of using (1) participants in a form of noun phrase, (2) complex clauses intensively and (3) technical terms relevant to the issue. Therefore, in the aspect of general linguistics features, high-achiever texts are better than the low- and middle-achiever texts.

Third, experientially, the low achiever texts fulfill the linguistic features criteria of analytical exposition to the extent of employing mostly material, mental and relational processes. In participant roles employment, low achiever texts are inconsistent in which the role of participant mostly go to children and rarely assign computer as the issue being focused. However, low achiever texts employ circumstances properly in helping each element of the text to fulfill the purpose.

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Moreover, the middle achiever texts fulfill the linguistic features criteria by employing mostly material and relational processes. The use of participant roles in middle achiever texts is also appropriate that even science is not assigned mostly as active participant, it sometimes occurs as passive participant and in circumstances.

Meanwhile, the high achiever texts fulfill the linguistic features of analytical exposition text to the extent they employ mostly relational and material processes. There are also frequent occurrences of behavioral processes but those are actually in form of noun clause which is the focus of the issue being upheld – studying. The participant roles (Actor, Carrier, Possessor and Senser) assigned to students and studying. The circumstances employed in the texts are properly enrich and clarify the message being conveyed.

In summary, all texts fulfill the criteria of analytical exposition text in terms of schematic structure and linguistic features. However, the fulfillment of the criteria is still inadequate to some extent. It may results in unsuccessful completion of analytical exposition text social purpose. The failure in social purpose completion may emerge from three causes which are different levels of students’ achievements, inaccurate application of genre-based approach teaching and the limitation of data collection process which only obtained the first draft of students’ writing.

5.2 Recommendation

Based on the study, there are some recommendation for teachers and researchers who are interested in developing studies related to students’ writings analysis. The suggestions are derived from the limitation of this study.

First, for teachers, it is highly recommended that in genre-based approach learning, students should have been writing various text types instead of only

Mohammad Fajar Mediyawan Ginting, 2015 An Analysis of students’ analytical expositions

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

learning the text types theoretically. Moreover, teachers are recommended to conduct all the stages in genre-based approach in order to assure students’ understanding in writing a particular text type. It is because the process of writing will improve students’ English skill.

Moreover, the analysis of text they produce will give us an exposure on students’ actual performance namely the strength, weaknesses and achievements. In addition, the analysis of student also has to be done specifically both on the schematic structure, linguistic features and the meaning they are trying to convey. Second, for future researchers, the study only focuses on the analysis of schematic structure, general linguistic features and Transitivity system of students’ analytical expositions. Thus, it is recommended for further studies the analysis will also involve the logical meaning or conjunction system analysis to complete the ideational metafunction analysis. Moreover, it would be even better to analyze all the metafunction to attain complete depiction of meaning within students’ writing.

Third, further studies are recommended to improve in the variety of data by adding more drafts (not only diagnostic) of students’ texts to attain more elaboration. For example, researchers may collect students’ writing based on the cycle of genre-based approach. So, researchers may compare and identify differences or progress of students’ writing ability.

Fourth, further studies may also involve the implementation of a particular teaching technique or approach in order to gain information of how particular teaching technique and approach may affect students’ writings.

Mohammad Fajar Mediyawan Ginting, 2015

An Analysis of students’ analytical expositions

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21. Because science don’t make pollution.

Actor Pr : Mat G

22. And now,

there are many

disease

that curable because of the develops

of health science. Circ :

Loc

Pr : Exist Existent Circ : Manner Circ : Cause

23.

And third,

if we say science [[is a threat,]]a

Sayer Pr : Vb Carr Pr : Attr : Int Attribute

Vg

24.

So that Everyone who [[learn Science]]a will be a threat.

Senser Pr : Ment : Cog Ph Pr : Attr:

Int

attribute Carr

25. There are billions of schools in this world.

Pr : Exist Existent Circ : Loc

26.

And if we say science [[is a threat.]]a

Sayer Pr : Verb Carr Pr : attr: Int attribute

Vg

27. so all the student will be a threat.

Carr Pr : Attr : Int Attribute

Conclusion or Reiteration

28.

So from all of that,

we know that

science

[[never harm

Human]]a But

[[helping]]b Circ : Cont Senser Pr : Ment :

Cog

Actor Pr : Mat G Pr : Mat

Ph

29. Science is not a threat to human,

Carr Pr : Attr : Int Attribute Circ : Cause

Mohammad Fajar Mediyawan Ginting, 2015

An Analysis of students’ analytical expositions

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Carr Pr : Attr : Int Attribute Circ : Cause

3.4.3 Analysis of Data from Interview

The study, as stated in previous section, also use data from interview to reinforce and increase quality of the findings (Yin, 2003). The data from interview is gathered by transcribing the recording of the interview. Afterwards, the transcriptions were categorized into the theme to answer the designed research question. Finally, the data were presented in a condensed form based on the three categories of tables. The analysis of data from interview is presented in Chapter 4.

3.5 Concluding Remark

This chapter has discussed the methodological aspects applied in this study covering the research design, research site and participants, data collection, and data analysis. In the next chapter, the findings and discussions of the study will be discussed.

Mohammad Fajar Mediyawan Ginting, 2015

An Analysis of students’ analytical expositions

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER V

CONCLUSION AND RECOMMENDATION

This chapter provides the conclusion of the study derived from the findings and discussion and offers some recommendations which may give some inputs for future studies with theme related to the analysis of students’ writings by using systemic functional linguistics.

5.1 Conclusion

As stated in Chapter I, the focus of the study is analyzing students’ analytical exposition writing in order to reveal to what extent their writings fulfill the schematic structure and linguistic features (in terms of Transitivity system) of analytical exposition text criteria. The students are divided to three levels of achievements, which are: low, middle and high achiever students. Moreover, the study was conducted in a qualitative design with a case study approach in one public school in Cimahi.

The findings show that the schematic structure of all texts fulfill the criteria of analytical exposition text. All the texts have all elements of analytical exposition structure namely thesis, arguments, reiteration. Moreover, in terms of linguistic features, all the texts use generalization of participant, simple present tense, connectives and impersonal voice. Experientially, all the texts also dominantly use relational, material and mental processes which are the characteristics of analytical exposition text. Moreover, all the texts also use circumstances to strengthen the stance being upheld.

However, the fulfillment is still inadequate to some extent. It is identified from some incomplete fulfillments which will be elaborated in detail conclusion of the study below.

Mohammad Fajar Mediyawan Ginting, 2015

An Analysis of students’ analytical expositions

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

First, regarding the fulfillment of schematic structure of analytical exposition text. The findings of the study show that low achiever texts fulfill the schematic structure criteria of analytical exposition text to the extent of announcing the issue although not including the writer’s stance and present factual information as arguments to motivate the thesis in a form of paragraph. Meanwhile, the middle achiever texts complete the same criteria to the low achiever texts. However, they are better with two additional criteria of present background information though not very relevant and specific to the issue and present thesis reiteration and conclude the issue being upheld. The last is high achiever texts which fulfill the criteria to the same extent attained by low achiever texts. High achiever texts also have two criteria that are similar to the middle achiever texts which are present thesis reiteration and conclusion of the issue.

Second, in terms of general linguistic features, the low achiever texts attain the general linguistic features of analytical exposition text by using

generalized participants, several connectives, impersonal voice and

nominalizations (although poor). Meanwhile, the middle achiever texts are better to some extent that it uses better nominalizations as participant. In the high achiever texts, the linguistic features fulfillment is far better to the extent of using (1) participants in a form of noun phrase, (2) complex clauses intensively and (3) technical terms relevant to the issue. Therefore, in the aspect of general linguistics features, high-achiever texts are better than the low- and middle-achiever texts.

Third, experientially, the low achiever texts fulfill the linguistic features criteria of analytical exposition to the extent of employing mostly material, mental and relational processes. In participant roles employment, low achiever texts are

inconsistent in which the role of participant mostly go to children and rarely

assign computer as the issue being focused. However, low achiever texts employ

Mohammad Fajar Mediyawan Ginting, 2015

An Analysis of students’ analytical expositions

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

Moreover, the middle achiever texts fulfill the linguistic features criteria by employing mostly material and relational processes. The use of participant roles in middle achiever texts is also appropriate that even science is not assigned mostly as active participant, it sometimes occurs as passive participant and in circumstances.

Meanwhile, the high achiever texts fulfill the linguistic features of analytical exposition text to the extent they employ mostly relational and material processes. There are also frequent occurrences of behavioral processes but those

are actually in form of noun clause which is the focus of the issue being upheld –

studying. The participant roles (Actor, Carrier, Possessor and Senser) assigned to

students and studying. The circumstances employed in the texts are properly

enrich and clarify the message being conveyed.

In summary, all texts fulfill the criteria of analytical exposition text in terms of schematic structure and linguistic features. However, the fulfillment of the criteria is still inadequate to some extent. It may results in unsuccessful completion of analytical exposition text social purpose. The failure in social purpose completion may emerge from three causes which are different levels of students’ achievements, inaccurate application of genre-based approach teaching and the limitation of data collection process which only obtained the first draft of students’ writing.

5.2 Recommendation

Based on the study, there are some recommendation for teachers and researchers who are interested in developing studies related to students’ writings analysis. The suggestions are derived from the limitation of this study.

First, for teachers, it is highly recommended that in genre-based approach learning, students should have been writing various text types instead of only

Mohammad Fajar Mediyawan Ginting, 2015

An Analysis of students’ analytical expositions

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

learning the text types theoretically. Moreover, teachers are recommended to

conduct all the stages in genre-based approach in order to assure students’

understanding in writing a particular text type. It is because the process of writing will improve students’ English skill.

Moreover, the analysis of text they produce will give us an exposure on students’ actual performance namely the strength, weaknesses and achievements. In addition, the analysis of student also has to be done specifically both on the schematic structure, linguistic features and the meaning they are trying to convey. Second, for future researchers, the study only focuses on the analysis of schematic structure, general linguistic features and Transitivity system of students’ analytical expositions. Thus, it is recommended for further studies the analysis will also involve the logical meaning or conjunction system analysis to complete the ideational metafunction analysis. Moreover, it would be even better to analyze all the metafunction to attain complete depiction of meaning within students’ writing.

Third, further studies are recommended to improve in the variety of data by adding more drafts (not only diagnostic) of students’ texts to attain more elaboration. For example, researchers may collect students’ writing based on the cycle of genre-based approach. So, researchers may compare and identify differences or progress of students’ writing ability.

Fourth, further studies may also involve the implementation of a particular teaching technique or approach in order to gain information of how particular teaching technique and approach may affect students’ writings.